Field Experince Observation

Betsi Cardenas Mendoza

Introduction to Special Education 203

Field Observation Activities Packet

Saturday. Dicember 18, 2021

New Observation Packet EDU 203

ASSIGNMENT 1 (Observations)

What are your first impressions of the classroom environment? Warm?... Friendly?...

Organized?... etc Describe the physical environment in detail

1. The classroom environment is welcoming and warm to students. It is decorated with

pictures and posters that help students to remember the behaviors they most have in the

classroom, As well as Covid 19 prevention rules for students to see and follow them. Also, it

is organized and arranged on a matter that propitiates the effective flow of classroom work.

Students' sits are organized horizontally and close to the whiteboard, so students are more

focused on lesson class. At the two front corners of the classroom, the teacher designed small

tables where students will work on one of one and small groups instructions. Also, there are

two sofas where students can sit down and take a break after the completion of their

assignments. The teacher's and assistance desks are at the back of the classroom. And in front

of the main entry so they can monitor who comes in and out of the classroom.

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.

There are six students in the classroom. Most of the students are male, referring to gender. We

have four boys and one girl. As for ethnicity, there are three Hispanic students and two
Afro-American students. Furthermore, all students in the classroom present a certain degree

of the autism spectrum, and one of the students has vision problems.

Observation 3:

What are the posted class rules in the room? (exactly as written)

Classroom rules are posted in front of the student’s sits. They are written in colorful posters

big enough for all students to view (especially for those students with vision problems ).

Also, given to covid 19 pandemic the teacher has chosen a special wall in the classroom

where she posted students’ expected behaviors regarding covid 19 preventing the spread of

the virus.

Class rules

1. CLEAN UP AND HELP OUT

2. LISTEN WHEN OTHERS TALK

3. BE OPEN TO NEW IDEAS

4. TAKE RISKS MAKE MISTAKES

5. SHARE WITH OTHERS

6. RESPECT EACH OTHER

7. SAY PLEASE AND THANK YOU

8. FOLLOW DIRECTIONS
Observation 4 :

Does the teacher enforce these posted rules? Are rewards or consequences being used

for compliance or noncompliance?

Yes, the teacher enforces these posted rules. When students do not follow class rules, they

receive a warning call from the teacher. Also, she informs students that their behavior is not

appropriate. And that they must change it or they will be sent to reflect on their actions to a

chair she has designed for students who are not following class rules or who are unwilling to

work on their assignments. Also, when students follow the rules, they get what the teacher

called a dollar reward that they can change for a snack on the mini-story. The teacher has set

-up to reward students with good behaviors and hard work. When students follow the rules,

they get what the teacher called a dollar reward that they can change for a snack on the

mini-story. The teacher has set -up to reward students with good behaviors and hard work.

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

accurate overhead view, labeled drawing, of your assigned classroom before answering

the questions below

Classroom Layout Question 1: Describe the workflow of the room. Is the space used

efficiently?

Because of the well-organized and efficient use of space, the classroom workflow is

efficient and convenient for both students and teachers. For example, there is enough space to

stroll around tables without disrupting students' work; also, the teacher has been storing

didactic materials and students' notebooks in lockers and bookshops to save space. The

teacher's desk is placed at a strategic location in the classroom so that she can keep an eye on

her students while working on anything else. Also, classroom rules allow workflow

efficiency as well: For example, one of the rules is to raise the hand before speaking and

remain to sit while the teacher is delivering a lecture. Those rules avoid delating to the class

workflow because students interrupt each other or the teacher.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the

room be improved

I consider that classroom arrangement works efficiently to propitiate good classwork flow.

Students have created unique seating arrangements for each of the teacher's daily lesson

instructions. For example, when students have to work in small groups, students already had

a designed sit in one of the corners of the classroom without having to rearrange tables and

chairs again to work in the school groups. Also, students have spots where they can play and

do recreative activities during their free time. Or where to calm down when students are

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

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

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

periods?

The posted daily schedule for different subjects or periods is as follows:

7:54 am -8:55 am ELA Verbs

8:59 am -9:51 am Reading

9:55 am- 10:47 am Elective Classes ( ART OR PE )

11:21 am - 12:13 pm Math Subtraction

12:17 pm- 1:09 pm Science ( Taking Care of Yourself )

Instruction Question 2: Is instruction done in small groups, centers, whole groups,

individual?

