Estefani Serrano

Connie Christensen
Edu 201
11 May 2020

CSN Education Department - Field Observation Activities Packet

Greetings Future Educator,

One of the most rewarding aspects of EDU 201 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: Estefani Serrano

CSN Course: EDU 201 Intro. to Elementary Education

Professor: Connie Christensen

Professor’s email: connie.christensen@csn.edu

CCSD School: Orr Middle School

Cooperating Teacher: Shellie Desmond and Antionette Gray

THE FIELD OBSERVATION

ASSIGNMENTS
ASSIGNMENT #1 (Observation)

1: What are your first impressions of the classroom environment? Is it warm, inviting,
organized, etc? Describe the physical environment in detail.

The classroom environment is very organized and very comfortable, inviting. The classroom is
decorated with posters, signs and also has a section for her interest for Batman.

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.

27 students 13 girls 14 boys Hispanic, black and white children students don’t have any physical
challenges.

3: Are their posted class rules? If rules are posted write them exactly as they appear.

Rules are posted on board, rules are easily categorized within class, guest, groups independent,
and whole group. Rules are behave, organize, respectful and responsible.Environmental
modification program where teachers partner with other teachers. Where one student behavior is
wrong they can send them over to their partner fill out “ environment dictation behavior
reflection sheet“ Fill out and talk with student about what happened, also how they can better
than self( not making the same mistake)

4: Does the teacher enforce these posted rules? What rewards or consequences are used for
compliance or noncompliance?

Absolutely teacher is very moist about invoicing these rules. If students behave throughout the
month they collect points, most points for the class gets a party. They can also watch movies.

ASSIGNMENT #2 (Classroom Layout): Use graph paper or drawing software to create an

accurate overhead view, labeled drawing, of your assigned classroom. Then answer the
questions below

1: Describe the workflow of the room. Is the space used efficiently?

The workflow of the classroom is very well balance. The space of the room is used effectively
because there is information on the board that is explaining what is going on.

2: In your opinion, how can the physical arrangement of the room be improved?

I don’t think there’s need for any physical arrangements.

ASSIGNMENT #3 (Instruction): Observe any instructional time in your assigned

classroom, and record your observations when presented with the questions below:

1: What is the posted daily/weekly schedule for different subjects or periods?

On the board it’s posted the daily agenda of what’s happening that day.

2: Is instruction delivered in small groups, centers, whole groups, individually?

The instructions are given in whole groups, if the student is not on task, they talk to them
individually and get them to work.

3: Describe your cooperating teacher’s teaching style.

Kinesthetic Learning is the style she uses

4: How does the teacher incorporate the sensory modalities (learning styles)? Give
examples.

Students were told to do “ Mission twin possible” and answer the comprehension check. Four
questions are to be answered and also to our summary. With the summary they used to “race”
rubric R- restate the question A- answer the question completely C- cite evidence from the text E
- explain your answer.

5: Do the students seem engaged in the lesson(s) presented? Please explain.

The students seem to be engaged during the video. The volume wasn’t working well but students
stayed silence during whole video, playing attention.

6: Are there any students isolated from the rest of the class? Explain?

Is there any sooner isolated from the rest of the class. Students are familiar with one another.

7: How does the teacher handle transitions from subject to subject or activity to activity?
Are the transitions efficient?

When transitioning from activity to activity they make sure that The first activity is relatable to
the second activity. Also had a list of what’s going to happen and students get a sense of what’s
going on.

8: List ways the teacher uses “attention getting” commands, word phrases, signals, etc. Are
they effective?

In the beginning of the class students we outside the door. Ms. Desmond then waits till the bell
rings, once it rings she tells class “ Drop, zip, sit” They are to put their backpacks on the wall,
put phone on silent and sit in their assigned seats. Also at the end of the class she say “ cell
phones, water bottle, backpack“ students get their belongings away at the door, bell rings they
leave and the next class comes.

9: What specific behavior issues does the teacher have to deal with? How does the teacher
handle the behavior issues? Be specific.

A behavior issue that the teacher has to deal with is student or students not doing their work. She
then proceeds to go up to the student and says “ what are you supposed to be doing.” There
response could be shrugged their shoulders or saying “ I don’t know.” She then tells them what
to do and they begin to do work.

10: Are there any policies or procedures that help or hinder instructional time? Please
explain them and how they help or hinder instructional time.

A Policy that really helps is in the beginning of the class. The students drop their bags on the
wall, turn off phones zips it into a bag then Takes a seat. Kids can be easily distracted so with
this distraction away they are able to focus with class assignment.

