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. >>>

I entered the classroom about an hour before school started, and my first thoughts were “those seats are very
small!” All jokes aside, it was a welcoming classroom, there were 5 tables consisting of 5 desks in the middle of
the classroom. In one corner of the room, you have Mr. Harrison’s very small desk with his computer and his
notebooks. In the other corner you have a table with one chair for Mr. Harrison, and 6 seats surrounding that
table, this table was known as the “Reading table”. This table is where Mr. Harrison would go over reading
materials with some of his students that are not reaching grade level. The third corner were just your typical
drawers, where he keeps medical supplies, a drinking fountain, and a sink! The last corner is the door entrance!
By the door entrance he has soccer balls for when the kids go to recess, and a place where they can put their
lunchboxes! Now the sides, on one side of the wall, is where he keeps extra supplies such as glue, scissors,
writing utensils, sharpeners, etc. The front wall, is what you expect it to be, is the white board! The other side
wall is a row of computers where students can go on them and complete online activities, and on the side of
those computers is a small library of books for the students to read! The back wall is filled with drawers, where
Mr. Harrison puts away his textbooks and anything extra, he may or may not require.

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 was very diverse! A great mix of boys and girls, Hispanics, white, and African Americans. There were a
couple of IEPs, one student had ADHD, another had dyslexia. Despite of this, even with this very diverse, and
cultural backgrounds everybody got along very well with each other!

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

One of the rules I found very intriguing was the “Social Contract”! Where every student signs this piece of paper,
and instead of listing rules, there words on that sheet of paper. Words such as “fair”, “respect”, “family”, “caring
“, “responsible”, “kind”, “effort”, “leader”, “no put downs”. Mr. Harrison emphasizes these words to the
students, so they are aware of what the meaning of each word means and how they interpret that into their
behavior in the classroom. Mr. Harrison himself, signs the contract as well, so that his students don’t feel like he
is the “boss” of them, where in fact he is the teacher! He must follow his owns rules as well, so not only does he
expect his students to follow the rules, but also expects himself to follow them.

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

Mr. Harrison does enforce these rules with an iron thumb as he keeps returning to the rules when student is
acting out-of-hand. An example that happened, Mariah called Dennis “ugly”. Mr. Harrison hears this, and yells
“HEY!” He then calls the Mariah and tells her (not asks) to apologize to Dennis, and then asks the whole class “is
Mariah following our social contract?” “NO!” replies the whole class. Mr. Harrison then directs their attention to
the contract on the wall and reminds the student exactly what the social contract is. There are rewards being
used for compliances from the students. If there is perfect attendance, Mr. Harrison writes a tally mark on the
board, or if a student is doing well, they give them a start on this little bingo-like card! If they get four stars, they
are sent to a social teacher called Ms. Young, where they could play games, do fun activities, all within school
policy of course.
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

White Board
Desk

Computers

Table 1 Table 2 Table 3

Shelves

Table 4 Table 5
Shelves

Sink/Water fountain Door

Cabinet

Classroom Layout Question 1: Describe the workflow of the room. Is it a strictly a Special Education classroom or a
General Education classroom that you are observing? Describe below. >>>

It is a General Education classroom, with IEPs! Mr. Harrison informed me that the students he has this year are
below grade level, this is due to the 2020 Covid Pandemic, where students learned online, and most of these
students were not closely paying attention most of the time. So, the workflow, is sort of balanced, where they
start off with phonics, which then leads to a writing prompt, then reading, mathematics, and ending with writing
again. If there is time.

Classroom Layout Question 2: Describe the layout and the kind of instruction /setting arrangement going on with
the teacher(s) and students? For example, are Station Teaching, Inclusion, Parallel Teaching, Co-Teaching, and/or
more going on in the room? >>>
 Mr. Harrison, doesn’t really have a desk of his own? He does but it is tiny he just has his computer there where
he may pull up a video. Most of the time, he is standing at the front of the class, or roaming around the class
when they are working on assignments.