In the morning, when students come to class, the instruction is delivered as a whole group,

the teacher introduced to students a topic, then she explained to students the information she

lectured them; And also she encouraged students to participate in the lesson. For example,

today, students were working on ELA Verbs. They watched a short movie where eight verbs

were introduced and illustrated with different pictures. The students imitated the verbs they

were being taught. Later in the morning, students were working in two small groups. One of

them was instructed by the teacher and the other one by an assistant teacher. After completion

of their assignments, some students in the small groups had five minutes break, and those
students who required extra special assistance worked individually with the teacher: For

example, language assistance ( diction improvement ).

Instruction Question 3: How would you describe your cooperating teacher’s teaching

style?

My cooperating teacher style is, more demonstrative: She always makes use of different

interactive, engaging material to show students examples of how to perform activities. And to

help students understand the lesson. Furthermore, she plays a hybrid role when interacting

with students. She has to tailor her style to her different students' needs and skills to achieve

what everyone in the class takes advantage of in the lessons. Finally, even when the teacher is

close to her students: Certain children exhibit misbehavior and social mala-adaptability.

Therefore the teacher must be firmer to enforce the classroom rules and to call attention to

her students. She informs the students of their misbehavior and helps them to reflect on

whether their behavior is appropriate or not. Also, when scholars are not willing to work, the

teacher asks them to rise from their set. And to continue working apart in a designated set for

students to reflect on their acts.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning

styles)? If so, give examples.

Some sensory modalities the teacher incorporates in the lessons are :

 ● The use of a talking board with printed images of the expected behaviors students

should have in class.

● Also, the teacher has a chart where she warns students about their misbehavior or

when they are keeping up good work. She has the names of her students on small

magnets that are added to that blackboard that measures the attitude of the students to

do their work in class.

● Also, the teacher uses music and youtube videos to teach the lesson and to motivate

students to do some physical activity given that some students are overweight.

● When some students have a crisis, especially those who have difficulty expressing

their emotions; The teacher has different items that help students to calm down and

take out all their frustration. For example, a candle ball, books, I pads, and others.

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being

presented?

Please explain.

Most students seem to be engaged in the lesson being delivered, given the professor makes

use of colorful, fun, and engaging didactic material; For example, she uses an animated
digital children tale to introduce students to new vocabulary; And to explain the meaning of

those new words to students. Besides, she uses YouTube videos and educational websites to

deliver the lecture to encourage students' participation.

● When the teacher asks students for volunteer participation, all students raise their
hands.

● When the teacher asks questions individually to students, their responses are acute.

● Students know the classroom work schedule. And they follow the class posted rules.

● Also, some students like to share information or their comments about the lesson
being delivered.

Instruction Question 6: Are there any students isolated from the rest of the class for any

reason? Why?

When pupils exhibit misconduct or are unwilling to work, they are not segregated from the

rest of the class. The lecturer instructs those students to take a seat in a chair she has selected

so that they can reflect on their behavior. Students work on puzzles, reading, and other

activities for a certain amount of time then the professor asks them if they are ready to go

back to work.
Instruction Question 7: Is instructional time managed efficiently? Please explain

Instructions are delivered in the following order, whole group, small group, and individually

or (one to one) instruction. This approach of class' delivery lessons makes class time effective

because students can learn from one another while participating in in-class activities during

whole-class instruction; additionally, when the teacher delivers instructions to the entire class,

the assistant teacher observes the group to ensure that all students are participating and

paying attention to the lessons. If a student has a crisis, the teacher assistant takes over the

class's instruction. The cooperative teacher works with 6-7 grade kids during small group

instructions: while the assistant teacher works with eighth-grade kids, this mode of

instruction allows pupils to work with peers in their grade level. Additionally, one-to-one

instructions allow students to reinforce skills obtained in small groups and full group settings.

During this one-on-one instruction, the teacher also works with the student to strengthen or

develop academic and life skills such as speaking, comprehension, motor function, counting,

reading, and so on.

Instruction Question 8: How does the cooperating teacher handle transitions from one

subject or period to another, and are these transitions efficient?

The teacher times the assigned activities with the help of a chronometer; when the time

allowed for activities is done. An alarm will sound to indicate to students that it is time to

change activities or subjects. Transitions are efficient since students already know what they
should do when the alarm goes off. Besides, when students change from the whole group to

small groups instruction, they have a sit already predetermined, so they don't waste time

when transitioning from one period to the next.

