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Running head: CLASSROOM OBSERVATION

Student Field Observation

Giselle Lowe

College of Southern Nevada

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Field Observation (10 hours), 3rd Grade General Education Classroom - September 2021

ASSIGNMENT 1 (Observations):

After arrival, take a seat in a nonintrusive location to begin your classroom observations.
Complete the questions below:

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

The 3rd grade classroom benefits from being situated in a brand new school building
recently opened in August 2021, offering a bright, colorful and welcoming learning environment.
The student desks are clustered in groups of three, providing each pupil with a view of the
whiteboard and teacher’s station at the front of the room. The class has a dedicated library area in
one rear corner with two armchairs, beanbags, and rug; surrounded by two, 3 foot wide bookshelves
classifying books by reading ability (according to the ‘Renaissance Accelerated Reader’ program
guidelines). The walls display a variety of incentive strategies, including star charts, class dollars,
and tag chains, (e.g.. tags are earned by achieving 100% on math fact quizzes, or passing an
Accelerated Reader level); grammar and punctuation educational posters; topics scheduled for the
week’s learning, and behavioral/class expectations.
The rear wall is used for accommodating individual student containers (housing current
reading books), while the section of wall nearest the door is used for student mailboxes. A kidney
shaped table that seats four to five students is located alongside another wall, to provide a space for
small group work, while the last wall has two windows providing ample light, with part of the space
below fashioned into a cushioned reading bench alongside storage cabinets.

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.

The class has a total of 21 students, consisting of 14 girls and 7 boys. The ethnicity
breakdown is composed of 1 African American, 1 Asian, 4 Hispanic, and 15 White American
students. Three students have IEPs and receive special education services in the Resource Room
and in the general education setting, as individuals with learning disabilities. There are no ELL
pupils or students with physical challenges.

Observation 3:
What are the posted class rules in the room? (exactly as written)

The class rules are clearly depicted on four colorful posters:

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1. Follow directions quickly!

2. Make smart choices!
3. Keep our dear learning community happy!
4. Keep your eyes on the target!

Observation 4:
Does the teacher enforce these posted rules? Are rewards or consequences being used for
compliance or noncompliance?

The class rules are enforced by the teacher; for example, following directions quickly is an
essential component to the smooth management and transition, within an organized and full
schedule. Pupils received positive enforcement through the achievement of class dollars and/or
stars, when following directions efficiently. Non-compliance leads to a fine of class dollars, whilst
the accumulation of class dollars can be used to buy items from the treasure box, comprised of
toys, candy, and games individually priced.

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

The classroom layout creates a positive work flow while also utilizing the space efficiently; the
semicircular ‘pods’ composed of three desks, allow each student a view of the front whiteboard,
the main instruction area; while also facilitating small group/team work. The avoidance of rigid
straight rows/lines of desks encourages class discussion and interaction, while the organization of
student materials alongside the outer walls provides pupils easy access to chromebooks, reading
books, stationery, ‘turn in’ basket, etc, facilitating smooth transition throughout the day’s
schedule.

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

I believe the physical arrangement of the class optimizes its versatility and productivity, and
bearing in mind the varied demands within a classroom, feel further significant improvements
would be difficult to pinpoint. The layout provides all students with a clear view during whole
class instruction; along with the use of a separate (kidney-shaped) table for small group teaching;
an informal and relaxed reading area, with access to all required materials.

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?

● 8.00: Announcements, Agendas, Reading

● 8.30: Blueberries (group meet with teacher to review assignments)
● 8.45: Plums (group meet with teacher to review assignments)
● 9.05: P.E.
● 9.55: Snack/break
● 10.10: Writing/Language
● 10.40: Grapes (group meet with teacher to review assignments)
● 11.00: Class Read Aloud (‘Because of Winn Dixie’)
● 11.15: Lunch
● 11.55: Cherries (group meet with teacher to review assignments)
● 12.15: Math
● 13.15: Outside recess
● 13.30: Science
● 14.00: Pack up/clean up
● 14.10: Dismissal
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Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?

