CSN Education Department - Field

Observation Activities Packet

Greetings Future Educator,

One of the most rewarding aspects of EDU

201, EDU 202 and EDU 203 is the
opportunity you’ll have to observe in a
school classroom where students are actively
engaged in learning. Each of these three CSN courses require all students to complete a 10
hour "Field Observation" in a Clark County public school.

Once your placement is processed, you will receive details regarding your assigned school from your CSN professor. Only
then, will you contact the school and meet with your CCSD “cooperating teacher”. Both you and your cooperating teacher
will design a mutually agreeable schedule to complete your required contact hours once you meet for the first time.

Within this packet, you will find the required field experience assignments and other documents that you must complete in
order to pass this class.

Your Name: Estefania Caro

CSN Course: EDU 201

Professor: Sandra Gregorio

Professor’s email: sandra.gregorio@csn.edu

CCSD School: Elizabeth Wilhelm Elementary School

Cooperating Teacher: Kimberly Wallner

Observations

Observation 1: What are your first impressions of the classroom environment? Is it warm, inviting,
organized, etc? Describe the physical environment in detail.
 This kindergarten classroom feels, warm, welcoming, and friendly. It is well organized and set
up appropriate for the students. There are five groups of desks with four students in each group. There
are nice posters all around the classroom that get used for lectures. Everything that’s on the classroom
walls have a meaning; the walls are not filled with too many posters or decorations. There is an
activities carpet in the middle of the room where the students sit for whole-class lectures. The reading
section in the classroom has a carpet and pillows so the students can get comfortable when they read.

Observation 2: Please describe the student make-up of the class, including gender, ethnicity, ELL,
students with physical challenges, and any other apparent attributes that are important to note.

Black 8
Hispanic 6
White 3
Asian 1
Indian 1
Mixed Race 1
Male Female
7 13

There are no ELL students in the classroom. All the students understand and speak English, but there
are a few Hispanic students that have only Spanish-speaking parents. There are also no students with
disabilities.

Observation 3: What are the posted class rules in the room? (exactly as written)
There were only two class rules posted in the room:
1. Be kind and respectful
2. Always do your best

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being
used for compliance or noncompliance?
The teacher does not enforce these posted rules as much, but she does reward students for
good behavior. She uses a treasure box where students can choose a treat. She also gives points to
groups with students that show compliance to the rules and good behavior. If students are
misbehaving then they change their green card to a yellow and if it continues, they go on red and their
parents are notified.

Classroom Layout
 >>>INSERT YOUR DRAWING HERE<<<

Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently?
All of the classroom space is used efficiently. The students work on their morning work at their
assigned seats which are in groups. Then, they sit on a big carpet where the teacher does
whole-class lectures. After the students learn and know what their assignments are, they split
up into their center groups. The teacher placed six different work stations all around the room
and the students start at the center where they left off the day before. Every 15 minutes the
students transfer onto the next center. There’s a center for reading, writing, drawing, reviewing
their sight words and letters, working with cubes for math, and another center where they play
educational games or take small assessments on iPads. While students quietly work at their
centers, the teacher is able to pull out individual students that need more help or practice on
certain subjects.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be
improved?
I don’t think the physical arrangement of the room can be improved. It is already great and well
set up and arranged for the students to learn, work efficiently, and move around.

Instruction
Instruction Question 1: What is the posted daily schedule for different subjects or periods?

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?
Instruction is done in whole-class lectures where all the students sit on the carpet. The
students then split up into their center groups and work on their assignments either with a partner, the
whole group, or individually. While the students are at their centers, the teacher pulls out students
that are falling behind or are struggling in a certain area. Each student gets the help they need
individually.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style?
The teacher uses different teaching styles. She uses objects and pictures to get her students to
understand what she is trying to teach them. She shows examples on how to do certain problems. The
students also sing-along to songs that help them memorize important things such as their numbers,
letters, vowels, months, and etc.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so,
give examples.
The teacher incorporates the different learning styles for those who are visual, kinetic, and/or
auditory learners. The centers are great for kinetic learners since they are moving every 15 minutes
and everything they do is hands-on. Before they go work on their centers, the teacher goes over the
assignments at each center for those who are visual and auditory learners. She shows them an
example and then they go and work on their own.

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented?
Please explain.
Yes, every student is engaged in every lesson that is being presented. Every time the teacher
asks a question they all like to raise their hands even though they might not know the answer. If they
don’t know the answer they still give it a try and if not, she calls on another student to help them out.
They stand up when they answer a question and then they sit back down. They all have their own
individual whiteboard and marker during her lessons and she lets them know when to write. For
example, they write out three sentences with a word that she gives them and then they draw a picture
to go with their story. She then picks three students to go in front of the class and share their
sentences and picture.