Instruction Question 9: List ways that the teacher attempts any “attention-getting”

commands? (Ex:

Countdown, Light flicker, Heads on Desk) How effective are they?

The teacher uses a countdown from 1 to 5 and hands on the desk commands to call students

attention. When the professor starts counting down, students know she wants them to have a

good setting, hands on the desk, and a willing attitude to work.

This attention command is effective given that the cooperative teacher rewards their

student's good behavior. She designed mini fake dollar rewards that students can use to buy

some snacks in the mini store the teacher created. She gave a dollar reward to students every

time they comply with the class's rules. Also, these commands propitiate good class

workflow and order. When transiting from one subject to the next.

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 to deal with a student who presents socially maladaptive behavior. When

the student receives a call of attention for his actions, he yells and says offensive words to his

classmates and professor. The cooperative teacher calls his attention by putting his name in
the warning zone on a behavior board she has posted in the classroom, where she measures

her student's performance. She let the student know his actions are not welcome to class. And

that he must be respectful with everyone in the classroom. Also, she has two students who

have speech communication issues. When something in the students’ daily routine changes,

they have an emotional crisis. They cry and sometimes start hitting things or themselves. The

professor handles this crisis with different methods. She sometimes gives students a cuttle

ball, which helps students to calm down: Also, she gives to students positive comments like it

is okay, you are going to be all right, calm down. These phrases help students to feel less

frustrated or desperate when they know they can handle the situation. Also, the professor has

to deal with students that present repetitive behavior patterns. For example, there is one

student who loves a book about mermaids. And she interrupts her peer's work because she

wants to show them the mermaids in the book. To archive this student's concentration on

classwork, the cooperative teacher hides that book from that student until break time. Lastly,

The professor has to deal with students who are not willing to work. The professor gives this

student a first call of attention and remainders them of the expected behavior they should

have if they continue their behavior. She gives the students a warning call, the following

actions are a talk with the teacher and call parents.

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 the use of

instructional time.

Yes, there are specific policies students should comply with during class instruction; The

policies are good setting down, body calm, calm hands, good listening, following directions,

and work. Depending on the activity or subject students are performing is the behavior

expected by the teacher. These required behaviors help students to remain calm and

concentrate on their work. The cooperative teacher is constantly remaining students in a

friendly matter. What their behavior should be when she is delivering instructions. For

example, some students tend to move their hands and heads as part of their disability. With

these policies, students work on self-discipline and improvement in controlling those

involuntary movements. When following directions, the teacher intends to encourage

students to get their assignments done by themselves under her supervision.

ASSIGNMENT 4 (Culture): Using the information provided below, carefully observe

and evaluate the culture of the school where you are assigned to observe. Remember

you are evaluating the school for its educational culture, place of learning, sense of

safety, an invitation for learning, promotion of self-actualization, development of values,

and socialization.

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

atmosphere, comfort, and feel 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.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall

colors and decorations, and entrance security

1.1 The school property is in good condition. The material used to support the structure of

each building in the school is in good condition. The ground where the school was

constructed is safe. The superfine is firm and has not presented damage. Several common

areas for students like two soccer fields, basketball fields, a teacher, library, gymnasium,

cafeteria, video, and computing room are specifically to archive students feel comfortable and

free when attending any of those common areas of the school. The fences that surround the

school are still up in and good state to guarantee the safety of students; Furthermore, all the

recreation areas in the school are well equipped. Students in the computer lab count with a

computer per student. In the laboratory, students have access to different kinds of dispositive

and laboratory equipment to perform experiments safely: also, in the gymnasium students

have separate dressing rooms for boys and girls, exercise equipment like ropes, basketball,

and soccer balls, and more. The cafetería has enough tables and benches for all students.

Related to landscaping, there are not a lot of trees surrounding the school; however, they do

have some plants and some trees decorating the main entrance and the main hallway that

connects the main office and the cafetería. The tree decorating some areas in the school does

not represent a risk for students, and they bring shadows. The school does not count with a
big parking lot. However, the school parking lot is safe and counts with safety signs that

indicate where cars should park and the parking for school buses. Also, common areas such

as cafetería, library, theater, computer lab, laboratory, and gymnasium count with the needed

warning symbols and signs to guarantee students’ well-being. Besides, the hallway, éxits, and

crosswalks have instructions posted in case of emergency.