Classroom Layout Question 3: If you are in a General Education classroom, does the teacher teach in a whole
group setting layout or cooperative, and or collaborative student group work type of setting? >>>

It is a mix of everything! Mr. Harrison starts off the day by addressing the whole classroom, letting them know
what they are going to achieve that day, what they will be doing, and at the beginning everybody in the
classroom does the writing prompt, and phonics. After this, however, is when the class is divided, some may be
working on computers, some are reading, and some are doing reading interventions with Mr. Harrison for the
students who are at a lower reading level than the others. While doing this, he is aware of the surroundings
going on in his classroom, an example of this: if the classroom was getting a bit too rowdy, Mr. Harrison would
ask everybody “why aren’t we using our whispers? Eyes up here” he says and the kiddos haha, would respond
with “EYES UP THERE!” And all their attention would be to him.
ASSIGNMENT 3 (Instruction): Observe any instructional time in your assigned classroom, and record your
observations when presented with the questions below:

Instruction Question 1: Do you notice any transition schedules, token boards, or brain break cards, specific
directions, posted in or around the classroom to enable children to keep track of their day? >>>

Mr. Harrison surprisingly has a lot posted on his walls I was genuinely surprised! Mr. Harrison for example, has
everybody’s name on the front of the wall, and if a student performed exemplary, he would give them a tally
mark! Once a student reaches 5, he gives them a token a gratitude by giving them one item from the rewards
box! Another example is his vocabulary wall! Every week they go over a tough word to the students, and he
would go over the word repeatedly! And once everybody has a grasp on the vocab, he then staples it on the wall
reminding them of what they achieved.

Instruction Question 2: Examine the teacher’s instruction for the use of instructional design options (individual,
small and whole group teaching; teaching centers, co-teaching and parallel teaching). Explain all the instructional
design options used in the instruction and how these designs meet the needs of students with an IEP. >>>

When a student named Dennis who has ADHD, has an outburst for example. Mr. Harrison reminds the students
“do we acknowledge Dennis when he has an outburst?” and the students reply with, “Nooooo!” Mr. Harrison
figures if we give Dennis the attention, he only acts out even more. Another adaptability Mr. Harrison does is in
his reading interventions. Maliya, for example has Dyslexia, Mr. Harrison calls 5 people to his reading
intervention, and when he asks somebody to read, he starts off with Maliya, and every time she is struggling on
the word, he asks the whole group to sound it out with her, phonetically. Some cases he may just read out the
word for her!

Instruction Question 3: Evaluate a classroom teaching lesson, and identify the ingredients that are most important
in crafting a good lesson plan that meets the needs of students with an IEP. >>>

The most important ingredient is the teacher’s ability to adapt to every student’s needs. Some students may
require you remind them what an adjective is and give them examples! Even then they still might not
understand it. You must be constantly consistent with each and every student who is struggling.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give examples.
>>>
 Most of Mr. Harrison’s learning style is for the most part, based on auditory, he doesn’t have many visuals that
he incorporates in his teaching style. Despite of that, the students learn best and follow his directions to the dot!
Well except for a couple of bad apples! He always asks students questions and calls on them if they are not
paying attention in class. If he must go over what they discussed about, he will no problem. If a student doesn’t
answer the question correctly, he calls another student on that same table to answer it for them. One he
guarantees will know the answer.

Instruction Question 5: What Philosophical teaching orientation(s) best fit the teacher’s teaching style? Provide
examples. >>>

He tells me his teaching philosophy is “slow and steady wins the race” He says it doesn’t matter how slow one
person does to achieve something. So long as they achieve it, no matter the pace and obstacles they came
across.

Instruction Question 6: Explain the use of culturally relevant material, teach strategies, class decor, etc. to meet
the needs of today’s culturally diverse student population.  >>>

He didn’t have much decor in reference to today’s culture. Most of his decor were drawings made by past or
present students, rules, or even his own decor of the Golden Knights! Perhaps on days such as Cinco de Mayo, or
Hannukah he expresses his cultural vision more?

