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Greetings Future Educator,

One of the most rewarding
aspects of EDU 201, EDU 202
and EDU 203 is the
opportunity you will have to
actually observe students at the grade level you are interested in eventually teaching. These
CSN courses require all students to complete a 10 hour "Field Observation" in one of the 13
Performance Zones of the Clark County School District. Once your placement is processed,
you will receive details regarding your specific assigned school from your CSN instructor. You
will then contact the school and meet with your cooperating teacher. Both you and your
cooperating teacher will design a mutually agreeable schedule to complete your required
contact hours. Within this packet, you will find the required experience assignments and field
documents that you must complete in order to pass this class.
Name:

Olivia Norman

Professor: Gregorio

CSN Course:

Professors email:

EDU 201
sandra.gregorio@csn.edu

CCSD School: Lamping Cooperating Teacher: Mrs. Barnewolt

Save this completed packet for your Education Capstone Course, (EDU 299) and pay
particular attention to items marked with an (* asterisk) as these will be especially helpful in
completing your Classroom Management, Diversity, and Differentiated Instruction presentation
in EDU 299. Your CSN instructor will let you know whether you will be handwriting directly in
this packet, in a separate reflective log, or word processing responses to the following
requirements and assignments.

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ASSIGNMENT ONE (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/school environment? Warm?
Friendly? Organized etc? Describe the physical environment in detail.
The school seemed structured and organized. Students walked on the right side of the
hallway in order for classes to move through halls easily. The classroom was cluttered.
Every inch of the walls were covered in posters or signs.

*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.
It was somewhat difficult to determine the make-up of the class due to the continuous
changing between classes. There were 31 students
13 girls/ 18 boys
2 black students/ 1 Hispanic/ 3 other/ and the rest were white (25)
2 students in intervention/ 2 autistic pulled out for large portions of the day/ and 10 in GATE

*Observation 3: What are the posted class rules in the room? (exactly as written)
On the first visit, I need not see any classroom rules posted but did notice that talking out of
turn and working ahead were 2 unposted rules that seemed to be important o the teacher.
On the second visit, I observed a generic sets of rules on the wall that were school rules
posted in each room:
Always Use Your Manners
Please
Thank You
You are Welcome
I am Sorry

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Essential Expectations
Follow directions the first time
Walk Quietly through the halls
Keep your hands, feet, and objects to
yourself
Show respect toward one another
Do your best

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*Observation 4: Does the teacher enforce the rules? Are rewards or consequences being

used for compliance or noncompliance?

As a class, they can earn/lose Friday Free Time. As individuals, they can also lose this free
time with Kickbacks. This is a form that the student fills out explaining to their parent what
they did. Each kickback marks off one letter. If they get to the final letter (so 8 Kickbacks),
then they lose their free time on Fridays.

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ASSIGNMENT TWO (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.

Classroom Layout Question 1: Describe the workflow of the room. Is the space used
efficiently?
This was the most unique seating arrangement I have seen. It worked well at allowing a
large number of students visual access to both the bulletin boards and the Smart Board.
The teacher could move around the room to look at each students work.
Classroom Layout Question 2: In your opinion, how can the physical arrangement of the
room be improved?
Personally I like the idea of group tables where the rows are facing each other. I would
prefer more students be able to work together rather than just the 2 people on their sides.
Classroom Layout Question 3: In your opinion, are there any concerns regarding safety
during a normal school day or during the possibility of fire, shelter in place, or lock-down?
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The teacher was very diligent about not allowing items at the students desk which reduces
the risk of tripping hazards in the event of a fire evacuation. Additionally, do to the
placement of the cabinet next to the door it would be impossible for anyone to see students
if they were to move to the area of the classroom near the group table.
ASSIGNMENT THREE (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?
On Fridays, during social studies the class has
computer lab time while the teachers works with
the intervention group. Math and Reading are
team-taught and students are divided between two
teachers by ability with the lower level group
consisting of less students.

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?
The intervention group is taught in a small group of 8 students. The rest of the day is taught
as the whole class, with some individual time mixed in.
Instruction Question 3: How would you describe your cooperating teachers teaching style?
The teacher has the students learn by listening, then doing. In math for example, she
explains the new concept that they are working on. Then reads a question out loud and
gives the students several minutes to solve the problem which requires multiple steps.
During this time, she walks around the room to provided individual help to those that are
struggling. Then, they are asked to discuss their answers with the person next to them.
Finally, they review the answer as a class with her asking students to provide each step.