1.2 Regarding the school interior, hallways are well lit. The floor coverings vary in different

areas of the school; for example, the cafetería and laboratory' floor is concrete, the

gymnasium is do of wood, the main office, library, theater, and computer lab are covered with

carpet. Doors in classrooms and common areas are wider enough to permit the flow of

students during period changes. Colors used to decorate hallways are neutral lighter colors

like light yellow and blue to promote good lighting and contrast with the color that represents

K.O Knudson Middle School. Regarding decorations, some walls of the school are painted,

with the school's mascot and motto. Lastly, there is one security guard at the main entrance of

the school who is requesting any guest to the school to identify and report to the main office.

Culture of the School: Read, listen and observe to determine the climate, values, and

atmosphere within the school

1. The school mission statement is “students will achieve academic excellence

through the integration of arts and technology across the curriculum”; The school’s

motto is, Knudson offers the Academy of Creative Arts and Technology. The school’s

mascot is a white mountain lion.

2. When visitors arrive in the mean office, they are asked to fill up a covid 19

prevention form when visitors acknowledge they have not been in contact with people

infected with covid-19 in the past two weeks. And also that they have not been

infected with the virus. The main office staff is friendly and cooperative with visitors,

as soon as your arrival they welcome you to the school and ask you the motive of

your visit to the principal office if you have questions or they can assist you they give

you advice about the services or people who can help you with your request.

Furthermore, students' interaction with the school staff is respectful and effective; For

example, in the cafeteria, if a student is not complying with the expected behavior

norms, any teacher or security guard can call the student's attention. Also, if a teacher

has to leave their assigned group, other teachers will be monitoring that group. When

students need to change from one period to the next there always are security guards

and a teacher monitoring students' behavior to archive order and above delay of

students to the next period of class.

3. As for the class period schedule, the school uses a different school bell schedule for

special education students. Classes start at 7:00 am for general education students.

And 30 minutes after the bell rings for the first period of class: The school allows that

time in the morning for students to eat well before class, also, to respect students'

morning schedule. For example, in the case of autistic students, if parents make

changes to anything on their daily schedule students, may have an anxiety crisis that

will affect their concentration, performance, and willingness to work and follow rules.
 For the rest of the day, students have a different class period schedule however,

general students schedule for elective classes like PE and Arte run into the same hora.

General Education Periods Schedule is as Follow

Mondays-Tuesdays-Friday Wednesday Thursday

Period 0 7:00-7:50 Period 0 7:00-7:50 Period 0 7:00-7:50

Period 1 7:54-8:55 Period 7 7:54-8:41 Period 7 7:54-8:41
Period 2 8:59- 9:51 P.A.W.S MENTHORSHIP P.A.W.S MENTHORSHIP

Perios 5 8: 45-10:19 Perios 6 8: 45-10:19

Period 3 9:55-10:47

1st Lunch 10:47-11:17 1st Lunch 10:19-10:49 1st Lunch 10:19-10:49

Period 4 11:21-12:13 Period 3 10:53-12:27 Period 4 10:53-12:27

Period 4 10:51-11:43 Period 3 10:23-11:57 Period 4 10:23-11:57

2st Lunch 11:43-12:13 2st Lunch 11:57-12:27 2st Lunch 11:57-12:27

Perios 5 12:17- 1:09 Period 1 12:31-2:05 Period 2 12:31-2:05

Perios 6 1:13-2:05

P.A.W.S. PERIODS ARE DESIGNATED FOR REMEDIATION, ENRICHMENT,

OR MAKE-UP WORK AND ARE COMPOSED OF SMALLER GROUPS OF
STUDENTS LED BY DESIGNATED FACULTY MEMBERS

Also, the schedule for special education students is as bellow.

❖ The posted daily schedule for different subjects or periods is as follows:

7:54 am -8:55 am ELA Verbs

8:59 am -9:51 am Reading

 9:55 am- 10:47 am Elective Classes ( ART OR PE )

11:21 am - 12:13 pm Math Subtraction

12:17 pm- 1:09 pm Science ( Taking Care of Yourself )

4. Students gather to socialize at the cafetería, during period' changes at the hallways,

at the gymnasium during PE class, and at the school parking before and after classes.

1. K.O Knudson Middle School is characterized by implementing as part of the

students' curriculum the study of Arts and technology. Since 1997 the K.O Kudson

Academic of creativity Arts and Technology has been offering students a unique

middle school experience in extracurricular courses involving creative Art like Dance,

Folklore, Teather, Mariachi, Choir, Orchestra. And others involving technology use

like Video and TV production or direction. Computing Graphic Design. Furthermore,

the school forms part of one of the CCSD schools district that has to be classified as a

magnet school. Magnet school required students to apply or enter a lottery for

admission. Also, schools offer outstanding career and technical education programs,

advanced placement classes, and programs with college-preparation-career-oriented

programs.