Instruction is delivered in both whole class and small group settings; the majority of teaching is
provided through direct instruction such as math, writing, and science lessons, while the reading
review, covering texts aimed at different reading levels, is completed in small groups (e.g.,
blueberries, plums) according to similar competence.

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

I would describe the cooperating teacher’s style as engaging, effective, and varied in a positively
reinforcing manner. The teacher encourages the students to feel confident in answering
questions and participating in discussions, without the fear of being incorrect. She
wholeheartedly advocates the belief that a pupil learns as much from errors, as from a perfect
score.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If
so, give examples.

Sensory learning modes are incorporated for example, through music videos, facilitating auditory
and visual learning, i.e. pop style, math multiplication fact songs, which proved extremely
popular with the students, and also providing a quick opportunity for physical movement - a
beneficial revitalizing accompaniment for the afternoon math period. Easily accessible
manipulatives, such as Cheerios, were used to represent multiplication and division equations in
a concrete manner, leading to discussion and physical illustration of math properties
e.g.distributive, commutative.

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented?
Please explain.

The students appeared extremely engaged in the presented lessons, most likely due to their
genuine enjoyment of the variety of learning modes, e.g. team quizzes involving solving math
equations to reveal clues, differentiated levels of assignments appropriate to ability, math facts
songs.

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

There are no students isolated from the rest of the class.

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

Instructional time is managed incredibly efficiently with prepared lesson plans and resources.
Additionally, the effective transition from one topic or period to another, assists adherence to the
scheduled times for different subjects.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or
period to another, and are these transitions efficient?

The transitions from one subject to another are expeditiously managed by prewarning students
that a topic will be closing in a few minutes, and utilizing positive reinforcements, such as points
for the first pod of desks ready as directed, e.g. chromebooks returned to charging station and
journal books out.

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 variety of class-known callbacks, e.g. the teacher says, “Macaroni cheese”,
the class replies, “Freeze” and stop moving. A list of fun call backs are displayed in the
classroom and appear very effective in gaining the class’s attention and response.

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 managed one specific behavior issue that involved a student, who initially would
hardly engage in class activities and assignments. The student was performing below expected
grade level, particularly for reading, and appeared tearful and lacking in confidence to attempt
any task. Using regular encouragement and assigning ability-appropriate tasks, the pupil
developed self-confidence and belief in her ability to positively participate and engage in the
learning experience.

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.

Instructional time is assisted by the support of a special education staff member, providing
services within the general education classroom. The inclusion services include supporting the
aforementioned student (in question 10), with reading practice and reading aloud
tests/assignments to enable optimum comprehension.
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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, 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.

Having opened in August 2021, and being one of the newest school properties in the
school district; Hannah Marie Brown Elementary School enjoys many advantages afforded to a
modern and well-designed building and grounds. This light-filled building (due to the
abundance of windows), has two floors accessed by the wide and colorful stairways or the
elevator, with two main corridors leading from the main entrance, housing the majority of the
classrooms. There is also a ground floor only section leading off one corridor, accommodating
all kindergarten classes with direct classroom access to the kindergarten playground . The
commonly-used communal amenities, such as the cafeteria, library, music room, are located
close to the central area of the school.
The chain-link, fenced grounds surrounding the building on three sides, provides two
playground areas, in addition to the kindergarten recreational area; one of the playground areas
offers a jungle gym climbing apparatus and four square pitches, opposite a game-sized, grassed
section; the other area is equipped with basketball hoops/markings and tetherball poles. A
school garden with planting boxes and two bike rack sections are also incorporated within the
grounds.
Ample space is provided by the palm tree-lined parking lot, located facing the main
school entry, which is clearly marked with a pedestrian crosswalk and traffic flow indicators.
Gate entrances into the kindergarten playground and main playgrounds are only available when
manned by school staff, for student arrival and dismissal, all other arrivals must enter through the
main entrance and report to the main office.

