Danielle Bryan

EDU 202

11/29/2023

Student Observation Fieldwork

(Observed at Sunrise Mountain HighSchool in Ms.Solimon’s Physics class)

Assignment #1: Observation Questions

Question #1: The classroom is very inviting, when a student enters the room they have all of the

necessary technology and materials available to them. They have Laptops, calculators, and their

daily assignments available to them immediately. The desks are very organized and are

positioned in a way where every student shouldnt have a problem seeing the board. These are

large science desks so multiple students can sit at them. This classroom is also very low energy

but also very attentive. The low energy stems from the dimmed lights in the classroom, the lights

are probably dimmed to keep students from getting headaches or from being over-stimulated.

The attentiveness comes from how active the teacher is in the classroom, she walks around and

helps with work or if a student has a question.

Question #2: Most of the classes are very small. The smallest class being 5 students, the most

being 20. I see students from all kinds of backgrounds and all kinds of ethnicities all working

together. All the students are put into groups so they can help each other and to help keep

eachother engaged. I am unaware of any students that need accommodations.

Question #3: The classroom rules that I see are very simple and to the point:

1. I will follow teacher instructions.

2. I will follow assignments as written on the board.

3. I will use my critical thinking skills while attending this class.

Question #4: The teacher reminds them daily of what is expected of them while attending

this class. The teacher walks around the room during instruction to make sure the

students are looking and listening to her. The teacher actively helps and praises the

students who are on task. If a student is acting up or being disruptive the teacher quietly

talks to them once or twice, if they keep at it they get sent to the office.

Assignment #2: Classroom Layout

Layout picture is on a separate doc.

Question #1: The flow of the classroom is very organized and low-stimulating. The class

more times than not is very silent and calm. The desks are arranged in a way so the

teacher can easily get to them and see them, this also allows the student to see the board

and teacher easily. The environment is very inviting because of how the desks are put

into groups.

Question #2: Honestly there isn't much I would change about the room. As someone who

wants to be a science teacher, I would have a similar setup. The only change I would

make is to space the desks out in a way to allow for easier travel throughout the

classroom.

Assignment #3: Instruction

Question #1: This school runs on a block schedule so they have A days and B days. On

both days the teacher has 2 classes, a prep period then another 2 classes the only

difference is the students attending. This teacher has a combination of General classes,

AP classes and Honors classes for this Physics class.

Question #2: Instruction is done in groups, the students are put into small groups. The

teacher begins instruction as a class and the students start with group work, the teacher

then walks around and tries to assist the students with their work.

Question #3: The lesson plan for this day was a lecture about Newton's Laws of motion

and a student project about Newton’s Laws. To prepare for this class the teacher made a

powerpoint to teach the students about the definitions and to describe the laws. To help

the students understand the assignment the teacher then does a demonstration of one of

Newton's Laws: Inertia. To do this demonstration the teacher took a red solo cup and

attached it to a string, she then filled the cup with water, then she swung the cup in a

vertical, circular motion. After demonstrating Inertia the students got into groups and did

the same thing. The teacher would go around the class and help the students who were

struggling.

Question #4: I find the teacher’s teaching style to be very hands-on. The teacher has an

activity planned for every class and the teacher encourages the students to experiment

with the activities to see the different results they’ll get. This is a physics class so the

teacher explains and demonstrates the different laws to the students as they participate.

Question #5: This teacher incorporates Auditory and Kinesthetic learning styles. She

always has powerpoint lectures for the class and reads allowed the slides for the students

to follow along with the slides. The teacher also provides alot of imagery along with the

lectures, she demonstrates physics problems so the students can clearly see the cause and

effect factors of some of the laws of motion. Kinesthetic comes into play when the

students participate in Labs.

Question #6: The orientation of this teacher leans closely to Progressivism. This teacher

has the students participating in a alot of group activities and the students always have

assigned groups to work in and to turn to if they need help or have questions, the students

are also encouraged to experiment with what they have learned in their labs. An example

of Progressivism teaching is when the students had a class project and every group had a

part to play in the assignment. Once the students finished their experiments they

presented one group at a time to explain their part of the project and the students listening

wrote down what the other students found.