Instruction Question 7: Do the students seem engaged in the lesson(s) that are being presented? Please explain.
>>>

Yes! I loved that each student always is prepared to learn with Mr. Harrison. They are always so mindful of his
teachings, and respect him as their teacher. They sometimes get rowdy, but Mr. Harrison quickly gains control of
the situation quickly.

Instruction Question 8: Are there any students isolated from the rest of the class for any reason? Why? >>>

No students are isolated from the class, he only has one desk that faces the wall in the front of the classroom if
the students acts out of behavior.
Instruction Question 9: Is instructional time managed efficiently? Please explain. >>>

Mr. Harrison has 25 years in the field, his time management is consistent! He uses his phone to set off alarms
when it is close to specials, or lunch time, etc. He is always looking at the clock at the exact times, almost as if it
is a habit!

Instruction Question 10: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient? >>>

Once the subject is over with. He asks everybody to put away their textbook or assignments and pull out
another textbook or assignment! As the students do this, he walks around and acknowledges students who are
top of it and tells the whole class they are doing a great job.

Instruction Question 11: List ways that the teacher attempts any “attention getting” commands? (Ex: Countdown,
Light flicker, Heads on Desk) How effective are they? >>>

A phrase he uses the most, is “eyes up here!” The students hear this and react immediately and respond with
“eyes up there!” and all their focus and attention are at Mr. Harrison.

Instruction Question 12: Describe goth teacher and students use of technology in the classroom? >>>

Mr. Harrison uses the computer he has on his desk, and projector to display an image when they are conducting
a lesson, for example if they were reading a poem, Mr. Harrison would project that to the front of the class and
take his pointing stick and ask the class to sing along with him. Another example if his smart board! So when
they are doing mathematics, he asks students to come up and do examples after he does an example himself.

Instruction Question 13: What specific behavior issues does the teacher have to deal with? How does the teacher
deal with these behavior issues? Be specific. >>>

There are two students who act out almost every day. Dennis who has ADHD, and Melissa who just likes to
cause trouble. Dennis, is always hyper-active and usually never sits on his desk. But he doesn’t do it out of
 disrespect he just can’t seem to just sit down. The other day Dennis stole something from Melissa (a flashlight)
and Mr. Harrison eventually caught on to the situation. However, that was the same day Dennis was doing
amazing! He paid attention, he did his work, he was volunteering almost the whole day except for that slip up of
stealing at the end of the day. Mr. Harrison told to him that he is going to talk to his mom (she picks him up after
school) and Dennis bursts into tears throwing a fit. Mr. Harrison reminds him repeatedly that he has done a
wonderful job that not only is he going to gloat about it to Dennis’ mom that Mr. Harrison is profoundly proud of
him. This calmed him down tremendously and he then asked the mom to check the bag which did indeed have
the stolen flashlight.

Instruction Question 14: 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.>>>

There’s not really any policies and procedures that help instructional time? I think since he’s been doing this for
so long, he relies on his teaching capabilities most of the time.
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. >>>

The school is very welcoming, it is more out of the open. You have 2 buildings that are solely
classrooms, and if you want to go to let’s say the multipurpose room/library you would have to go
outside and into another building to reach your destination. The landscaped is great it is well
maintained, so as the greenery.

2. Next, explain the interior of the school: halls, floor coverings, lighting, doors, windows, hall
colors and decorations and entrance security. >>>
3.
The interior is amazing. You have kids work all around the walls, paintings signifying that this is the
library for example, the halls are not boring whatsoever everywhere you see information maybe such
as the school, there is a sense of “pride” in the school. You see the dolphin mascot almost everywhere
you turn. The lighting is amazing. However, not many windows are around, you can’t really see the
outdoors unless you go outside yourself.

