Kylie Pratt

Field Observation
ASSIGNMENT 1 (Observations):
The classroom environment was very inviting. The walls and bulletin boards were full of
student work and the white board was clean and organized the students’ objectives and classwork
well. The entire classroom was clean and organized and the teacher’s desk had her personal
touches and was neat. The most notable thing posted in the classroom was the bell schedule
posted for both “A days” and B days”. There were no posted classroom rules as the teacher goes
over them and the consequences for not following them in her syllabus. She does not post these
rules or consequences as she believes the space and time in her classroom is more valuably spent
on instruction, rather than going over common classroom rules. Most of her rewards and
consequences are given out on an individual basis. In the classes I observed there were no
students with apparent physical challenges. The average size of the classes were 23 students
where girls were the majority in four periods out of seven periods. In the class I spent the most
time in the majority of students were Hispanic, African American, or Asian. The minority of
students being white.

ASSIGNMENT 2 (Classroom Layout):

 I believe that the workflow of the classroom is great. The teacher is in view of all the
students and all the students can easily see the white board. All students also have easy access to
the classroom materials table which hold extra paper, pencils and the pencil sharpener and any
classwork needed for the days lesson. I think that one improvement of the arrangement of the
room would be a different location for the classroom materials table. It is right in front of the
door which means students see it but is also makes the entrance to the room a bit funneled and
compacts that high traffic area.

ASSIGNMENT 3 (Instruction):
The schedules for both A days and B days are always posted in the classroom as well as
objectives and the lesson agenda for each period. The classes taught are Freshman Studies, Pre-
AP English, and AP Language. The instruction in class is mostly whole group. After the main
lesson the teacher will address individual needs for the students. If many or multiple of then have
the same questions she will address the whole group again. My cooperating teacher had a very
inclusive and relaxed teaching style. It was very student centered and she asked for the students’
opinions and feedback often. In the days I observed I did not witness many sensory modalities
the lessons were geared for interpersonal or social learning. However, I saw from student work
and projects that she incorporates music and read aloud options for auditory learners.
Most of the students were engaged throughout the lesson. There were a few moans and
groans about the upcoming assignment, but multiple students asked questions and answered
those asked by the teacher. No students were isolated in the class, while some students chose to
sit farther away, the classroom layout with the umber of students present prevented anyone from
being to far from the group. A large amount of instructional time is spent going over the lesson
and explaining the assignments, then the expectations for completing the assignments. There is
enough time given to students to ask questions and get started on work.
During transitions the cooperating teacher is very calm and the movement is smooth and
efficient. The students know they are to stay seated until the bell rings and she always says
goodbye and then hello to welcome in the next class. My cooperating teacher does not use any
attention getting commands she used to use hand clapping but for the most part does not use
them anymore. She simply says, “okay guys”, “hey guys” or “moving on” followed by the
instruction and the students usually get the message to quiet down or refocus.
Most of the behaviors my cooperating teacher must deal with are not serious. Most
problems are students talking to much and not working in class. When this happens, she reminds
students to get to work by lowering to their level and speaks with them directly. She asks if they
need help and usually does a brief reexplanation of the assignment. She encourages students to
work not by threatening or intimidating but by breaking things down and talking with them. I did
not witness any policies that hindered instructional time. One of her policies that helped was
students were free to help one another on assignments. This helped because the students were
able to ask friends for help and they usually started to talk a bit more about the assignment and
asked new questions to the teacher that were then addressed with the whole class.
ASSIGNMENT 4 (Culture):
The school I went to was Cimarron Memorial High School. Looking at the physical
characteristics of the outside of school I think the grounds are well kept. The landscaping is
minimal and neat. The environment is welcoming and shows school spirit. Everything is the
school colors and the mascot it shown on metal decals on the side of the building. The parking
lot is large with plenty of open spots for students and guests. There is a separate staff only
parking lot in the back of the school which is convenient for most teachers. On the outside of the
school there are not many signs just the name of the school and the large sign that faces the street
that states when big events are such as holiday breaks, SAT testing or picture day. Looking at the
interior of the school you can really see the school pride shine through. There is a full hallway
filled with trophies and student achievements. Banners line the gym and cafeteria walls from
years of sports team winnings. In the courtyard of the school banners stand showcasing different
clubs and activities. The school’s colors are maroon, and silver and every detail or accent are
these colors. The doors are maroon, and all hardware is silver. Door frames, railings, windowsills
are all maroon and silver. In the hallways you see maroon or silver painted details on the walls as
well as flyers for clubs and activities. There were also many different college flags and flyers
suggesting that this school encourages students to continue to higher education.
Cimarron Memorials High School’s mascot is the Spartan. The school motto is “The
Spartan Way” and the mission is “To provide a quality education which will enable students to
become lifelong learners and responsible citizens and to acquire the skills essential for success in
the 21st century.” Almost all student, visitor, and faculty interactions I have witnessed are polite
and casual. Some have been sterner, and I witnessed one interaction where the student was
distressed and crying. The staff member was gentle with them and was able to calm them down
and taken to a more private location. The school uses a block schedule format and students are
grouped and placed in classes based on a tracking system. The school utilizes a pull out and a
push in program, where students are accompanied in class by an aid, to include special education
students.
Student to student interactions is playful and a bit rambunctious. For the most part they
are lighthearted and in good spirits. The students gather almost anywhere. They tend to stay in
front of the school and linger in the courtyard even after the final bell of the day has rung. They
socialize anywhere they can. Any place where they have enough space for their group, they will
stop to talk this includes cafeteria, hallways, and any area in the courtyard. I did not see many
places that recognized community partners but there were many examples of school pride
through trophies, banners, and posters made by students on the walls.

