Alternative Observation Reflection

Aranza Larez
CSN Course: EDU 203
Assignment: Field Observation and Reflection- Artifact #2
Professor: Constantina Pappas M.Ed., BCBA
Part 1 (Instruction): Select the best video (only one video and not one that is short) that
demonstrates instructional time (teacher methods) with special needs students and record your
observations when presented with the questions below:
Video Selected: ___SPE 551 Observation 2_
1: Is instruction delivered in small groups, centers, whole groups, individually?
Instruction in this classroom is first given in a whole group setting. She does the example then
separates them into groups. When they are in groups they complete a task similar o what she
explained previously.
2: Describe your the teacher’s teaching style.
The teaching style of the video was a two-teacher-co-teaching strategy, where one teacher is
doing the main lesson while the other is supporting the students and teacher.
3: How does the teacher incorporate the sensory modalities (learning styles)? Give examples.
The teacher has visual aids on the board to help with visual learners, she is also repeating herself
to help the students with comprehension. The teacher also asks that the students repeat what she
says which helps students who need to interact to learn. She then uses manipulatives to help the
students who are hands-on learners.
4: Do the students seem engaged in the lesson(s) presented? Please explain.
The students seemed very engaged in the lesson because the teacher was actively asking for their
input. She would ask them questions directly related to the lesson, she would have them do hand
gestures proving their understanding. The students responded and worked together to complete
the assignment.
5: Are there any students isolated or not present/participating in the class? Explain?
I noticed that in the front of the class toward the right there were a group of students who did not
answer any questions. They were still facing forward but did not jump to raise their hands when
questions were being asked.
6. Did you see any accommodations or modifications made to the lesson for the student? If so
what were they?
The accommodations that I noticed were having them sit closer to the teacher, while working in
groups they would receive help from the teacher. I did not see any physical tools to
accommodate them.
7: How does the teacher handle transitions from subject to subject or activity to activity? Are the
transitions efficient?
The teacher handled the transitions very effectively and smoothly. She called on each group and
directed them to their next task. They were not all standing at the same time she made sure to
have them move at different times so there was no ruckus.
8: List ways the teacher uses “attention-getting” commands, word phrases, signals, etc. Are they
effective?
I did not recognize any commands to get their attention during this video specifically, but I did
notice that when they went from groups back to the whole group she had them individually go
back to the carpet quietly and wait for the other teams to finish. She was there waiting for them
and asking them questions to keep them occupied. When she started the lesson she then told the
class” okay class, now we will have the first group read their sentence”.
9: What specific behavior issues does the teacher have to deal with? How does the teacher handle
the behavior issues? Be specific.
The behavioral issues that I noticed in this video would include, students standing up when they
aren't supposed to, speaking out of turn, and being off task. The teacher was very patient about
each situation and immediately redirected them to what they were supposed to be doing. On the
carpet a student stood up and was moving, she told him to sit back down because it wasn’t his
turn to get up, I think this was a great interaction because instead of scolding him she gave him a
response that he can understand and grow from.
10: What positive reinforcements were used if any?
Positive reinforcements would include the constant praise that she gave to the students as they
worked, sat quietly, finished their assignments, or followed her directions like repeating back
what she asked.
11: Are there any policies or procedures that help or hinder instructional time? Please explain
them and how they help or hinder instructional time.
I believe that her procedure and explanation of the lesson were lengthy but necessary. She
explained the lesson, did an example, and explained it again. Her second explanation is the extra
procedure that was helpful for the students who have trouble the first time.
12. What could the teacher have done better to assist the student(s) with learning the material?
I feel that the teacher did a great job explaining everything appropriate to their level. I believe
that her procedure was efficient and the students seemed to be focused and interactive.

Part 2 (Observing a student): Select a different video to focus on one student in one of your
videos where the teacher is using direct instruction.
Video Selected: ____Correction of Reading Disabilities- Formal Observation____
1: What drove you to choose this student?
I chose Josh because he was easy to observe. Josh was very interactive in the lesson.
2: Explain what the student did during the observation.
The student was following directions for the teacher, spelling the words, and writing what they
thought it meant. Josh also stood up and did the physical aspects of the lesson.
3: Summarize the lesson given and the student’s responses to the lesson.
The lesson was a reading comprehension lesson. The teacher started with vocabulary words and
explained each definition to the students. The students tried to figure out what the words meant
and wrote down explanations. Then they read books based on the theme of words. She broke the
book down using comprehension questions and asked the students about the story. The teacher
then wrote on the whiteboard and the students also wrote on their papers the order of events of
the story. Then they did an activity and interacted with each other using the information they
learned and colors.
4: Make sure to document ALL behavior about what was being presented by the classroom
teacher.
The classroom teacher was very friendly and interactive with the students, she was able to
maintain their interest throughout the lesson. She placed herself wheel and transitioned smoothly
allowing Josh and the other student to understand the questions and activities clearly. The boys
had some interactions that were child-like and distracted. She was able to redirect them back to
what they were supposed to be doing.
5: Please describe what you discovered about the student’s learning styles, involvement in class,
and his/her educational needs.
Josh seemed to have a good understanding of the assignments and was able to keep up with the
teacher. He was deemed more engaged during the physical portions of the lesson.
6: What positive reinforcements were used successfully? What behavioral consequences were
used?

Some positive reinforcements that were used would include the constant praise the teacher give
to Josh and his partner. She would tell them what they did right, “good job”. She was also very
supportive of them when they made mistakes and was able to guide them to find the answers.
When they were messing around she told them to be nice to one another and they seemed to
understand and continue focusing on the lesson.

Part 3 (Summary): Thoroughly summarize and reflect upon your entire 10 hour Field
Observation review of each video. 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? (2-3
paragraph essay)
Assignment requirements:
1. Submit uploaded document onto Canvas
2. Use Times New Roman 12 font with a cover page
3. Artifacts are to be submitted accordingly (See artifacts paragraph in the syllabus)
Throughout all the videos we observed, I was able to see a constant pattern. The teachers in most
of the videos were enthusiastic. The teachers wanted to help the students at a personal level and
help the students achieve their goals. I could tell these teachers truly cared about the students
well being and their progress in the program.
The students were of all ages, from kindergarten to high school. It was interesting to see how
differently the teachers teach in kindergarten vs. high school. In high school, the students and
teachers are less enthusiastic about learning but still very dedicated. They handle the situations
differently. Seeing special education high school students in different situations such as social
interactions and bullying was an eye-opener for me. I know what behaviors to look for and have
a better understanding of how different autism can look. The teachers expressed the diversity of
each person and how to try to help the students at their level. Seeing the students use tools to
speak such as the shadow box with images and items inside to represent words when the students
can not speak was a great example of items we learned about in class displayed in a classroom.
Seeing the inclusion students interacting with the other students was great to see especially at an
older level. I learned a lot because I had never experienced a special education setting in higher
grade levels. The information in the text was directly related to the style of teaching that was
displayed. The teachers used procedures and methods mentioned, such as team teaching, groups,
low tech, and high tech activities, and many more. I will remember the transitions that were
displayed in the videos and how the teachers broke down lessons to help the students understand
them better. I will try to mirror these procedures in my classroom. I appreciate the teachers in the
video taking interest in special education and most of them basing their life's work on the
specialty.