ASSIGNMENT #4 (Culture): Using the questions below, carefully observe and evaluate the
culture of the school.. Remember you are evaluating the school for its educational culture,
place of learning, sense of safety, invitation for learning, promotion of self-actualization,
development of values and socialization.

Physical Characteristics: Look at the physical areas of the school to determine

atmosphere, comfort, and feelings the school creates for students in the educational setting.

1. Consider the school property: building, grounds, fencing, equipment, landscaping, trees,
parking lot, crosswalks, gates, signs and symbols. Describe in detail.

Relatively big school, there is fencing around whole school beside the parking lot in front of
school. Lots of trees also a small garden that’s being grown as well. The back of the school, there
is a park close to campus. The field is a nice size, as well for a baseball field. A small hill close
to the basketball court. In front of the school, at the end of the street there’s a sign for crossing
the street. School is also behind the mall of boulevard.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows,
hall colors and decorations and entrance security. Explain in detail.

Before entering you have to go into the main office to get access to enter campus. The majority
Of the school is blue and white. When entering the school the lighting is very dim, some walls
are painted with amazing art. Awards are in displayed on the cabinets. The gym has a huge mural
of their mascot. Stairs in both side to go down the gym. The cafeteria is a nice size with many
windows also with double door letting outside where the basketball court is located.

Culture of the School: Read, listen and observe to determine the climate, values, and
atmosphere within the school.

1. Explain the school’s mission statement, motto, and mascot.

The mission of Orr Middle School is to challenge and empower students to reach their full
potential. The motto is work hard and launch into the future, also the mascot is a rocket.

2. Analyze staff and visitor interactions in the main office. Note student and faculty
interactions in other areas of the school.
Staff is well mannered when interacting with parents or visitors. They are quick with any
question asked and parents are very satisfied.

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

where students gather to socialize – lunchroom, halls, common areas, playground, etc.

Student interaction with other students is fantastic. They have a great time with one another
during their lunch break. Joking and laughing with on another.

4. Explain how the school is organized- office, library, halls/classrooms, signs.

The main office is located in a other building. Upon Entering the school you see the many
beautiful designs on the walls. There are smalls signs of where locations are located.

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.

Culture of the Classroom: Each classroom has its own culture and way of life.

1. Look for teacher expectations for learning and success.

The teachers are expecting students to try their best, most know they come a low income
families. They want to support them into having a great time in school.

2. Evaluate the level of student participation in the class. Who participates? Who does not?

All of the students are participating in the class, they are pretty lively and the vibe of the class is
amazing. Watch the kids excited to answer. Seeing their fascial expression change is a great
feeling. They all what to get the change to answer and they also give great question when they
don’t understand

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

distribution of power, teacher personality.

She has a wonderful relationship with the students. You can see how much trust they have with
their teacher. When it’s time for them to seriously work, they also know that they also have to
put in their 100 percent for it too. Just as Ms.Desmond put her all into her students, the student
also put in their work. She makes the work fun and when there is something they are having a
hard time they are comfortable enough ask her what they don’t understand. They also have some
inside jokes with each other.
ASSIGNMENT #5 (Cooperating Teacher Interview): Arrange for a convenient time to
interview your cooperating teacher. Ask the questions below. Include any school
document, handouts, etc. the teacher provides..

1. What was the primary reason you became a teacher ?

I had always wanted to become a teacher. When I was young, I had a chalkboard to “teach” and
always read books to others. My mother had told me that while in Kindergarten, if she didn’t
hold the book she was reading “Just like my teacher” I would tell her she was “doing it wrong”. I
became a teacher after I had my first son. Watching him learn so quickly and the interest he had
in the world opened my eyes to a new world. It was very exciting. I entered college after he was
4 years old for elementary education.

2. What are the main challenges you face as a teacher ?

The main challenges I face as a teacher are that students do not enter at grade level. Some
students are 4-5 grade levels below. Challenges that come from people who are not in the
classrooms daily and do not understand the hurdles that teachers and students go through on a
daily basis.

3. What is the best part of being a teacher ?

The best part of being a teacher are the students. Being able to be part of a child learning and
succeeding academically and socially is the most gratifying part of being a teacher.

4. How do you determine where students sit in class ?

I determine where my students sit by ability and behavior (Kagan Structures).

5. How do you select members of any flexible groups ?

Flexible groups are based on ability and testing.

6. How often do you interact with parents in person ? What are the main reasons for
interactions with parents?
I interact with parents as needed. Positive calls/school events/consequences for students.