*Instruction Question 4: Does the teacher incorporate the sensory modalities (learning

styles)? If so, give examples.

I observed the teacher using logical, linguistic, and interpersonal learning styles. It would be
quite difficult to involve so many students in spatial or kinesthetic styles

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*Instruction Question 5: Do the students seem engaged in the lesson(s) that are being

presented? Please explain.

The students did seem engaged in the lesson, especially when doing group projects or
individual work on their own dry erase boards.

*Instruction Question 6: Are there any students isolated from the rest of the class for any

reason? Why?
No students were isolated.
Instruction Question 7: Is instructional time managed efficiently? Please explain
There did not seem to be any down time. If students were finished early, they were allowed
to read or do other pre-approved projects. They were also encouraged to work on any
unfinished work from earlier in the week/day if they had free time.
Instruction Question 8: How does the cooperating teacher handle transitions from one
subject or period to another, and are these transitions effective?
Students are told to go to bathroom in small groups at a time leading up to transitions.
Once all groups have returned, the class lines up (one line for boys, one for girls). If they
are all going to the same special, she walks them over together. If she is trading students
with her team teacher, she leaves half of the student unattended for approximately 1
minute. The school as a whole is very quiet in the halls and the students left alone in class
were surprisingly well behaved.

*Instruction Question 9: List ways that the teacher attempts any attention getting

commands? (Ex: Countdown, Light flicker, Heads on Desk) How effective are they?
When the students are working on problems individually or in groups, the teacher places
her hand in the air and the student do the same until all are quiet and listening so thet she
can transition to the next topic. If they are talking to loudly, she counts down from 3. Both
seemed to work well for her.

*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.
While the teacher allows student to frequently work together quietly, a few of the boys
seemed to get out of their seats or talk too loudly. She gives then a warning first to get back
on task. If they are finished with their work, she gives them something else to work on. If
they continue to be off task or disruptive, she warns them that they will get a citation or go
to the office. I did not figure out what warrants a Kickback versus being sent to the office or
receiving a citation. It seemed to be arbitrary depending on the moment. However they did
generally headed whichever warning.

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*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 seemed to be used wisely. I did not see any procedure in particular that
stood out either way. Rather, it was effective that the students always knew what was
happening next and how much time until that transition.

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ASSIGNMENT FOUR (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.
This school is older than the one I am used to but it was very well-kept. My first impression
was that is was extremely secure. I even had difficulty finding out how to get in to the
building and had to ask someone. There were not very many trees, but the grounds were
clean and free of debris.
2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall
colors and decorations and entrance security.
To enter the school, it was necessary to sign in at the front office and then they would
unlock the doors. Each hall had a different theme such as space, sports, politics/election, or
field trip displays. Additionally, each room had their door decorated with a different theme.
Culture of the School: Read, listen and observe to determine the climate, values, and
atmosphere within the school.
1. Identify the schools mission statement, motto, and mascot.
Mission Statement: The staff, students, parents and community of Lamping
Elementary School are committed to excellence in education. It is our mission to
provide a caring, positive and safe learning environment where each child is
challenged to achieve commensurate with his/her ability and is provided
enriching experiences that foster personal integrity, respect and responsibility.
Moto: Enlightening and Enriching Future Generations. One Child at a Time.
Mascot: Lightning Bolts
2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions
in other areas of the school.
Visitors are addressed immediately and the front office staff seemed to know who most
people were or where to find information. The staff seemed friendly and helpful
3. Look at the formal practices: school day schedule; ages of students; calendar of events; size
of school; grouping of students.
If student arrive early, they may participate in the JAWS program where they run laps and
get punches on a card. Once school starts, it is time to learn; there are no announcements
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disrupting class time as I have witnessed at other schools. It is a relatively small school with
only 700 students while surrounding schools have over 1,000 students.
4. Observe student to student interactions, inside and outside the building. Observe where
students gather to socialize lunchroom, halls, playground, etc.
There is no talking or running in the halls- no exceptions. The lunchroom is arranged with
all students facing the same way which reduces the commotion but by no means makes is
quiet. I did not witness any students sitting or playing alone. During recess, the children
scattered between soccer games, the playground structures, and tether ball or four square
courts.
5. Explain how the school is organized by grades, departments or not. Are
hallways/classroom labeled?
The school was similar to all of the others I have been to. There were long halls with
pods/off shoots that consisted of common areas and about 5 classrooms connected. Each
pod of classrooms had a mix of grades. Specials rooms were off of the min halls and each
room was labeled with a number and either a teachers name or the type of special. The
exception was science which has its own building.
6. 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.
Awards are given each Friday for the JAWS program for students who complete a punch
cards. The school also has a podcast that they view each week called Looking Good at
Lamping where the student counsels does interviews and announces the Lightening Bolt of
the week for each grade. There was a competition with surround schools to see who could
donate the most Halloween candy which was sent to troops oversees. The winner received
money from a local dentist.
C. 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 was kind but firm. She seemed to know which students she could joke around
with and which would not handle it as well. It was clear that she expected students to
complete their work, but she offered several opportunities to get it done and do make-up
work. She was constantly helping individuals who needed it.