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

When approaching the building, visitors first see the two storey glass facade of the main
entryway, decorated with distinct school mascot emblems and sit in a light-flooded secure
waiting area, until admittance is granted through the locked inner doors. The school halls are
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brightly decorated with white walls, complemented by doorway sections painted in primary
colors, and feature class work notice boards alongside colorful depictions of school expectations.
Each classroom has a dedicated and individually decorated notice board, displaying a variety of
completed pieces, such as illustrated acrostic poems, alongside animated posters highlighting
social distancing guidelines, e.g. recommended greetings: elbow bump, wave, foot touch. Floor
coverings in the communal areas are a neutral light color, coupled with motion-sensor lighting,
while the stairways are painted in primary colours with kindness messages printed on the risers.

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

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

Mission statement:
At Hannah Marie Brown Elementary School, we are a community where all children will be
seen, heard, loved and encouraged to develop to their fullest potential. Our entire community is
dedicated to building lifelong learners and contributing members of society with cross cultural
understandings.

Motto:
Be brave and believe in yourself.

Mascot:
Bears

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions
in other areas of the school.

Visitors are welcomed in a friendly, prompt, and professional manner by the main office staff,
while the students at Hannah Marie Brown Elementary School regularly, warmly interact and
greet faculty personnel when passing each other in the halls. Many students initiate and engage
in conversation with the teachers, whether in the classroom, corridor, or in the playground,
illustrating that students feel comfortable and confident conversing with school personnel.

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?
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The school bell time schedule follows the following times:

7.35: School/playground entrances are open and staffed.
7.50: Line up bell rings
8.00: Instructional bell
14.11: Dismissal

The cafeteria and school playgrounds are open each morning at 7.35am, free breakfast is
available to all students until the line up bell is sounded at 7.50am, when students line up by their
allocated grade ‘spot’ (painted on the playground blacktop), and are led by the grade teacher into
the classroom. Students are largely taught in the general education class, with subject times
scheduled by the teacher, allowing for some flexibility to find a ‘good fit’ schedule for each
class. Pupils receiving special education services are assisted within the general education class,
and/or in the Primary or Intermediate Resource Rooms, providing an individualized support plan.

4. Observe student-to-student interactions, inside and outside of the building. Observe where
students gather to socialize – lunchroom, halls, playground, etc.

The student-to-student interactions are friendly and sociable, many pupils wave or greet each
other in the school hallways. Natural socialization is not currently possible in the lunchroom due
to the social distancing guidelines, although students interact and play, intermingling across
classes during the lunch recess time. All the pupils engage with someone during recess, either
playing four square, football, negotiating the jungle gym or simply sitting under the shaded area
chatting etc.

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 newly inaugurated school, Hannah Marie Brown Elementary is in the process of

building and creating many of its traditions, with the input of students, teachers and families.
The school has volunteer pupil ambassadors who enjoy participating and helping with activities;
including the initial school tours for pupils and families, during the summer before the school
was officially opened!
Each class, excluding kindergarten and first grade, nominates a ‘Student of the Week’;
the winner completes an ‘All About Me’ poster to share with his/her classmates, while the
classmates each write a short letter to the winner stating traits they admire/like about the winner.
This appears a popular and positive assignment, reinforcing classroom camaraderie and a sense
of belonging. ‘Student of the Month’ winners, one per grade, enjoy pizza lunch and treats on the
second Wednesday of each month.
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There is also a weekly nomination for ‘Bear Pack of the Week’, one class from primary
and one from the intermediate grades, who have displayed exemplary behavior (e.g. walking
quietly and in a line through the halls, helping peers, kind behaviors), are announced during the
Friday morning video announcements. The Principal visits the winning bear packs and reads a
story, along with sweet treats during the afternoon.

