CSN Education Department - Field

Observation Activities Packet

Greetings Future Educator,

  One of the most rewarding aspects of EDU 201, EDU 202, and EDU 203 is the opportunity you’ll have to observe
in a school classroom where students are
actively engaged in learning. Each of
these three CSN courses requires all
students to complete a 10 hour "Field Observation" in a Clark County public school.

  Once your placement is processed, you will receive details regarding your assigned school from your
CSN professor. Only then, will you contact the school and meet with your CCSD “cooperating teacher”. Both you
and your cooperating teacher will design a mutually agreeable schedule to complete your required contact hours
once you meet for the first time.

  Within this packet, you will find the required field experience assignments and other documents that you
must complete in order to pass this class.

Your Name: Hailey Little

CSN Course: EDU 202

Professor: Olivia Grant

Professor’s email: Grantog@nv.ccsd.net

CCSD School: College of Southern Nevada High School

Cooperating Teacher: Ms. Thorsteinson

Save this completed packet for this class, and your Education Capstone Course, (EDU 299). Your CSN instructor
will let you know their required format for submitting the observation assignments within this packet.

CSN Field Observation Packet © CSN Education Department 2017 Page 1

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.

Because the high school classes here borrow rooms from the college, much decoration isn't used or
allowed. However, though the room is quite bare, a simple room with just tables, chairs, and a couple of
whiteboards, the students seemed welcome in the environment. Many are comfortable with moving around the
space and often get up and use the space. Part of the inventiveness comes from the teacher, who, like the
students, tries her best to use up the space and encourages movement. The room is also quite organized but
again this is mostly due to the bareness of the room.

Observation 2: Please describe the student makeup of the class, including gender, ethnicity, ELL, students with
physical challenges, and any other apparent attributes that are important to note.

Though multiple periods are observed, the classroom makeup is quite consistent. Most of the students
are female and vary in ethnicity. There is no student with apparent physical challenges or attributes. 

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

There are no posted class rules or course expectations.

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

Though there are no posted rules there seems to be a nonverbal agreement between the students and
the teacher about the rules of the class. Rarely does any horseplay occur and students for the most part are on
task. There is no physical reward to these actions, however, the behavior is enforced by the teacher being able to
quickly complete the lesson and then allowing students free time.

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

>>>INSERT YOUR DRAWING HERE<<<

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

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

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?

Each period is organized into a different online canvas course which students can go and look at the
weekly schedule. Each schedule includes videos, worksheets, and notes on which students are responsible for
homework, all organized into units. Quizzes are due based on the student's schedule.
(ex. of canvas module layout)
Notes
Video explaining notes
Notes
Video explaining notes
Notes
Video explaining notes
CSN Field Observation Packet © CSN Education Department 2017 Page 2
 (opt.) Worksheet
Quiz (Which students can retake)

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

Instruction is generally given in whole groups, however, in times when students are doing
individual work, the teacher will go up to individual students to give any extra assistance or
encouragement.

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

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

The teacher incorporates all the different learning styles into lessons. First, the teacher will
demonstrate the problems and content the students are supposed to learn. This includes the teacher
writing and explaining on the board. This appeals to students who benefit from visual aids as well as
auditory as they listen to the problem is explained. Videos of the lessons are even posted to the class’
canvas page which again appeals to those students who like to see problems worked out or verbally
explained. The teacher also encourages collaboration between students as well as a lot of worksheets,
allowing those who learn best hands-on an opportunity to really grasp the material.

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

Yes, the students do seem engaged. The personality of the teacher allows students to be both
interested and excited about their lessons. The teacher also makes students actively participate in the
lesson by egging them to ask questions as well as show their work. When students are assigned
homework online, all students do the assigned work, and rarely was anyone off task.

Instruction Question 6: Explain the use of culturally relevant materials, teaching strategies, class décor,
etc.  that meet the needs of today’s culturally diverse student population.  >>>

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

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

Instruction Question 9: List ways that the teacher attempts any “attention getting” commands? (Ex: Countdown,
Light flicker, Heads on Desk) How effective are they? >>>

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. >>>

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. >>>

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Instruction Question 12: What philosophical teaching orientation(s) best describes this teacher? Give
examples.>>>

Instruction Question 13: Outline the lesson plan for a teaching lesson you observed.  What preparations in
advance were need for teaching the lesson? >>>

Instruction Question 14: Describe both teacher and student uses of technology in the classroom. >>>

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. >>>

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

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. >>>

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

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?
>>>

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

6. Compare and contrast the current school environment and culture with schools in the historical
past. >>>

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. >>>

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

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

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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? >>>

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

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

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

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

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

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

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

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

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

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

Interview Question 12: What positive reinforcement programs have you had success with, and what behavioral
consequences seem most effective with this age group? >>>

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

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

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

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? >>>

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

Interview Question 18: What collaboration and planning do you do with your grade-level team or subject-
department? >>>

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.
CSN Field Observation Packet © CSN Education Department 2017 Page 5
The lesson given was on solving systems in pre-calc. While the teacher was talking up near the board the student w
giving physical examples, the student would stop and go taking notes in their notebook. When not doing something
head down. Only a couple of times did the student look up to make sure they had written everything they needed, a
sitting next to them occasionally, keeping to their own “bubble”. Drawing in the notebook, listing, taking notes, and o
behind or look confused with the material.

ASSIGNMENT 7 (Summary): Thoroughly summarize and reflect upon your entire 10 hour Field Observation
Placement.

>>>
Before final grading for EDU 201, EDU 202, EDU 203 courses can occur, the CSN student must submit their
completed Field Observation Activities Packet, Time Log, and Student Evaluation to their CSN instructor for
grading. The student must also provide the CCSD cooperating teacher with their CSN professor’s contact
information, so the cooperating teacher can send a quick email validation that the student completed their 10
hours before the final exam date.

The instructor’s email can be found on the first page of this packet, and on the next page.
Remember to save this completed packet in digital form, or as a hard copy for the
Education Department’s capstone course, (EDU 29

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