The classroom culture was very relaxed and inclusive. My cooperating teacher’s attitude
and personality is shown well in her classroom. Her personality is calm and playful. The students
like her and listen to her. There is a clear relationship she has built with them. She provides
students with the supplies they need and encourages them to succeed. I would estimate student
participation to be about 80%. Many of the students worked and stayed on task. The students that
were distracted were talking with friends and often did not finish the assignment. I did not
observe any modifications or accommodations techniques. Interactions between her and the
students seem to be easy going. She speaks with all students in a kind tone but when talking to
students who are not on task her tone changes. She becomes sterner and the students notice the
shift and quickly. They usually slouch down in their seats and start working. She continues to be
stern with these students and checks their progress often. She is never harsh but has a more
serious tone.

ASSIGNMENT 5 (Cooperating Teacher Interview):

Interview Question 1: What was the primary reason you became a teacher?
“I always wanted to be a teacher, as a little kid the grade that I wanted to each changed. It may
be a boring answer, but I’ve always known.”

Interview Question 2: What are the main challenges you face as a teacher?
“Cellphones, that’s on that is always going to be there and it’s going to get worse. They are
frustrating because it’s more than just texting. Now it is full tv shows they are streaming instead
of working. I do not take phones because I don’t want the liability. I do feel like they [students]
believe that they can effectively do two things at once and they can’t.”

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

“The kids, you have to want to get to know kids and like kids.”

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

“With freshman I do a randomized seating chart and if group projects are given, I decide who is
in the group. With junior I do not assign seating because they are pretty self-sufficient, and they
have more self-control where the younger group do not have that self-control.”

Interview Question 5: How do you determine the members of any flexible groups?
“I often will try to put a really strong student in each group. I know some teachers will pair a
strong kid and a weak kid. I take my five strongest students and separate them so they don’t end
up in the same group and so they can help in their placed groups. I find this is easier for me to
organize and keep track of.”

Interview Question 6: What assessments do you use regularly?

“I do a lot of formative checks for understanding through class discussion, we are using the
college board curriculum, so a lot of those assessments are embedded into the system. As far as
summative assessments for me in an English class, those are generally essays.”

Interview Question 7: What requirements are placed on you for reporting progress to parents?
“It’s mostly just the quarterly progress reports, and they like us to reach out to students who are
failing.”
Interview Question 8: How often do you interact with a student’s parents in person, and what
type of discussions do you typically have?
“In person it tends to be only open house and I have had parents come and observe when their
student was doing badly in class. We have IEP meetings and 504 that we have in person. I also
have face to face conferences that parents can request at any time. Most of my communication
with parents are over email or phone.”