2. School’s philosophies are: discover your passion, pursue your dreams, do what you

love. Every day and experience your encore at K. O Knudson. Also, it is part of the

school ideals to archive school-wide discipline, by establishing teaching expected

 behavior and guiding students to make reflective, positive behavioral choices.

Furthermore, is a tradition at K.O Academic of Arts and Technology the organization

of an annual Gana where students from different disciplines offered in the school

middle perform. Special guesses to the event make a donation to support school

programs funding and also, parents and community is invited to joying K.O students

community to enjoy the show and contribute with school funding as well by buying a

ticket for the price of 5 dollars. Students perform in areas such as theater, music,

dance, and movie, and also, students attending TV and Video production share some

of their work done throughout the year, etc. By last, parents engaged in their children

education is one of the characteristics that distinguishes education at K.O Kudson

middle school. They offerer parenting, ESL, nursing, and other health-related classes

to advise students ‘parents to make right and precise decisions when it comes to their

children's education.

Culture of the classroom

1. Teacher expectations are: that students can archive their Individual Education Goals

and their work independently. The relationship between students-teacher is good;

students see their teacher as a figure of authority and also, someone whom they can

reach out for assistance and advice. Also, students seem to feel comfortable and safe

when they have anxiety or disturbance crises when their teacher approaches them with

support. Regarding the teacher's personality, she seems to be an empathetic person,

 passionate about her profession. She demonstrates commitment when trying to

support students to archive their individual education goals. Also, she is consistent

with the classroom rules when disciplining or calling students attending if they are

presenting misbehavior ( something that I admire because she does not justify

misbehavior with their student's disorder or disability. She let students know their

aptitude and action are not welcome in the classroom and encourage students to

reflect on that ).

2. Most of the students participate in the lectures however, there are some students

that do not want to volunteer in-class activities; The teacher uses the rewarding

method to encourage students' participation. Also, there is a particular student who

presents misbehavior aptitudes and needs the constant remaining of the teacher to

respect classmates and work on class assignments. Regarding accommodation, the

teacher sits students with visual problems and an advanced level of disorder severity

near the board where she is delivering lessons so she can check on students'

participation and engagement in-class lecture or be aware of any conflict students may

be dealing with. Students who present a major level of conciseness are sited

immediately behand the students near to the board; Students are at all times under the

teacher and classroom’ assistant supervision. When students are instructed into a

small group they are divided by grade age; Six and seven grades are instructed for the

teacher and eighth-grade students are instructed for the assistant teacher.
3. The relationship between students and teachers is effective; positive to students

reinforcement, and also is respectful. There is effective rapport and cohesiveness of

students to the teacher teaching style and classroom rules; when the teacher gives the

student instructions, students positively follow them. However, there are sometimes

when some students are not willing to work, pay attention or participate; This could to

several factors as repentance change in their routine, disagreement with a classmate,

or the need for attention. The power is equally distributed between teacher and

assistant teacher; They both are in charge of delivering a class lesson, monitoring

students' work and behavior. And they both can call students' attention if needed. The

tone used for both teachers when demanding discipline to students is direct and

positive. They directly let the student know why their behavior is not good, and they

also inform the students about the consequences of do not follow teacher instructions.

For example, the teacher says ( today Ana is not participating in work activity

Therefore Ana is not going to get a star at the end of the day if Ana goes back to work

and completes her work she will get a star ) This call of attention method is

effectively and directly communicating to the student what she must do and why she

is not going to get a star. The frequency with which the teachers remain to the

students what their responsibilities and behavior should be in class is very frequent

because they are some students that get distracted easily; Also, at the beginning of

each activity or new period, the teacher tells the students what are the expected

behaviors for the lesson. She also writes down the instructions for the assignment on

the board. About reinforcement, students receive an individualized reinforcement

 session after the completion of their small group assignment; The teacher calls one by

one those students that she considers needing reinforce lesson knowledge or skills.

ASSIGNMENT 5 (Cooperating Teacher Interview): Complete the questions below by

interviewing your cooperating teacher during a convenient time. Include any school

documents that your cooperating teacher will allow you to photocopy for your packet.

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

The reason why I chose this profession is because we are a family of teachers.