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

1. Look for teacher(s) expectations for learning and success, interactions with students, and
his/her personality

The teacher displays an extremely positive, approachable, and understanding personality,

regularly encouraging the students to try their best, persevere, and recognize what they have
accomplished and learned so far. The expectation to try your best, be kind and respectful, and
keep trying (‘practice makes perfect’) underlines all the class teaching.

2. Evaluate the level of student participation in the class. Who participates? Who does not? What
modifications, accommodations, and/or inclusion techniques were observed?

The effects of the positive teaching style are displayed through the high level of student
participation during the learning experience. All students appear to be comfortable offering
opinions and answers, I believe this is encouraged by class posters reinforcing messages such as,
I respectfully disagree, I think this is a good point, I would like to add my view. As with many
classes, some pupils appear more confident than others in offering answers/opinions, and the
teacher regularly checks in and encourages the less forthcoming individuals.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of
power, tone, frequency and reinforcements.

It is clear from observing the class that the students feel a great rapport with their educator, and
enjoy her teaching style, sense of fairness, respectfulness, and fun. The class displayed an
amazing sense of community, e.g. helping each other during clean up time, feeling a sense of
pride on achieving the class points required to win a pizza party. All pupils are aware of the
class rules and guidelines, and understand the consequences apply to every individual, when not
following directions.
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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.

Interview Question 1: What was the primary reason you became a teacher?

The primary reason I became a teacher is my love of children and learning; every day in the
classroom unfolds different experiences, due to the variety of personalities and interactions
involved, and is one of the fundamental reasons that I thoroughly enjoy my job.

Interview Question 2: What are the main challenges you face as a teacher?

One of the main challenges I face as a teacher is purely the lack of time available during the
regular school day, to cover the paperwork, lesson plans and grading that result from teaching.

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

The best part of being a teacher is definitely interacting with the students; watching their
educational, emotional, and social growth, and hopefully making a positive impact.

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

There are a few factors I consider when creating the seating plan, such as vision issues, students
with IEPs who may benefit from proximity to the teacher, lower performing students, and
friendship groups. I try to ensure each student’s seat position in the class maximizes their access
to learning.

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

When creating flexible groups, e.g. for small group discussions, I often use a ‘lucky dip’ of
named cards, if a completely random effect is the aim. This method ensures students move
around in discussions and displays transparency in the result of which pupils are placed together.

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

The class takes daily math practice, one minute speed quizzes to illustrate spontaneous math fact
knowledge. At the end of the week, on completion of the speed test, for example, on the three
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times tables, the student receives a completion award tag and moves on to the next multiplication
fact family. Additionally, pupils take weekly spelling, vocabulary, and comprehension quizzes to
demonstrate knowledge and understanding.

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

I update weekly assignment grades within the Infinite Campus portal providing parents with
regular feedback on their child’s progress. Teacher and parent conferences offer an opportunity
to discuss and review a student’s growth in detail, and I will always reach out to parents if there
are any educational concerns, and similarly encourage families to contact me if they have any
questions.

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

I meet with parents in person during the teacher/parent conferences before the start of the school
year, (completed virtually this year) and usually again in October, I am also happy to plan ad hoc
conferences as needed.

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

I regularly complete around three hours of weekly grading work by hand, such as writing, math,
social science, and health assignments.

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

My weekly lesson plans usually take about four to five hours to prepare, including around ninety
minutes for grade team planning.

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

I encourage rapid transitions during our daily schedule by providing positive reinforcements
through Dojo points, etc. The schedule is clearly written on the class whiteboard for students to
refer to, and as the year progresses, the pupils are very aware of the daily routine and timings.

Interview Question 12: What positive reinforcement programs have you had success with, and
what behavioral consequences seem most effective with this age group?
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Class dollars have proven to be an effective positive reinforcement strategy with the students,
which also works as a deterrent, in the form of a ‘fine’. The children enjoy ‘shopping’ in the
treasure box to spend their class dollars.