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

“I tend to be more weekly than daily. I will get stuff and save it for a certain time and do 2-3
hours for a light week and with a heavy week with mostly essays 5-6 hours per week.”

Interview Question 10: How long does it take to prepare lessons for the day/week?
“About an hour a day setting things up for upcoming classes. For each type of class there is a
different type of prep.”

Interview Question 11: What procedures or strategies do you use to maximize instructional
time?
“As far as journals or bell ringers or exit tickets I don’t do much, but I wish I did. I do use
formative assessments as exit tickets.”

Interview Question 12: What positive reinforcement strategies have you successfully used, and what
behavioral consequences seem most effective with this age group?
“I have done things with a specific kid such as a reward system. I have used the sticky note method that if
the student is working, they will get a tally on their sticky note. Calling home has been one of the best
consequences more for building a partnership with the parent and discussing the best strategies to help
their student. If the behavior is bad enough then the office but that is the last resort.”

Interview Question 13: How are specialist teachers involved in the instructional planning process?
“For us the only specialists that help with instructional time are Special Education co-teachers and they
help with the individual students as needed. It kind of depends on the role the school assigns the
specialists.”

Interview Question 14: How often are you evaluated, and what measurement tool is used by the
administration for determining your teaching performance?
“I am evaluated once a year and we use the Nevada Educator Performance Framework. (NEPF)”

Interview Question 15: What consequences are there if your evaluation is not favorable?
“I Nevada the consequences are slim but usually there is a meeting with administration where they talk
about expectations and offer extra training to assist you with instruction.”

Interview Question 16: What surprised you most about teaching as a profession?
“Probably the fact that teaching is talked about as being an honorable profession, but it is not treated as
such. People do not respect education as much as they claim to. Many people treat teaching as a lazy
profession but then talk about it like they have so much respect for teachers that do not treat well.”

ASSIGNMENT 6 (Observing a student):

I observed a male student during instruction. The whole class was quiet, and everyone seemed to
be paying attention. This student was listening to her instruction as well as doodling a bit on his
paper. He answered one of the teacher’s questions during the discussion and kept quiet for most
of the lesson. A couple students around him started talking and he looked at them and became
distracted. The teacher addressed the group, and they stopped their conversation, and he went
back to doodling on his paper. They were getting an introduction to William Shakespeare and
were to start reading Romeo and Juliet. They were expected to complete the read along guided
notes the teacher provided. Once the reading started characters were given to students to read.
The student I was observing was not chosen and did not volunteer for a role. He opened his book
and appeared to be following along. At the end of class, he put his book away and put away his
notes. From a student’s point of view, I could see how this lesson could be a bit boring. H took a
moment to chat with friends in the beginning and I can see why a student would do that. After
listening to this lesson as a student if I were in the teacher’s shoes, I think I would try to make
things a bit more interesting for the students that do not have a speaking part.

ASSIGNMENT 7 (Summary):
Overall this experience has been so amazing and valuable. I learned so much from my
cooperating teacher. The things I will cherish most are the discussions we had about all aspects
of education and teaching. She gave me insight to things that I had never considered in the
profession such as creating my own curriculum and moving up in the education system. I am
glad to have spent a few days at the school at different times. They have block scheduling, so I
was able to see all of the students for a longer period of time. I also got to participate in a fire
drill while I was there. This gave me time to talk to my cooperating teacher and other teachers
about emergency precautions and the role that we have as teachers to protect our students. I also
got the chance to speak with office staff and a few students. I was happy to be placed at this
school because I think it showed a neutral high school. It is not a super high performing magnet
school, and it is not a behavioral school. This school had representation from all classes and
demographics. It was full of really good kids and the teachers that I spoke to truly care for them.
There is one more important thing I will take away from this experience. The kids now when you
are being genuine. When you show that you care they do recognize that and will feel more
welcomed in the classroom. This whole experience has been great and something I will not
forget.