Instruction Question 6: Are there any students isolated from the rest of the class for any reason?
Why?
No, every student is in a group. They all like to work in groups, but at times there will be a few
who don’t mind working on their own. The only time a student may be isolated from the rest of the
class is when the teacher pulls them out to help work on where they are struggling.
Instruction Question 7: Is instructional time managed efficiently? Please explain
Yes, the students know what they are supposed to be doing as soon as they enter the
classroom. The centers are each timed and the teacher sets an alarm to let them know when it’s time
to switch to the next center. They waste no time which is unbelievably incredible.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or
period to another, and are these transitions efficient?
The teacher transitions from one subject to another quickly. It takes about a minute for the
whole class to put their things away and take out what they need for the next subject. During their
centers, the students know that when they hear the alarm they must clean up and move to the next
center quietly. These transitions are very efficient.

Instruction Question 9: List ways that the teacher attempts any “attention getting” commands? (Ex:
Countdown, Light flicker, Heads on Desk) How effective are they?
When the teacher claps three times the students clap back three times. It’s very effective
because it turns a very noisy classroom into a quiet classroom very quickly.

Instruction Question 10: What specific behavior issues does the teacher have to deal with? How does
the teacher deal with these behavior issues? Be specific.
The teacher has only one or two students that have more behavior issues than others. She calls
them out by their name in class when they are misbehaving or doing something other than their work.
She also has to deal with students that tattle-tale on others. She tells them to not tell on others and if
they weren’t involved in the problem to not worry about others but themselves. If she constantly has a
problem with a student, she makes them change their green card to yellow or red.

Instruction Question 11: Are there any policies or procedures in place that help or hinder
instructional time? If so, explain them and how they help or hinder use of instructional time.

Culture

Physical Characteristics:
 1. Consider the school property: building, grounds, fencing, equipment, landscaping, trees,
parking lot, crosswalks, gates, signs and symbols.
The school is very clean and safe all around. There’s a fence all around the outside of
the school. Every entrance and exit gate has a lock during school hours. There’s a small
section of grass with tress, and that is mainly used for physical education. There are a lot
of crosswalks and signs right outside the parking lot and around the corners of the
school.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall
colors and decorations and entrance security.
The halls are indoors and covered in carpet. There’s a 30’s pod, 40’s pod, 50’s pod, and
60’s pod. The hallway walls are covered in decorations and bulletin boards are covered
in awards and achievements of each student for each class. Each pod has many
bookshelves full of books for the students to take home or read during reading time in
class. The entrance to the school is open but only to the main office. The office staff are
the only ones who can unlock the doors to enter the school’s hallways, classrooms, and
multipurpose room.

Culture of the School:

1. Identify the school’s mission statement, motto, and mascot.
Mission Statement: Wilhelm is a learning community of teachers, parents, and students
who are responsible for the academic success of all students.
Motto: “Everyone succeeds, and it begins with me!”
Mascot: Wolf

2. Analyze staff and visitor interactions in the main office. Note student and faculty
interactions in other areas of the school.
The staff acknowledges every visitor quick and makes them feel welcomed to the
school. A lot of the faculty know many students by their names. The younger kids like to
run up and hug them whenever they see them either in the hallways or during
lunch/recess time.

3. Look at the formal practices: School bell schedule, and the grouping of students. (ie.
grades, block scheduling, periods) Does the school use inclusion, or a pull-out program for
special education students?
As soon as the school bell rings and everyone lines up outside, the principal greets all
the classes and parents outside. She uses a microphone and speaker to do the morning
announcements while everyone is lined up. They also do the Pledge of Allegiance
outside. As soon as they go inside, every class eats breakfast as soon as they enter their
classrooms. Not every student has to eat if they are not hungry. At noon the students
from the same grade levels start attending lunch and recess. Special education students
are all put in the same classroom and they have them do everything together.

4. Observe student-to-student interactions, inside and outside of the building. Observe

where students gather to socialize – lunchroom, halls, playground, etc.
 Students gather to socialize in the lunchroom and at recess. Some like to play on the
playground and others get together on the courts to play a sport. Students are not
allowed to socialize in the hallways since there are many classes in session inside the
school building.

5. Examine school traditions, achievements and awards; community recognition or

community partners; extracurricular activities/clubs and athletics. Look for and
document sources of community pride and sense of identity through ceremonies,
assemblies, trophies, and artifacts.
As a school, each class is awarded for several things such as perfect attendance, high
test scores and evaluations, school spirit, and so on. The school has assemblies and
ceremonies for the students that get good grades. They have several extracurricular
activities such as tutoring, science madness, music classes, school carnivals/festivals,
and other after-school programs that parents can attend with their children.