Question #7: For a physics class, all the teaching seems pretty straight forward. The

lessons start out with a powerpoint for the visual learners, then there is a hands-on part of

the lesson for the physical learners. The teacher utilizes the classroom tech like

chromebooks and the smartboard to help with class activities and notes. The teacher has a

hands-on teaching strategy and this allows the students to discover for themselves the

different outcomes of physics problems. This allows students with different learning

strengths to understand what is happening in the classroom.

Question #8: The students seem very engaged in the activity given to them. They all seem

to be on task through most of the lecture and group activity. Every group has a different

activity assignment to them so when they switch stations they can stay engaged.

Question #9: Yes, I think that instructional time is used effectively, the teacher spends

25-30 minutes of the 1:30 minute class period to present her lecture to the class. She

makes sure the students write down and understand the necessary words and definitions

related to the activity.

Question #10: This is a physics class so technology is required. To assist with

calculations and to keep track of numbers the students have access to calculators. To help

take notes and to access tests and quizzes the students also have access to chromebooks.

The teacher has her own space with a computer and a projector to help demonstrate

assignments.

Question #11: The teacher has mainly gen-ed classes so most of the class periods are on

the same page learning wise so the teacher just has to reset whatever lesson she has

planned. She starts every class period with a powerpoint so once she's done, all she has to

do is reset it. I find this effective in class preparation because of the time it could save in

prep-work.

Question #12: The only thing I've seen is that the teacher raises her voice to get the class's

attention. These are small classes and the students are actually very quiet so it is easy for

the teacher to grab their attention.

Question #13: The teacher walks over and talks to whoever isn't participating in an

activity and she will speak to the disruptive students as well. If they continue they get

sent to the office.

Question #14: In the class periods I've observed, I haven't seen anything that hindered the

instruction other than one or two rowdy students. When there is one it is dealt with

quickly.

Assignment #4: Culture

Question #1: School is fairly large, inside is spacious, a large parking lot with space for

staff, and surrounding the school is a lot of dirt/dessert. The school is also near the Nellis

Air Force Base.

Question #2: The school is quite spacious, featuring two stories and providing

accessibility for various students. Throughout the premises, you'll find the school motto

prominently displayed.

Culture Of The School

Mission statement: Students will receive the highest level of learning possible for them to

succeed in college or other opportunities by utilizing collaborative approaches that are

purposeful, inclusive and consistent.

School Motto: Students in class will succeed.

Mascott: The Minors.

Question #3: The school runs on a block schedule, consisting of an A and B schedule.

The students have different classes on different days. This allows for longer class periods

so teachers can get more of the curriculum taught.

Question #4: The students like to gather in the quad during breaks and lunch. After

school the students hang out in the courtyard and the second story balcony.

Question #5: The school likes to display their basketball team members and names in the

quad. There are also posters for the student council and posters for events.

Question #6: The school’s mascot is a Minor and Nevada’s history is built off of mining

silver. Nevada was a mining town.

Culture of The Classroom

Question #1: The teacher has a strict but attentive personality in the classroom, she

expects and encourages the students to complete and participate in the assignments given

to them. She helps and interacts with the students often, especially during labs.
Question #2: These classes are very small, not much accommodation is needed for the

students I see. Most of the classes I've been in are honors and AP classes so most of the

students participate in the activities.

Question #3: In these few class periods I've observed, the students seem to like and

respect the teacher. There are a lot of smiles and jokes and the teacher seems to like

teaching these classes as the students enjoy being there.

Assignment #5 Teacher Interview

Interview Question 1: The primary reason I became a teacher was my passion for physics

and a genuine desire to share that enthusiasm with students. I find joy in helping them

discover the wonders of the subject and encouraging a love for learning.

Interview Question 2: The main challenges I face as a teacher include ensuring that I

cater to the diverse learning styles of my students, managing time effectively, and

adapting my teaching methods to address individual needs within a classroom setting.