*2. Evaluate the level of student participation in the class. Who participates? Who does not?

Each student participated. It was clear that not participating was not an option. If the
student was done with their work and not on task, they were given something more to work
on.

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*3. Evaluate the interactions between teachers and students, rapport, cohesiveness,

distribution of power, tone, frequency and reinforcements.

The teacher asked questions frequently and chose different students to answer. If they did
not know the answer, she gave them the option of asking a friend for help. She was
definitely in charge of the room, but she also allowed those that knew the material to help
those that needed help.

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ASSIGNMENT FIVE (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?
She thought it would be a good job after she had kids because she would have the same
days off. She was good at it so the principals kept moving her up to higher grades.
Interview Question 2: What is the main challenge(s) you face as a teacher?
Meeting individuals needs. They are at such different levels.
Interview Question 3: What is the best part(s) of being a teacher?
When you have a kid get that ah- hah moments. One can last you years.
Interview Question 4: How do you determine where students sit in class?
IEPs, behavior, ability. Weve moved 10 times in 9 weeks. (Note: the classroom diagram in
this report is from week 1, the desks were rearranged in week 2)
Interview Question 5: How do you determine the members of any flexible groups?
Theyre based on the skill that week, pull groups from last week. (I asked for clarification:
whoever did not understand last weeks lesson is placed in a small group this week to
review/catch up)
Interview Question 6: Beyond standardized testing, what assessments do you use regularly?
Weekly tests.
Interview Question 7: What requirements are placed on you for reporting progress to
parents?
1 big progress report and 1 hard copy report card. Unsats(unsatisfactory reports) and
conferences.
Interview Question 8: How often do you interact with a students parents in person?
Some show up a lot, I use the Remind app weekly, and some-more than - only at
conferences
Interview Question 9: What type of discussions do you typically have with parents?
Mostly poor progress and behavior.
Interview Question 10: How much grading do you complete on a daily/weekly basis?
Too Much! (laughing) 1 grade per subject per week is required, but its more like 3.
Interview Question 11: How long does it take to prepare lessons for the day/week?
Only 1 hour a week of actual prep unless we do the FOSS (science) kit then theres more.

*Interview Question 12: What procedures or strategies do you use to maximize instructional
time?

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They know the routine. Modeling, I do it with them. It changes and we have to start over in
October because we started rotations (team teaching).

*Interview Question 13: What positive reinforcement programs have you had success with?
(see #14)

*Interview Question 14: What behavioral consequences seem most effective with this age

group?
Kickback= 16 minutes of free time each week. They get all 16 minutes for positive behavior,
each letter they filled out a slip for, they lose 2 minutes.
Interview Question 15: How are specialist teachers involved in the instructional planning
process?
Theyre not.
Interview Question 16: How often are you evaluated, and what measurement tool(s) is used
by the administration for determining your own performance?
At least 1 rotation. (some teachers have more so they are in the second or third rotation
through the school). 1 formal 20minute observation on a form. Lesson plans are submitted
each week.
Interview Question 17: What consequences are there if your evaluation is not favorable?
Its never happened.
Interview Question 18: What types of support do you receive instructionally, financially or
professionally from the school, parent organization or school district to enhance instruction?
PTA gives us $200 a yearoh that reminds me, I need to submit me receipts, thanks. The
principal asks us for a wish list each year and he tries to fulfill it.
Interview Question 19: What surprised you most about teaching as a profession?
That I would enjoy it this much. I love coming in to work.

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ASSIGNMENT SIX (Classroom Interactions):
Teacher Exchange Directed to Boys vs. Teacher Exchange Directed to Girls.
Record tally marks for a 20 minute period when direct instruction is taking place. When
interaction is between the teacher and any male student, add a tally mark. Do the same when
teacher interaction is between the teacher and any female student. Record your tally marks in
chart form, and then summarize your findings in one paragraph.

