CSN Education Department - EDU 203 Special Education 10

Hour Field Observation Activities Packet

Greetings Future Educator,

One of the most rewarding aspects of EDU 203 is the opportunity you will have to actually
observe students in a classroom setting. This CSN course requires all students to complete
a 10 Hour Field Observation in one of the Clark County School District schools. 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.
**Read this entire packet prior to making your initial visit.

Student’s Name: Areli Lopez Gonzalez CSN Course: EDU 203

CSN Professor: Patrick A. Leytham Professor’s email:

CCSD School: Robert Lunt Elementary school Cooperating Teacher: Renee Ara

IMPORTANT NOTE:
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 response to the following
requirements and assignments.

BEFORE ARRIVING ON THE FIRST DAY...

1. Contact your assigned school by telephone and ask the office manager, or other

© CSN Education Department, Las Vegas, Nevada 2015 1

 CSN Education Department - EDU 203 Special Education 10
Hour Field Observation Activities Packet
contact person, for your cooperating teacher’s contact information. Ask for the best day/time to come
and meet your assigned cooperating teacher. School phone numbers, locations and other information
can be found on the CCSD web site at http://ccsd.net/schools/

2. Preplan an on-time arrival, and make sure that all interaction with CCSD employees and students is
respectful, courteous, and professional. You are a guest in their school, and a representative of this
CSN class and institution. The school is allowing you to visit to further your understanding of the
profession. It is imperative that your actions reflect a willingness to learn, and are reflective of a future
professional educator.

3. The first half of your field observation/experience will be centered around learning about the school
you were assigned, and focusing on the general and unique characteristics of its culture. You will be
looking at, and reflecting upon things that are going on in the classroom at the grade level or subject
that you were assigned. You are simply observing during this time. Your cooperating teacher will give
you guidance on how, and if, your experience can be expanded beyond these observations when
he/she feels comfortable with your professionalism and skills.

IMPORTANT NOTE: INITIAL SCHOOL VISIT…

1. The Initial Visit must take place during the week designated by your Instructor.
2. Must report back to your instructor as soon as possible, the plan for completing the 10
Hours of Field Observation.
3. Must turn in your entry letter at your assigned school, to the Office Manager, at your initial
visit.

UPON ARRIVAL THE FIRST DAY…

1. Introduce yourself. Since this is your first visit, ask the teacher where he/she would like you to sit
while you complete your observation hours for this CSN Special Education class.
2. Show the teacher this “Field Observation Activities Packet”, your “Field Observation Time
Log” and “Cooperating Teacher’s Field Observation Student Evaluation” pages.
3. Let the teacher know that you will be asking him/her to verify your hours of attendance each time
you visit, and grading you after the observation hours are complete.
------------------------------------------------------------------------------------------------------------

CLASSROOM ENVIRONMENT (Observations): After arrival, take a seat in a nonintrusive

location to begin your classroom observations. Consider/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 environment was just as I remembered. It was very friendly, very colorful, and
bright. The classroom was full of energy and very colorful as well, full of posters and pictures
all around.

*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.
The classroom is made up of different ethnicities. There are more girls than boys in the
classroom of 34 but most of them seem to be Hispanic/Latino. There are two African American
students, an Asian student, and about a few students who were mixed. In the classroom, there
is also a student with hearing aids and another student with autism. The student with autism is

© CSN Education Department, Las Vegas, Nevada 2015 2

 CSN Education Department - EDU 203 Special Education 10
Hour Field Observation Activities Packet
being integrated in the classroom for a few hours and then taken back into his special
education classroom.

*Observation 3: What are the posted class rules in the room? (exactly as written)
 I will treat you with respect, so you will know how to treat me.
 Feel free to do anything that doesn’t cause a problem for anyone else.
 If you cause a problem, I will ask you to solve it.
 If you can’t solve the problem or choose not to, I will do something.
 What I do will depend on the special person and the special situation.
 If you feel something is unfair, whisper to me, “I’m not sure that’s fair,” and we will talk.

*Observation 4: Does the teacher enforce the rules? Are rewards or consequences being
used for compliance or non-compliance?
Yes, the teacher enforces the rules of her classroom and does have rewards and
consequences when they are not being followed of when they are. When they are doing what
they are supposed to be doing, they are given points for their table and when they are not
following the rules, points get deducted. At the end of the week, the table who accumulates a
certain amount of points are given treats.