Interview Question 3: The best part of being a teacher is witnessing the "aha" moments

when students grasp a challenging concept. Building connections with my students and

being a positive influence in their lives also brings a sense of fulfillment.

Interview Question 4: I determine where students sit in class based on a combination of

factors, such as their learning preferences, behavior, and occasionally, to foster a

collaborative learning environment.

Interview Question 5: When forming flexible groups, I consider students' strengths,

weaknesses, and interpersonal dynamics. It's important to create a balanced and

supportive environment for effective group work.

Interview Question 6: Beyond standardized testing, I regularly use various assessments

like quizzes, projects, and class participation to gauge students' understanding and

progress.

Interview Question 7: Reporting progress to parents involves fulfilling school

requirements, such as regular progress reports and parent-teacher conferences. Clear

communication is key to keeping parents informed about their child's academic journey.

Interview Question 8: I aim to interact with students' parents in person regularly,

typically during parent-teacher conferences or special events. Discussions often revolve

around students' academic progress, behavior, and strategies for improvement.

Interview Question 9: Grading can be time-consuming, and the amount varies. On

average, I dedicate a significant portion of my time each day to grading assignments and

providing constructive feedback.

Interview Question 10: Lesson preparation time varies, but I spend a considerable amount

of time planning engaging and effective lessons. It's crucial to ensure that the material is

presented in a way that resonates with students.

Interview Question 11: To maximize instructional time, I establish clear routines, set

expectations from the beginning, and incorporate interactive and hands-on activities to

keep students engaged.

Interview Question 12: Positive reinforcement programs like praise, recognition, and

small rewards have been successful. For behavioral consequences, a combination of

consistent consequences and discussions about choices tends to be effective with this age

group.
Interview Question 13: I actively collaborate with my grade-level team, sharing ideas and

resources to enhance our teaching strategies. Regular planning meetings help us align our

curriculum and provide additional support for students.

Interview Question 14: Specialist teachers are involved in the instructional planning

process through collaborative meetings and discussions. We work together to ensure a

cohesive and comprehensive learning experience for students.

Interview Question 15: I am evaluated regularly, typically on an annual basis, using a

variety of tools such as classroom observations, student assessments, and professional

development participation.

Interview Question 16: If my evaluation is not favorable, consequences may include

additional professional development requirements, mentoring, or, in extreme cases,

further action from the school administration.

Interview Question 17: I receive instructional support through professional development

opportunities, financial support for classroom materials, and collaboration with the school

district to enhance the overall quality of instruction.

Interview Question 18: What surprised me most about teaching as a profession is the

profound impact it has on both students and myself. Witnessing the growth and

development of my students and the continuous learning experience for me as a teacher

has been truly rewarding.

Assignment #6 Observe a Student

The student I observed was quiet but also attentive to their work. They didn't raise their

hand often but participated in the game of kahoot and the activity. The teacher called on

them every-so-often to ensure that they stay engaged with the rest of the class. I would be
the same way in school, I was quiet but still participated and I preferred to learn in

silence. This is an AP class so the room is also pretty silent and focused, the room's lights

are also dimmed to relieve the students’ eyes.

Assignment #7: Summary

This insightful observation has provided me with a profound and illuminating perspective

on the educational landscape. Prior to this experience, my engagement with school was

solely as a student, and I had never delved into the intricate dynamics of the educational

process from a teacher's vantage point. Through this observation, I found myself

engaging in a critical analysis of the intricacies involved in orchestrating a classroom

setting as an educator. Witnessing firsthand how lessons seamlessly transition from one

class period to the next allowed me to appreciate the interconnectedness of educational

content. It prompted me to contemplate the meticulous planning and strategic

management that teachers must continually undertake. The observation served as a

catalyst for me to reflect on the multifaceted responsibilities that educators shoulder,

extending beyond the classroom into the realms of preparation, organization, and

thoughtful execution. I am genuinely grateful for the opportunity to undergo this

experience, as it has enriched my understanding of the educational process and deepened

my appreciation for the dedication and hard work of teachers. The warmth and kindness

extended to me by the school's staff further underscored the supportive and collaborative

environment that contributes to the overall success of the educational institution.