Manesse

Seth Manesse
Dr. Vartouhi Asherian
College of Southern Nevada
EDU 202 - 1002
December 11, 2016
CCSD Field Observation
Assignment One (Observation):
First Impressions:
The first thing that is striking when walking into Mr. Moffetts classroom is the music. As the
students make their way to the Early-Bird period at 7am, Speed of Sound by ColdPlay is
playing in the classroom. It is a nice way to signal that this is a more relaxed time to get seated
and the lesson has not yet begun.
Describe the Physical Environment of the Classroom:
The classroom itself is set up in a way that is different from most classrooms. There are the
expected rows of individual desks, also there are tables set up as workstations with multiple
seats, and, interestingly, there is also a sofa and a couple of cushioned chairs set up along the
walls.
Inspirational posters are displayed around the room, including portraits and sayings of Ghandi
and Mandela. Also, there are interesting images of winter sports. Additionally, there are maps
and posters describing cultures from across the world.
Describe the Student Makeup:
The student population is diverse. There seemed to be an equal numbers of boys and girls.
About half of the students appeared to be white. The other half were multicultural. There were
black students, Hispanic students, Asian students, Philippine students... It seemed like a good
mix.
The students interacted well. There seemed to be no boundaries or restrictions that they placed
on themselves--they treated each other respectfully.
There were probably ELL students and students with disabilities in classroom, but they were not
obvious and were not singled out in any way.
Classroom Rules and Instructor Guidance:
Mr. Moffett runs a structured class. There are no specific rules posted in his classroom, but
there are rules.

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Usually, the moment a student starts to be disruptive or to pay attention to something other than
the current task-at-hand Mr. Moffett will call that students name and bring his or her attention
back to the lesson. He is proactive in preventing problems before they happen.
Assignment Two (Instruction):
Posted Schedule:
The digital whiteboard at the front of the classroom displayed the daily objectives, homework,
agenda, and a quote for the day. Additionally, the schedule of classes and lunches for the
school was posted on a large bulletin on the side wall.
Student Workstations:
Depending on which lesson or project is being worked on Mr. Moffett will have his students work
either individually or in groups. I observed that in some classes he gave the students more
leeway on whether they could move around to be near their friends while they worked. When I
asked him why one class had not been given the option of moving around he explained that
students in that particular class (which was large and had about 35 students) were able to
remain focused better when the rules were not relaxed.
Most of the individual desks are taken. Some students sit in groups at the two larger tables or
on the sofa. Mr. Moffett lets his students pick where they would like to sit. If a seating situation
becomes an issue, he will move the student who is causing the problem.
I observed in Mr. Moffetts Social Studies--World Geography class over two days on October 5th
and October 6th, 2016.
On the first day, handouts of current events were given out and a Mr. Moffett lead a group
discussion comparing and contrasting different ways public figures exercise their right to
freedom of speech.
As part of the handout, he also presented the Taiwanese custom of fire fishing. It is a traditional
lifestyle that, although at one time quite common in Taiwan, is now dying out.
Additionally, he discussed the history of the handshake. He had the students demonstrate how
a handshake between two good friends would differ from a handshake that might be given when
applying for a job.
Next, utilizing the digital whiteboard, Mr. Moffett had his students collaborate on a project where
they defined aspects of world cultures. Each class created its own interpretation of culture which
was then compared one to the others during the day.