*Summarize your Classroom Interactions data from above:

During computer time, Mrs. Barnewolt led an intervention group of 8 students. Each week a
different teacher works with this same group of students so they rotate through each 4 th grade
teacher. The rest of the class worked quietly on the computers with headphones. She sat with
the students in a circle while they all worked on a cause and effect paper together. She called
upon the students to read and answer the questions, then they wrote the same answer. While it
appears that she interacted more frequently with the boys, it should be noted that there were 5
boys and 3 girls in the group. She actually averaged 4.2 interactions with each boy and 4.7
interactions with each girl so it was comparable. After the group activity, the students had an
essay question to answer regarding the text that they read. They worked independently while
she looked over each students paper and assisted them. Not only did she work with the boys
and girls equally, she worked with each student individually. As they finished, she read their
papers out loud with them and offered suggestions for more thorough answers. One student
was struggling with what to write so she asked him to answer the questions verbally to her. She
repeated his answers back to him in a clear concise sentence and told him that was all he
needed next time. It was fascinating seeing a different mode of testing a students knowledge
other than written. It was something we have read about in text, but I was now able to see it
first hand. Toward the end of the 50 minutes, it was clear that the intervention group was losing
focus and the students on computers were getting restless. She had them start going to the
restroom in groups before transitioning to the next scheduled activity.
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ASSIGNMENT SEVEN (Administrator Interview): The prewritten student created
questions are mandatory for credit, and the Principal/Assistant Principal/Dean interview
is optional but strongly encouraged ONLY IF IT CAN BE ARRANGED. After composing
your own five open-ended questions, do your best to arrange a 15 minute interview with the
Principal/Assistant Principal/Dean or other administrative personnel so you can get answers to
the five prewritten questions you came up with. This could be the most valuable part of your
experience if you can shed light upon what administrators are looking for, from their future
applicants. (example Open Ended question: What are the most important qualities you look for
in a newly hired teacher?)
Answers have been summarized as Mr. Solomon gave very extensive and informative
answers.
How do you feel about the redistricting of schools?
It will not be that big of a change for our school. The changes are actually making other
schools run closer to the way I have always run schools. Ive always depended on teachers
and parents with strong leadership skills to help me with performance plans and budgets.
How do you deal with parent requests for certain teachers?
I am very involved in deciding where students go the next year. I am more open to parent
requests when they give a reason why their child would be a good fit with certain teachers or
give me a list. Im more open to hearing who they do not want but would like teacher A, B, or C,
rather than I only want this one. It is extremely well known that I do not move students once
they are placed or take request from teachers as to who they want. The exception is that
teachers, PTA board members, or science board members can request which teacher they
want for their own child.
Ive noticed several programs displayed around the school. AR, JAWS, pretty amazing
field trips. Which program are you most proud of?
Have you seen our science center? You definitely need to head out there. It is run as a nonprofit organization so the district can not come in and make it classrooms. Its all funded by
private donations.
I have been hearing through the grapevine that there is talk about re-zoning. How do
you feel about that?
Ah. Thats right you have a husband who teaches at Glen Taylor. Yes, and 2 kids So you
must live in The Boot.
There is an area of the zoning map which looks like a boot. It used to be zoned for Lamping,
then went to Glen Taylor when they opened. We are getting it back. It will only bring in 50
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students so Lamping will go from 700 to 750 students. It will have little to no impact on us and I
want those families to feel welcome. It is no secret who will be re-zoned and I think it is more
important to deal families than to worry about keeping information.
Is there any technology that you wished you had?
A 3D printer. We are actually looking into getting on next year. Everything that I ask for from the
PTA, I offer to come up with half.
_Mr. Solomon - Principal____________
Interviewed school administrators name/title:

ASSIGNMENT EIGHT (Specialist Classroom Observations): Remember some schools do not

have these programs, so this assignment will be optional for some. Specialist classroom visits are strongly
encouraged ONLY IF THEY CAN BE ARRANGED. Make sure you get permission from your cooperating
teacher, as well as the lead teacher in the specialist, GATE/AP, or special education room.