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

1. Consider the factors of school culture (climate, mood, tone, standards). Describe how you felt
visiting the school, walking down the hallways and inside the classroom. What do you think
student feel regarding this school’s culture? >>>

I loved stepping into the hallways of the school, there is a lot of color pop. It is vibrant, it is not your
saturated, boring school where you feel forced to come here. It actually looks fun and very welcoming
to me, and I believe to the students as well. They love seeing their work, and the faces on some of the
doors for door decorating contests they have sometimes.

2. What is the school’s motto? How does the school demonstrate the motto? Give examples.
>>>
 Their motto is... “Dolphin Pride... We’ve Got It!” Again, I did feel a huge sense of pride in the school,
when I visited during my observation, it was during spirit week, and almost everybody was involved, I
even got to see a faculty staff dressed up in a dolphin outfit! “We’ve Got It” This part could mean a lot
of things, maybe it could mean they’ve got the best food in the business? They’ve got the best pride in
their school? They’ve got the best teachers? To me, I feel like, it means each and every one teachers,
staff, and students are all in this together, and they can achieve greater things together to the best of
their abilities. “We’ve got it!”

3. Did the students, teachers and staff seem friendly, happy and approachable for students,
parents and visitors? >>>

Yes! Every teacher and staff were very welcoming and always offer their biggest smile when I came in
for the first time. You can especially tell these teachers really care about the students. I always hear out
of classroom, that they really try and how much they love and care for their students. Even if some of
them can be barnacle heads! After school, the teachers walk their students to the pick-up area where
some of them have conversations with parents. Some of these conversations can include them talking
about how well performed a student did! They could also discuss on how they work better (teacher and
parent) to work on a student’s bad behavior. There is this sense of communication that you don’t get
very often!

4. 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? >>>

There is no bell schedule! Where there is a change of classroom, such as lunchtime, recess, or specials.
It is the teacher’s job, and their time management skills too look at the clock and realize when it is time
to go! Teachers could use alarms on their phones, they could have a student remind them it is time as
well!

5. Compare and contrast current school cultural environment with school historically. >>>

Culture of the Classroom: Observe and listen to the interactions between students, students and teacher.

1. Does it appear that students feel safe enough to ask the teacher questions?. >>>

Yes! Mr. Harrison always emphasizes there are no such things as “dumb questions” he always reminds
the students that if they ever have any questions or concerns that they should always feel the need to
ask no matter how small it may be! He wants to ensure each student is on the same page as they go
about their lesson/day.
2. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution
of power, tone, frequency and reinforcements. >>>

Mr. Harrison definitely has a shift in his tone of voice, whenever a student or students act out of
behavior. The other day, a student dropped her pencil sharpener scraps all on the floor on purpose. Mr.
Harrison was furious as they don’t even have a custodian to vacuum since they are short staff at that
school, he raises his tone and tells the student to pick up her scraps and he brings her the trash can, so
she has a place to throw away her scraps in. He addresses the whoel class saying “this kind of behavior
is not okay, you guys are 2nd graders, not kindergarteners anymore. I don’t tolerate this kind of behavior
and I expect 2nd graders to act like 2nd graders! Do I make myself clear?” And sure enough the rest of the
day nobody else acted out.

3. Evaluate the level of student participation in the class. Who participates? Who does not?
How does the teacher response to student comments? >>>

It was astonishing to see that even the shyest in the classroom participates! Granted she does not
participate in every question Mr. Harrison has, but every time she is called out on, she always presents
her work, or reads the textbook without fail! The only people who do not participate are those who are
not understanding the work at hand. Mr. Harrison calls out students who are not paying attention
sometimes, and if they do not answer again, he calls another student from that same table to answer. If
answered correctly, Mr. Harrison asks the student to help the other who was not paying attention or is
falling behind.
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: Was teaching students with Special Needs you first choice, or did this come late in your
teaching profession?  >>>

“That came late in my teaching profession...So I did not want to, not that I did not want to do specials needs but
I feel like it’s more of a... I feel like I would be more successful with general ed”