7. How much grading do you complete on a daily/weekly basis ?

Grading is completed daily and can be up to 4-5 assignments per week.

8. How long does it take to prepare lessons for the day/ week ?
Lesson take anywhere from 1-4 hours for the day/week, depending on the activities for the week.

9. What procedures or strategies do you use to maximize instructional time ?

I have a procedure for everything, such as: entering the classroom. “bell work”, speaking and
listening, turning in work, bathroom, etc.

10. What positive reinforcement have you used successfully? What behavioral
consequences seem most effective with this age group ?
I use PBIS strategies in my classroom for positive reinforcement. Other reinforcement behaviors
are class points, hero points and praise, praise, praise and making connections with my students.

11. How are specialist teachers involved in your instructional planning and process?
Specialists teachers and myself collaborate during PLC’s and one-on-one to assist students.

12. How often are you evaluated, and what measurements tools is used by the
administration for determining your teaching performance ?
Teachers are evaluated determining on years of teaching and as administration feels needed.
Evaluations are based on NEPF standards.

13. What consequences are there if your evaluation is not favorable ?

Consequences which are not favorable are followed by directives per the administration.

14. What surprised you the most about teaching as a profession ?

Teaching is really a “calling” and teachers who have a knack for it are driven, excited, willing to
go above and beyond, and most of all MUST love ALL students!

ASSIGNMENT #6 (Observing a student):  Discretely observe one student in your assigned

classroom during direct instruction. Explain what the student did during the observation.
Summarize the lesson given and the student’s responses to the lesson. Make sure to document
ALL behavior in relationship to what was being presented by the classroom teacher. Please
describe what you discovered about the student’s learning styles, involvement in class, and
his/her educational needs.

This was a third grade math lesson. And the first activity, it’s a whole group. Each student will
receive a bag. Then they will get a whiteboard, dryer race marker and a tissue to wipe off. They
will work the problem on the whiteboard. Each bag will have a letter written on it, then number
example 10 showing how much Coins are in the bag. There should be the exact number of coins
that is written on the back. Inactivity too, the teacher asked a question and students raise their
hands to answer. Holden with the stripe shirt was called on by Mrs. Foster. I then saw Andrew
the blond boy with a black T-shirt with a figure on it have an angry expression.
 
ASSIGNMENT #7 (Summary):  Thoroughly summarize and reflect upon your entire
10  hour Field Observation. What did you observe, learn, realize about teachers, students,
instruction, the school environment?  How has this observation better prepared you to
understand the teaching profession?  How does the observation relate to the text information
and class activities? What specific ideas on teaching will you remember to include in your
classroom?

While having this opportunity to see the action of this wonderful teacher do her thing. I loved it ,
middle schoolers were so different then I had imagine. Like many kids they were curious, but
overall they were fantastic kids. Ms. Desmond once said “ once you have enough credit,
substitute get as much exposure to teaching. Do different grades and see what you are up for.”
Teaching isn’t all fun a games some kids will feel like you are very important to them. They
could be having a hard time and having you there making them forget there worries with
studying can be amazing. You might never know that you can mean so much to a student. This
job isn’t easy at all, sometimes you will have good days and not so good days we are human as
well. But we will do our absolute best for our kids to see them grow, become so great. It can be
so rewarding to see your kids come back and visit you once there older. Having them say “ you
change my life” or “ you saved me “ can bring so much happiness. That is something I look
forward to and I hope I can become that someone to my kids.
FIELD OBSERVATION STUDENT EVALUATION - completed by Cooperating CCSD
teacher

Please complete the following evaluation using the Performance Indicator Scores below
(with the student) once the total observation hours are met. Your constructive comments
are extremely valuable to the student. Return this page to the student along with their Time
Log to be submitted with the completed observation packet

Enter the appropriate “Performance Indicator Score” in the spaces below

(4)=exemplary (3)=consistent level (2)=not consistent (1)=lacking

___4__ Professional appearance, adherence to CCSD dress code

___4__ Reliability, punctuality
__4___ Communicates effectively with teachers and staff
__4___ Demonstrates manners, graciousness
__4___ Reflects upon observations using critical thinking
__4___ Demonstrates enthusiasm and curiosity toward the profession
__4___ Models respectful behavior with students
__4___ Uses appropriate language
__4___ Exhibits pre-service educator success indicators

Comments:
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Cooperating Teacher’s Signature: __Shellie Desmond____________

Date:__5/08/2020________