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Also, the students watched a video presentation from National Geographic that showed cultures
from all over the world comparing their customs and traditions.
The second days lesson built on the previous lesson about culture. On the first day the class
project had focused on the meaning of culture to overall society. The second days lesson
focused on individual projects of the personal meaning of culture to each student.
Using a website called Tagul.com the students completed word clouds of their personal culture.
Each student illustrated the customs, traditions, values, lifestyles, and choices important to him
or her.
Mentor Teachers Instructional Style and Use of Sensory Modalities:
Mr. Moffett does not shy away from the important cultural issues that our society faces. Instead,
he and his students engage in lessons about these issues. While I observed his class, some
topics he and his students discussed were: differing cultural practices and traditions, First
Amendment rights and freedom of expression, and the meaning of culture to society and to
individuals.
He incorporates a style that causes his students to relate culture and important issues to their
own lives. Each student gains an understanding that what is occurring in the world, whether it is
local, national or global, does matter to him or her personally.
Additionally, Mr Moffetts lessons were well organized and orchestrated with an impressive array
of teaching modalities. Lecture, discussion, presentation of instructional video, working
collaboratively to produce a class project, working individually to create a personal project, and
student demonstration through play-acting of subject matter were all methods that Mr Moffett
utilized during the two days I observed him.
Student Engagement, Transitions, and Behavior Issues:
At the beginning of every class lesson, Mr. Moffett announced, MY TIME! He expected his
students to settle down and be ready to learn. If they didnt immediately follow the rule, he
reiterated his expectation of studiousness. It was remarkable how dutifully the students worked
to please their teacher when he made his expectations clear.
Both during lessons and at the end of classes, students were given a heads-up of when
transitions were coming. Lets go! Prime-times (planners) out, start packing up--get ready to
go, and bells gonna ring! Im just letting you know, were announced to help students change
task.
All students were engaged and participating in the lessons. Any behavioral issues were quickly
and efficiently dealt with before any real disruption of the lessons occurred. Mr. Moffett used the
personal relationship he has with each of his students to good effect. Whenever a students

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attention was wandering, Mr. Moffett would call on that student by name and make sure that he
or she was paying the proper attention to the lesson-at-hand.
Assignment Three (Classroom Layout):

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Assignment Four (School/Classroom Culture):

Physical Characteristics:
Greenspun JHS grounds are attractive with grass and plants that are well tended. It has a
fenced field, which makes the school feel like a safe and secure environment. The parking lot
and driveways are in good repair with striping for parking spaces and well marked crosswalks
and adequate traffic signage.
In front of the school buildings is the flagpole displaying the American Flag and the Nevada
Flag. There are three sets of double doors, two sets for student access to the school and one
set for public access to the schools office.
Greenspun JHSs buildings are in good repair and are well laid-out. Upon entering the school
grounds on the left there is a central quad with lockers; a performing arts building for band,
orchestra and choir, large gymnasium and a large clean cafeteria. On the right there is a good
sized library with books and computer services and the classrooms. All buildings are clearly
labeled.
School Culture and Classroom Culture:
Greenspun JHS Mission Statement:
Greenspun Junior High School is committed to providing a safe, positive, and
rigorous learning environment where students can become responsible citizens
and lifelong learners. We believe
A safe and comfortable physical environment promotes
student learning.
All students can learn.
Challenging expectations increase individual student
performance.
Student learning is the chief priority of the school.
Students learn in different ways and should be provided
with a variety of instructional approaches to support their learning.
Students learning needs should be the primary focus of all
decisions impacting the work of the students.
Teachers, administrators, parents, and the community
share the responsibility.
Greenspun JHS Motto:
Where students learn to succeed and succeed to learn!