Interview Question 2: What challenges do you face in teaching students with special needs and, what have you
learned or done differently after facing some challenges when teaching students with Special Needs? >>>

“The challenges I’ve had with special needs is #1 you need to have patience. They really don’t know so you have
to really be more patient than the average teacher. #2 is that they don’t abide by the same rules essentially as
the regular tier, they have to have their own individualize and so having to modify assignments for special needs
or having to have different accommodations like for example, “oh you finished your task? Well, here is your
break time for like 5 minutes.” Like right now on my one particular student, she does abide by the general ed
rules but we also have individualize so I give her more leeway.“

Interview Question 3: What have you learned or done differently after facing some challenges with teaching
students with Special Needs? >>>

I skipped over this question during this interview because I thought I had read it already sorry Dr. Warby!

Interview Question 4: What do you feel could have helped you more in beginning your career as a Special
Education Teacher? >>>

“What would’ve helped more is for someone to kind of go over... like they teach you about the IEP in the
general layout of it. But they don’t really teach you like what... like a list like “here are the accommodations, this
is what needs to follow, how many IEPs throughout the year you’re doing for it. Having that kind of background
knowledge would have helped tremendously. Instead of asking what is this for what are all these acronyms,
what does this stand for. Especially now, be prepared because you physically have to sit there and read this kid
needs 15 minutes of this time.... I wish they would’ve explained that a little bit more.”

Interview Question 5: How do you address the different student characteristics, behaviors or needs in your
classroom? >>>

“So, what I do, when the student is not here I tell them we have to talk we’re going to get a new student who
needs special needs. Well not exactly like that I tell them they are very special and sometimes they need help
and they’re still trying to learn. It teaches your general ed students to have patience, as well as understand their
 expectations.”

Interview Question 6: How do you use the IEP to accommodate different needs, and or modifications for your
students?  >>>

“Reading through the IEP and looking at their accommodations list and modification or that they have extra time
such as on tests, or if they need extra time on a certain subject(s). For example I had an IEP that needed visuals,
and understanding that that student is having a moment that you are providing a cooldown and understanding
those sentence frames. “I am upset, what can I do to cooldown.” Also reaching out to the resource teacher for
that”

Interview Question 7: Describe team collaborations.  What is the purpose of these collaborations? (Consider
lesson plans, help for students, addressing challenging behaviors, etc.) >>>

For example, there are times where “well this kid is not performing well, what can I do?” Having those visuals,
having those accommodations there the ones to help you guide you. Just understanding how we can work
together like we split-up like progress mine, testing and we work together, and we actually hold conferences
together. Coming up with to-do lists for each teacher that way they are cohesive with what they are learning.

Interview Question 8: From your perspective and experience, what are the most important things for me to
consider when tailoring a lesson plan for individual special education students?    >>>

I ask, does that lesson plan meet that individuals’ special needs? For example, what I would give everyone else
“okay you have 15 mins for this assignment.” Is that appropriate for someone who needs like a whole hour to
read 3 sentences. Or just making sure they are paired with someone that’s going to help them out. Or modify
homework assignments. They can’t read so how about we just do 2 out of the 4 problems.

Interview Question 9: How have the laws changed from year to year within the IEP’s guidelines, and or mandates,
and how have you adapted to that over the years? >>>

I think some of the laws have to have more general admittance. I think that was one of them and just having
that accommodation like I said working with the general ed teacher to see that they are providing those needs.
You don’t want to repeat the same thing ‘cause that’s not being productive. Also, if i was in the resource side,
that law that would have added more inclusion, I think it also messes up with the resource teacher because they
really take it down, so I think they probably miss out on a lot of stuff as well.

Interview Question 10: Describe both teacher and student uses of technology in the classroom. >>>

They’re very successful with their technology especially now with the chrome books being touch screen. They’re
 able to adapt since they can visually see with the icons. So that helps a lot and also since they’re able to do all
that. They’re really resilient when doing assignments. That’s because the school had set it up with that one
landing page and they’re able to branch out. That’s just how the world is now, more younger and younger
generations are able to use technology at a young age.