A) Ask permission from your cooperating teacher to accompany the students and
observe one or more of the specialist classes (Art, Music, Library, Humanities, PE) they
attend, or a different middle/high school subject the same students attend within your
cooperating teachers grade level team.
MUSIC CLASS
1. Do the students participate or behave differently in these classes in comparison to their
regular academic/cooperating teachers class?
They are more wiggly and giggly. They are way more talkative and are not engaged in the
lesson.
2. Does any student seem to have a particular talent? Describe.
One student seemed to pay attention more than the others. He was able to follow the notes
and when he made a mistake, he heard it and corrected it on his own.
3. What is the curriculum like in comparison to the regular education(cooperating teachers)
class?
It is not even comparable. There were little to no standards to deal with. The music teacher did
have more advanced steps for the higher grades on the board, but mostly taught the same
lesson over and over with minor adjustments.
4. Describe the specialist teachers instructional style.
The students were expected to sit and listen for large portions of the class. It was not
engaging. Toward the end of class, students were permitted to play instruments one at a time
while the rest listened. By the time she arrived at this portion of the class, very few were
interested and wanted to volunteer to play.
5. What different strategies do you notice this teacher using that are successful?

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I did not find this teacher to be successful. The students were completely uninterested in the
lesson.
6. What are the challenges the specialist teacher has to deal with?
She needs to find a way to get the students engaged. They were off task because they were
bored. Even I had a difficult time focusing after about 15 minutes.
7. How are student needs being met?
I do not feel that their needs are being met. Few could retain the information provided because
it was so boring. At least 30 of the 50 minutes were spent sitting quietly and listening to music
or listening to her talk. It was not instilling a love of music and I doubt that much of the
instruction was retained as they were not really paying attention to her.
B) Ask your cooperating teacher if you may observe part of the time in the GATE (Gifted
and Talented classroom, or another classroom that is considered Advanced Placement)
Remember some schools do not have these programs, so this assignment for some will be optional. Specialist classroom
visits are strongly encouraged IF THEY CAN BE ARRANGED.

1. Do you notice any social and academic differences between the kids in this class and in the
regular education classes?
The teacher was able to give instruction once and the students did as she asked rather than
needing to be told multiple times what they were supposed to be doing.
2. What is the curriculum like in comparison to the regular education class?
It was very hand-on. There was a lot of movement. The activities were fun and educational, but
Im not sure they were in line with the standards.
3. Describe the GATE/AP teachers instructional style.
The class was all Spatial learning with the teacher standing back and watching.
4. Would you rather be in this class or the regular education class? Why?
At first, I thought it would be great to be a GATE teacher because it would be so much easier.
However, the more I thought about it, I realized that I would not feel like I was really helping
anyone. I want to feel like Im making a difference.
5. How are student needs being met?
While the projects look fun, they are not in line with the standards from class. I think it would
have been better if GATE built upon the regular classroom curriculum by challenging the
students to work on more difficult problems are determine how those problems could apply to
real life.
C) Ask your teacher for permission to visit the rooms of any specialized programs at the
school: Special Education, SEC (Severely Emotionally Challenged), Autism room,
Deaf/Hard of Hearing rooms, etc. Remember some schools do not have these programs, so this assignment
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for some will be optional. Specialist classroom visits are strongly encouraged IF THEY CAN BE ARRANGED. Maintain

your professionalism at all times. Do not write a students name down when you are writing observation notes.
Maintain the students right to privacy by referring to a student as Student #1, Student #2 etc.

I was unable to view one of these classes

1. Do you notice any social and academic differences between the kids in this class and
in the regular education classes?
2. What is the curriculum like in comparison to the regular education class?
3. Describe the SPED teachers instructional style.
4. What are the challenges these students possess?
5. How are student needs being met?

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ASSIGNMENT NINE (Observing a student): Discretely observe one student in your
assigned regular classroom during an extended period of direct instruction. Summarize what
the student did during the observation, making sure to document ALL behavior. Detail what
was going on in the environment, and what you observed the student doing while the lesson
was being given.
1. Please summarize 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
students point of view.
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ASSIGNMENT TEN (Summary):
Thoroughly summarize and reflect upon your entire 10 hour Field Observation Placement.
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-----------------------------------------------------------------------------------------------------------Before final grading for EDU 201, EDU 202, EDU 203 courses can occur, the CSN student
must submit their completed Field Observation Activities Packet to their CSN Instructor for
CSN Education Department, Las Vegas, Nevada 2013

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CSN Education Department, Field Observation Activities

Packet
grading, AND turn in their validated Field Observation Time Log and Field Observation
Student Evaluation sheets. The CCSD cooperating teacher must also email the students
CSN Instructor before the final exam date. The instructors email can be found on the first
page of this packet. (pass/fail for the student)
Remember to save this completed packet in digital form, AND as a hard copy for your
Education Capstone Course, (EDU 299)

CSN Education Department, Las Vegas, Nevada 2013

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