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

Special Education teachers are involved in the instructional planning process, discussing
individual student needs and how these needs can best be supported, through the collaboration of
general education teaching and inclusion/scaffolding services.

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

As a teacher, I have a planned evaluation completed by administration twice yearly along with an
unplanned/’surprise’ observation annually, following the Nevada Educator Performance
Framework (NEPF) criteria.

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

If a teacher evaluation is unfavorable, the individual may be assigned a mentor teacher to coach
and support in areas of struggle.

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?

Our teaching staff, and particularly grade level teams collaborate and discuss materials that
support instruction. The school PTA is incredibly active in raising funds for supplies through
school events, and many families donate class items (e.g. sanitizer, tissues, wipes) and
curriculum supplies via our online ‘wish list’.

Interview Question 17: What surprised you most about teaching as a profession?

My biggest surprise about teaching was the amount of paperwork that comes with the position, it
definitely seems to have increased steadily over the years!
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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.
The teacher presented a math lesson using direct instruction, with visual representation
on the classroom interactive whiteboard. The lesson covered an aspect of multiplication; the
teacher explained that you can mentally replace the multiplication sign with the phrase ‘groups
of’, such as 3 x 4 means the same as three groups of four, and continued to draw a representation
depicting three circles with four crosses within each one. The teacher developed the concept by
asking whether 3 x 6 would be represented by the same image, and asked for a thumbs up/down
or horizontal (to indicate unsure) as an answer. Initially, the observed student indicated yes, then
after giving the question some thought, reviewed his answer. The student attentively listened and
was engaged throughout the lesson, and continued to follow the class direction to represent 6 x 3
using the same strategy, on a handheld whiteboard.
The classroom setting involved the full complement of 21 students, and all pupils were
engaged in the lesson, following and completing the directions. Observing the learning
experience from the student’s viewpoint, I recognized the importance of maintaining
engagement; e.g. the effectiveness of asking a question, rather than purely delivering
information, and utilizing physical signals as student responses, in providing a rapid and quiet
overview of individual understanding. The crucial importance of allowing a student sufficient
time to process a question and review the answer was clearly illustrated, it’s incredibly easy for
an educator to forget or underestimate the necessity of thinking time. Additionally, I noted that
students often preferred using the individual whiteboards versus scratch paper for math
calculations, and considered this may be due to the ability to easily wipe clean prior errors,
effectively providing a ‘clean slate’, rather than being left with a page of crossed out
miscalculations, which learners may negatively perceive as a record of mistakes.
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ASSIGNMENT 7 (Summary): Thoroughly summarize and reflect upon your entire 10 hour
Field Observation Placement.

The Field Observation Placement assignment encouraged me to focus my attention on the

many different facets that contribute to the complete learning experience offered in a modern
elementary school. The impact of the overall physical school environment is probably one
aspect I previously gave minimal importance to, however, reflecting on a well-designed, new
school emphasized the positive influence and mindset, inspired by an uplifting environment.

Within the classroom, organization became apparent as a key factor; involving schedules,
access to materials, lesson plans, and students’ knowledge of expectations. Encouraging pupil
engagement and participation is another crucial issue, it’s fundamentally recognized that
individuals optimize learning when interested and engaged in a topic, and recognizing different
sensory modalities often connect with different students. Additionally, effective classroom
management is a major contributor to a successful learning environment, which may include
many strategies such as award/star charts, team points, class callbacks, and countdowns to
encourage speedy transitions.

An educator also needs to be aware of the varying levels of academic performance within
a class, ensuring that students at each level have access to appropriately-level assignments, this is
often addressed with the use of extension work for faster achieving pupils. Collaboration with
Special Education staff is also vital to effectively supporting and understanding the goals of
students with IEPs. Teachers must also remain conscious of the impact of our own personality,
the attitude an educator emanates is clearly perceived by students, as Mahatma Gandhi quotes,
“Be the change you wish to see in the world.” As a potential teacher, I recognize that if I want
students to be enthusiastic and interested, I must lead by example.