Interview Question 11: Describe some of the teaching strategies you use for your students with special needs. >>>

A lot of peer coaching, a lot of collaboration, partner talks, shoulder talks, all the time. You want to make sure
you want to pair them with someone who is above their level but not too high because then they can get
frustrated with something. You also want to make sure that their buddies are rotated after a while so you don’t
make the person feel like it’s their only job. Also giving them roles because it makes them really feel good, like
they’re doing something.

Interview Question 12: What procedures or strategies do you use to maximize instructional time for your students
with special needs? >>>

So, group rotations, center rotations, daily 5 so that ensure that they are doing independent work while you’re
able to focus on the small group where you can pull those individuals who are falling behind.

Interview Question 13: What positive reinforcement programs have you had success with, and what behavioral
consequences seem most effective with your students who have special needs? >>>

I use the same concept, I use the behavioral chart. They are able to learn classroom akhandemy. I pay them with
fake money and they like to do shopping in store so that’s what I use for special needs and they love it! I know
that’s what resource uses too! They go every Friday to buy gadgets and stuff.

Interview Question 14: How are special education specialist involved in the instructional planning process? >>>

I think more so when I think of Brittany... we work together a lot to figure out those needs. Back and forth we’re
working so she'll hone in on skills but I can’t teach her all the time, so say she’s not understanding on
comprehension. Ms. Williams will go ahead and take that same text we’re reading and work with her to go with
and do that individualized strategy. We work together a lot so whatever I need she can come and fill in that void.

Interview Question 15: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance? >>>

Every month. Normally, if you’re a good one they’ll be in your room all the time. Not a good one, they just want
to see what you’re doing.

Interview Question 16: How are you accountable in your evaluation for students with special needs? >>>
 Well making sure that they are a part of the regular tier group. Like sticking to their IEP, accommodation. There’s
one standard where you’re being evaluated where the teacher has believed that all students no matter what
type of background that come with them they can all learn at the same rate.

Interview Question 17: What types of support do you receive instructionally, financially, or professionally from the
school, parent organization or school district to enhance the instruction of students with special needs? >>

None. I want to say the school doesn’t really... my advice safe little by little. The school doesn’t really give you
much, they only give you enough for a class set for notebooks or a set of crayons. Other than that you have to
come up with everything. There are organizations, like donors choose like that to help, but for the most help
you’re funding it on your own.

Interview Question 18: What surprised you most about teaching students with special needs? >>>

“To be honest, what surprised me the most, not to be mean, but where they have that general admittance
where i feel like it’s not effective because they’re not learning from that environment. Maybe they would do
better in a small setting with not the general ed. A peer group of 5 or 6 groups so that they can give that special
attention. But What surprised me for example, is that they learn. They ALL learn. But it’s at THEIR pace, and
sometimes it can be a tiniest thing like one more letter in one minute, or one more word, whatever it may be
but no matter what they are always learning. Do they retain it all the time? No. But this year they could know
the letter A and next year they could learn A and B. They’re so resilient! Most of my resource kids are sweet.
Really really sweet, they really try their best.”
ASSIGNMENT 6 (Observing a student): Discretely observe one student with special needs 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. what interventions were
used if you learned any that the Cooperating Teacher were using. >>>