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

The challenge I face as a teacher is to manage the behaviors of students.

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

The best part of being a teacher is when you touch the lives of your students.

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

I determine the seating arrangement of my students through their behaviors and

accommodations as well like if a student is nearsighted.

5. How do you determine the members of any flexible group?

I group my students according to their levels and needs.

6. Beyond standardized testing, what assessments do you use regularly?

Aside from KTEA standardized test, I use teacher-made tests, writing samples, and

performance tasks assessments.

7. What requirements are placed on your for reporting progress to parents?

Our progress report is based on the IEP goals of each of my students.

8. How often do you interact with a student's parents in person, and what type of

discussion do you typically have?

I have an open communication with my student's parents through Google Voice. I

communicate with them at least once a week just to give updates on their child's behavior in

class.

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

I have formative assessments and summative assessments for my students weekly.

10. How long does it take to prepare lessons for the for the day/week?

It takes 2-3 hours to prepare all the lessons for the whole week since I teach 5 different

subjects.

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

I use the whole group, small group, and individual time. We have a routine to observe always.
12. What positive reinforcement programs have you had success with, and what

behavioral consequences seem most effective with this age group? My students have

token boards where they know what they are working for. They also receive some dollar

rewards that they can use to buy something in our student store.

13. How are specialist teachers involved in the instructional planning process?

Our self-contained PLC meets twice a week to plan and discuss.

14. How often are you evaluated, and what measurement tool is used by the

administration for determining your teaching performance?

I am evaluated thrice a year and my supervisor use the NEPF to determine my teaching

performance,

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

I have not experienced that my evaluation is not satisfactory.

16. What types of support do you receive instructionally, financially, or professionally

from the school, parent organization, or school district to enhance instruction?

In special education, we have a SPED budget that we can use to but instructional materials

and reinforcements,
16. What surprised you most about teaching as a profession?

New beginnings and never-ending learning always surprises me in this profession.

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

classroom during an extended period of direct instruction. Detail what was going on in

the environment, and what you observed the student doing while the lesson was being

given. Make sure to document ALL behavior in relationship to what was being

presented by the classroom teacher. Please describe the setting, the lesson that was

given, if the student was on task and engaged in the lesson, and what you uncovered

about putting yourself in a lesson from the student’s point of view.

This report is about Cristopher, an African-American autistic student; who currently is

attending 6 grade at K.O Kudson middle school. The student’s autism severity level is

advanced. He also presents involuntary hands and head movements and a lack of independent

speech ( he can respond to questions and repeat what the teacher tells him to repeat, but he

can not start a conversation or express it by himself ).

The student was actively participating in the lesson; he was paying attention to the teacher's

instructions. The student was working in a small group and practicing reading. The student

was completing the lesson behavior expectations. He patiently was waiting for his turn to

participate in the class activity. He was following directions, was engaged in the lesson, and

complied with classroom expected behavior. The students seem to be engaging in hands-on
activities that involve interaction with peers. When the students are working on one of one

instruction or in small groups; The student has a better comprehension of the lesson taught;

he was working independently on taking notes. According to his teacher, the students had

improved their handwriting skills throughout the year. Also, Christopher is a good listener but

he presents difficulty to remain to be concentrate on task assignments that is why the teacher

is constantly remaining him to go back to work. Lastly, I noticed the student's learning style

is auditive and kinetic. He likes to participate in whole group dancing lessons and to

volunteer to use the electric board during class lessons. In addition, the student likes to spend

his free time playing video games

ASSIGNMENT 7 ( Summery ) Through Summery and reflect upon your entire 10 hours

Field Observation Placement.

To sum up, everything that I have discussed in this paper. I want to say that I learned

mindful lessons and teaching methods during my field observations placement. For example,

I understand that it is of outstanding importance to get to know your students' abilities and

weaknesses when deciding what type of teaching instruction will be beneficial for most

students in the classroom. Also, I learned that the teacher-student relationship will be

determinant to achieve that students meet teachers' expectations. And also will propitiate the

best learning environment for anyone in the classroom. Furthermore, establishing boundaries

will help student-teacher communication to be effective and avoid misunderstanding when

talking about what students' behavior should be during lectures. Lastly, I had the opportunity

that get to know more about K.O Kudson middle school. And explore the school mission and
programs they offer to students, an experience that has helped me to better understand the

school community, culture, and environment which undoubtedly play a very important role in

the education of these children in special education and their social development outside the

self-content classroom.