Culture of the Classroom:

1. Look for teacher(s) expectations for learning and success, interactions with students, and
his/her personality.
The teacher wants all of her students to succeed and do great in class and everything
they do. She’s very nice and caring towards her students. She interacts with every
student in her class and as well as with other students from other classes.

2. Evaluate the level of student participation in the class. Who participates? Who does not?
What modifications, accommodations, and/or inclusion techniques were observed?
I noticed that every student likes to participate in class. Even the ones who do not know
the answer to a question still raise their hand. If someone does not know the answer,
their peers like to help them out. All the students like to include everyone when working
in groups. They are also very helpful when there’s a new student who does not know
the procedures of what to do next when switching subjects or centers.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness,

distribution of power, tone, frequency and reinforcements. >>>

Cooperating Teacher Interview

Interview Question 1: What was the primary reason you became a teacher? >>>
Interview Question 2: What are the main challenges you face as a teacher? >>>

Interview Question 3: What is the best part of being a teacher? >>>

Interview Question 4: How do you determine where students sit in class? >>>

Interview Question 5: How do you determine the members of any flexible groups? >>>

Interview Question 6: Beyond standardized testing, what assessments do you use regularly? >>>

Interview Question 7: What requirements are placed on you for reporting progress to parents? >>>

Interview Question 8: How often do you interact with a student’s parents in person, and what type of
discussions do you typically have? >>>

Interview Question 9: How much grading do you complete on a daily/weekly basis? >>>

Interview Question 10: How long does it take to prepare lessons for the day/week? >>>

Interview Question 11: What procedures or strategies do you use to maximize instructional time? >>>

Interview Question 12: What positive reinforcement programs have you had success with, and what
behavioral consequences seem most effective with this age group? >>>

Interview Question 13: How are specialist teachers involved in the instructional planning process? >>>

Interview Question 14: How often are you evaluated, and what measurement tool is used by the
administration for determining your teaching performance? >>>

Interview Question 15: What consequences are there if your evaluation is not favorable? >>>

Interview Question 16: What types of support do you receive instructionally, financially, or
professionally from the school, parent organization or school district to enhance instruction? >>>

Interview Question 17: What surprised you most about teaching as a profession? >>
Observing a student
 The teacher was giving a lesson on words that have a long “I” and short “I”. She would sound
out words and have students raise their hand if they thought the word contained a long “I” or a short
“I”. the student that I observed was engaged in the lesson when the teacher was questioning them
about the words she gave them. Once the teacher will say a word, all the students would have to write
it down on their whiteboard. The student was still engaged in the lesson, but I noticed he had a hard
time writing down the words correctly. He would sound them out, but he would forget about the silent
e at the end of some of the words such as bike, lime, and time. He would sometimes get stuck on a
word that he’ll miss the next two words the teacher sounded out for them. I can tell the student feels a
bit frustrated since he can’t seem to spell the words correctly and the teacher is moving too fast for
him. Some students work at faster pace than others, so I think it’s difficult to stop and wait for a few
when the majority of the classroom has it down already.

Summary
 This 10-hour field observation was an incredible experience. I was placed into Ms. Wallner’s
kindergarten class and it made me realize that teaching a group of really young students does not
seem so bad after all. I learned that classroom management is a big key to getting your students to do
what you want them to do, to behave, pay attention, and listen to you. I always wanted to teach the
older kids such as the fourth or fifth graders, but after seeing this well-behaved classroom of
kindergarteners, I might want to stick with the littles ones. I would also have to make sure that I keep
them moving around because they have lots of energy all day long.
The different centers placed all around the room was really cool to see. The students really love
going to their different centers everyday and work on different activities at each center. The teacher
has a nice carpet and pillows at the reading center for students to get comfortable when reading a
good book. There’s a writing center where they practice writing at least three sentences and drawing a
picture to go with their sentences. The math center has cubes and blocks for them to practice counting
and adding. They have a center where they review their letters, sight words, and vowels. They have
puzzles that they have to connect by knowing what letter comes next in the alphabet. There’s also a
center for the kids to play educational games online or take small assessments using an iPad.
As I observed every student, I noticed that some were more advanced than others. Every group
had a mix of low-level students and advanced students. That way the more advanced students can help
the lower level students without them even realizing who’s the smarter one in the group. The teacher
also likes to put students who are more sociable with less sociable students. That way the shy and
quiet students won’t be so shy to talk, and the talkative ones don’t talk all day with other talkative
students.
I really enjoyed observing this class and I know for a fact that I want to become an elementary
school teacher. I believe my personality will fit best with the younger students such as the
kindergarteners to second grade. The teaching profession is probably the most rewarding, and I cannot
wait to have my own future classroom full of bright children.