When I spoke on the phone with Mr. Harrison for the first time, he mentioned this one student named
Dennis, who currently has ADHD. When I walked into the classroom and all the students were walking
in, I almost knew immediately who it was! The only student who was not sitting at his desk and
instead walking around asking Mr. Harrison who was I? Mr. Harrison said this is my friend Jesse
Dennis! Now go ahead and take a seat. Dennis then took a seat. Dennis respected the 30 seconds of
silence and Pledge of Allegiance in the beginning of the class. However, as soon as the lesson started,
Dennis was distracted as he looked around and was talking to himself. He got out of his desk and
stood by Mr. Harrison. Instead of Mr. Harrison asking him to go back to his desk, Mr. Harrison, asked if
Dennis could help him with his lesson. An example of this, during mathematics, he asked Dennis a
math question, saying “what is a friendly number?” One of the students answered already out of
spite, but Mr. Harrison, asked the class to “shhh” and Dennis didn’t hear the answer but was trying to
figure it out himself, after a bit. Mr. Harrison said “Can anybody help Dennis and answer what a
friendly number is?” He called on a student as he walked up side by side to Dennis the student
explained to him what it was and gave an example on the board. Dennis understood and decided to
finish the equation! You could tell Mr. Harrison eyes were widening as he was very proud of Dennis. I
almost had a tear in my eye learning that even a small jump to what it may seem to the normal eye. Is
an astronomical jump to us as educators. I found myself also proud of Dennis and it was a memorable
moment not only to me but to both Mr. Harrison and Dennis as well.
ASSIGNMENT 7 (Summary): Thoroughly summarize and reflect upon your entire 10 hour Field
Observation Placement.

>>>

Where to start. Meeting your kindergarten teacher after 20 years is something not many can say. I was very
happy. Not only meeting with Mr. Harrison, but after my 15-hour experience at Harvey Dondero ES. At first, I
was a little nervous because I had no idea what to expect. I did not know who I was going to meet, I did not
know what the kids were going to think of me. I was not prepared! I don’t think anybody is! Every day with
students is different. I know this semester I was only supposed to watch and not really, engage or help the
teacher. However, Mr. Harrison created many opportunities to get hands-on experience what it feels like to be a
teacher! Granted I didn’t know what I was doing for few times there! Mr. Harrison asked if I could help students
with their reading prompts, if I could help with their adjectives and nouns. It was fantastic, I didn’t think I would
get respect from the students since I didn’t have the title of teacher, just a visitor, and observer. Sure enough,
the students would ask me if I could help them! I noticed some kids did not have any adjects or nouns listed on
their worksheets. So, I would go up to those students and ask them, do you know what an adjective is? And if
they didn’t know, I would ask another student in hopes they would know! Once the student who knew the
answer told me, I directed my attention back to the student with no answers on their sheet. It’s a describing
word! I ask him what color jacket are you wearing? “Blue!!” he said excitingly, and I answered back in the same
tone, “Blue! You’re right and that is a...?” “Adjective!!” the student replied. And I had this sense of proudness. I
was happy the student understood. Throughout the day, I would help here and there, I even stayed after school
to do this program called “All-Stars”! It’s where they offer tutoring, and lessons to further help students who are
falling behind! I loved those kids just as much as the others, I got closely connected to one of these students
named Jack. We were taking a break outside and was playing soccer! Jack however did not want to participate,
instead he was more concerned with his surroundings. He was picking up plants and tree branches around, and
he saw me notice him! He ran up to me and said “Mr. Jesse, Mr. Jesse! Do you see what I have?” And I said “yes!
You have a stick!” and he said “Noooo I have a seed to plant a tree!! Want to come see me plant it?” “I replied
with “of course! I would love to!” he then planted his stick to the ground and said, “I’m going to fertilize it!” I
replied with “wooooah now that is a big word! I’m proud of you for knowing that!” And seeing the big smile he
had on his face filled my heart with joy. He told me he had dreams of owning a farm, and how he wants to plant
trees all around and bushes, and how wants to take care of everything! I asked him if he could invite me to his
farm one day once he owns it! He says “yes!” and I ask, “pinky promise?” and he put out his tiny little pinky and
oh man... another amazing moment that will live on in my memories forever. I loved every single hour, second,
and minute I spent with the kids. I asked Mr. Harrison if it’s okay with him and the staff I could drop by even if I
don’t have to do my field observation! I am looking forward to the next day I will spend at Harvey N. Dondero
ES.