Running Head: Field Observation 1

In the process of completing my field observation I was fortunate enough that my

cooperative teacher, Mrs. Barber, was eager enough to talk to a couple of the teachers in the

Special Education department and get permission for me to observe them as well. I was able to

sit in with Mrs. Woods, Ms. Lee, and Ms. Huffermans classrooms. Each teacher had students of

varying grade levels and ages groups, they also each had different teaching methods.

Mrs. Woods teaches special education to students third to fifth grade. When I entered the

classroom I was able to see that students were working independently writing cards for a

classmate that broke his leg. Once Mrs. Woods collected the cards and all the students were

working on independent work for a few minutes and then they went to specials. I was able to talk

to Mrs. Woods for a couple minutes and I asked her questions about her experiences with the

students and what were some challenges she has had to face. She explained the most important

thing a special education teacher needs to remember is, Stay organized and write everything

down. She elaborated that there is so much paper work and incidences that it is important to

stay on top of everything. Even if you are slightly side tracked there will be no coming back and

getting everything put together.

Mrs. Woods disclosed the way she likes to teach her students is by having them learn

how to be independent. They cannot continue into their secondary school and expect someone to

be by their side the whole way guiding them. My final question I had for Mrs. Woods was if she

saw the students parents be very active in their school work and IEP goals. She was very honest

and said about ten percent of the parents are active, the other ninety percent of her students

parents have full faith in her and that alone is a lot of pressure that she cannot fulfil. Mrs. Woods

agreed with Mrs. Barbers statement that being on a consistent schedule helps with getting all the

work done for the day. For a final thought, Mrs. Woods explained that with a large class it can
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get difficult to reach every students IEP goals. When building their IEPs, a teacher must be

cautious that there are other students so make the goals realistic and not get carried away.

After spending time with Mrs. Woods I was able to see Ms. Lees class. Ms. Lee teaches

two half day preschool special education classes, and the students ranging from three to five. I

was fortunate enough to see her second class for most of the class time. I did not know the school

district provided a plastic strip with colored rings where the students are able to hold while in

line, and I thought it was one of the greatest innovations. The class was made up of

predominantly boys with the exception of three girls. I asked Mrs. Lee what makes up most of

her special education based solely on disabilities, she elaborated that the majority of the students

possess learning disabilities. I personally also noticed that most of her students were speaking

English as a second language, which probably is a factor in why they are placed in the special

education classroom.

While the kids were playing in groups I was able to ask Ms. Ann, Ms. Lees aid, about a

student that seemed to isolate herself from the rest of the class. She explained that this particular

student is normally introverted, but after a while she would open up to the other students.

Unfortunately, she would at times miss several days of school in a row and when she would

come back she would be closed off again. Many of the students are free birds, being happy and

excited about being in school. Ms. Lee explained that there is a dramatic change between both of

her classes. Her morning class tends to act out more and be full of energy, while her afternoon

class is more relaxed and take direction better.

I was able to observe was Ms. Hufferman, who is the intermediate resource teacher for

my last two hours of my observation. Her group of students are made up of fourth and fifth

graders and she assists the students with certain subjects depending on their proficiency. She has
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a point system with her students, Dojo points, which are points that judge each students

behavior and these points will qualify for prizes. In addition, there are also points that that range

from one to ten that get reported back to the teacher and is put towards that class point system as

well. While I was observing the classroom I was able notice that these are students who have

behavior problems and are either ADD or ADHD. Tylor and Amara were boys that constantly

were having altercations during reading period. For example, when Amara would speak Tylor

would make distracting sounds which would make Amara raise his voice. In addition, they

would also bicker back and forth and would distract the rest of the students. I noticed that the

students who needed assistance from the resource room would quickly get frustrated and not

follow directions properly. Ms. Hufferman would stop disruptions and would give positive

reinforcement to the students that would follow directions.

There would be several students that would be in the classroom for a certain amount of

time before they go back to their general classroom. At one point there were about fourteen

students in the classroom and they were reading Bud Not Buddy. While Ms. Hufferman was

reading I was able to watch the students and many were acting out. Some of the students would

make each other laugh and others would just close the book and not follow along. After she was

finished reading she would ask question about the chapter and book and she would give students

candy if they answered it correctly, which was a good way to have her students pay attention.

The last subject she covered before lunch was writing, which proved to have its own

concerns. Amara and Gabe were the main two students who expressed that were very unhappy

about writing. Amara would continuously state how writing was stupid and if he was a teacher

he would never make his students write. Gabe on the other hand just refused to write all together.

When the time came around for their points to be given to the general education teacher, Amara
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and Gabe lost control of their emotions. Ms. Hufferman gave both of them sevens for their bad

attitudes and failure to do work. Amara began to cry and threaten to change his number on the

paper that would be given to the teacher. Gabe on the other hand, began to cry and throw tissue

boxes across the room. Ms. Hufferman apologized for their behavior and stated that it was

probably that there was someone new in the class which was why the students acted out more

than usual, which was something I heard from all the teachers.

Being able to see how each of these teachers and how they taught their students

enlightened me to understand that there will never be two teachers that teach the same. Every

student is different and it is important to build a method that works for everyone. I am very

grateful for my cooperative teacher, Mrs. Barber and the teachers that let me observe their

classrooms.