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The school receptionist and two student helpers greet visitors to the school. Visitors are
required to check in and wear a visitor badge.
During lunches students congregate in the quad, cafeteria, and library. Between classes
students are lively but not overly rambunctious.
School pride is obvious. The hallways in the administration building are decorated with large
photos of students, teachers and staff. A case with trophies and awards is located prominently in
the cafeteria. Additionally, there are large posters displaying anti-bullying and inspirations to be
kind; these posters are signed by all the students.
Students I observed in classrooms were attentive and were participating. There were also large
scale art and learning projects being created in the hallways just outside some classrooms.
Teachers were engaged and leading their classes effectively.
Assignment Five (Cooperating Teacher Interview):
As part of the assignment I interviewed my mentor teacher, Mr. Moffett, to gain insight into his
choice to become a teacher and some positive and negative aspects of teaching.
What was the primary reason you became a teacher?
I had some really good teachers growing up. I need to give back to the community.
What is the main challenge you face as a teacher?
Keeping the information/subject matter interesting to my audience. If the kids are bored, youre
doing something wrong. You have to change.
Another challenge he faces is paperwork, which he describes as, my biggest downfall.
What is the best part of being a teacher?
Being able to see that light bulb go on. And, it doesnt happen often. He went on to add, It
keeps me young. It keeps me motivated.
How do you determine where students sit in the class?
Mr. Moffett uses the individualized education program (IEP) or parents request if appropriate.
Most of the time, he says, I let them choose and they dig their own grave.
How do you select the members of flexible grouping?

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With the class size it is difficult to have grouping. When he does group his students it is often,
random or by ability depending on the project.
What are the main reasons for interactions with parents? How often do you interact in
person with parents?
The main reason is the kids did something wrong: continuously cussing, lack of respect
disruptive in class He says this happens, not too often.
How much grading do you complete daily and weekly? When and where do you do most
of the grading?
I observed Mr. Moffett grading student work while students were engaged in watching an
educational video and during his free period. He says he grades one to two items per student
per week.
How long does it take to prepare lessons for the day/week?
In his first, second, and third years of teaching it took about an hour to create a lesson. Now that
he has built an archive of lessons, it takes fifteen minutes or less.
What behavior consequences seem most effective with this age group?
I dont have many problems. Using an approach that he calls With-It-Ness, Mr. Moffett
prevents most problems. As soon as a student starts to be disruptive or to pay attention to
something other than the current task-at-hand he will call that students name and bringing the
students attention back to the lesson.
How often are you evaluated and what measurement tool/tools are used by
administration for determining your performance?
On a professional level Mr. Moffett is observed three to four times per year. Additionally, an
administrator will often just glance in. There is a checklist of things including attire and how
well you relate to the kids.
What surprised you the most about teaching and the teaching profession?
Mr Moffett says he views teaching as a noble profession. Therefore, he was surprised by the
lack of respect from the public, the lack of parent involvement, and the lack of care from the
kids. He found it surprising that many people dont respect educators.

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Assignment Six (Observing a Student):

During Mr. Moffetts lessons I observed a student who became inattentive. She turned sideways
at her desk and faced away from the lecture. She then took a worksheet from her notebook and
began to fill it out. Mr. Moffett paused his lecture, called her by name and asked, are we
serious? She put away her worksheet, turned towards the front of the room and started paying
attention.
The lecture was about the meaning of culture. At the end of the lecture all students, including
the one I was observing, took out Chromebooks and worked on a project to describe his or her
personal culture.
I suspect that the student I was observing learns more from hands-on projects rather than from
auditory only lectures. She needed the additional guidance that Mr. Moffett gave her to match
the attentiveness of the rest of the class.
Assignment Seven (Reflection):
During my observations I was impressed by how much of Mr. Moffetts personality comes
through in his lessons. His style of With-It-Ness permeates every aspect of his teaching.
Additionally, I was surprised by the many teaching modalities Mr. Moffett was able to incorporate
into his lessons. Having his students participate in lecture, discussion, group projects, individual
projects, instructional videos, play acting lessons, and reading about and interpreting current
events, was more than I thought was possible in only two days. His level of planning,
preparation, and expertise was evident.
Mr. Moffetts teaching mirrors what is best in the textbook, resources, and lessons we are using
in our College of Southern Nevada, Introduction to Secondary Education course. He addresses
multiple intelligences, students styles of learning, and differing teaching philosophies.
With hard work and dedication I hope to match Mr Moffetts level of preparedness and
professionalism. When I am a teacher, you will hear music coming from my classroom.
However, when the bell rings, Ill make sure my students know it is time to learn. It will be MY
TIME!