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. (THIS DOCUMENT APPLIES WHEN IN A REGULAR EDUCATION CLASSROOM)

© CSN Education Department, Las Vegas, Nevada 2015 3

 CSN Education Department - EDU 203 Special Education 10
Hour Field Observation Activities Packet

Sink/water fount. Bookshelves

Board

Teacher Desk
Desk
Materials

Classroom Layout Question 1: Describe the workflow of the room. Is the space used
efficiently? Are there any improvements you would recommend?
Yes, the classroom space is used efficiently. Since there is a total of 34 students, they desks
and bookshelves take up a lot of space. There are a lot of improvements I would recommend
but the fact that the classroom is a bit too small for the number of students, it’s hard to
recommend these improvements.

Classroom Layout Question 2: 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?
There are a lot of concerns in my opinion regarding safety. There is not a lot of space for the
number of students in the classroom so their desks are very close to each other. There’s still
space for students to sit down on the floor on lessons. But regarding the possibility of fire,
shelter in place, or lock down, the entrances are not blocked and are accessible.

© CSN Education Department, Las Vegas, Nevada 2015 4

 CSN Education Department - EDU 203 Special Education 10
Hour Field Observation Activities Packet
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?
Usually the day begins with math for an hour and twenty minutes, specials for fifty minutes,
writing for twenty-five minutes, then followed by recess/lunch for fifty minutes, soon after that
interventions for thirty minutes, and finally literacy for an hour and ten minutes.

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?
Instruction is done by the teacher to the whole class, after a lesson is taught, the students are
given a chance to work and practice in their assigned groups. They help each other and
answer each other’s questions.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style?
I would describe the teacher’s teaching style as amazing. I enjoy the way lessons are learned
and the way the students love to engage in those lessons.

*Instruction Question 4: Does the teacher incorporate the sensory modalities (learning
styles)? If so, give examples.
Yes, the teacher incorporates sensory modalities. She likes to give lessons on the carpet
instead of having them on their desks, it seems to work because they do not get distracted by
their materials and don’t wonder off doing other things in their desks. The only reason they
would be on their desks is to take a test or to read to themselves.

*Instruction Question 5: Do the students seem engaged in the lesson(s) that are being
presented? Please explain.
Yes, the students are engaged in the lessons that are being presented. They are engaged in a
way that they are also enjoying what they are learning and seem to appreciate the lessons.

*Instruction Question 6: Are there any students isolated from the rest of the class for any
reason? Why?
No, the teacher set up groups in a way that they are all able to be included and not be isolated.
Each student belongs to a group and has a leader that helps them stay on track.

Instruction Question 7: Is individualized instructional time managed efficiently? Please

explain.
Yes, individualized instructional time is managed efficiently. Whenever the students are put in
their groups for math or literacy, the teacher takes time with those who need extra help. The
leaders in each group help guide and keep everyone on track while the teacher is helping
those students.

Instruction Question 8: How does the cooperating teacher handle transitions from one
subject or period to another, and are these transitions effective?
The teacher’s transitions from one subject to another is very smooth, the students are aware of
what they are supposed to do and even if it gets out of control sometimes, she is able to bring
their attention back to her.
© CSN Education Department, Las Vegas, Nevada 2015 5
 CSN Education Department - EDU 203 Special Education 10
Hour Field Observation Activities Packet

*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 teacher wants to get the students attention one her, she says, “make me your focal
point.” When that doesn’t work, another “attention getting” command that is used is putting a
finger up. This indicates that it has taken them a minute to focus on her and

*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.
The teacher does have a class full of energetic students. As I was told, she has the students
who are most creative and very outspoken so there is a lot of times where speaking out of
nowhere at the wrong times can be a bit troublesome. She does have 3 specific students who
have some behavior issues but she seems to do well dealing with it, she gives them a chance
to explain themselves and allows them to work out their own problems.

*Instruction Question 11: Are there any policies or procedures in place that help or hinder
instructional time? (Examples: Stoplight- (Red, Yellow, Green), clickers, happy/sad faces etc.
are students allowed to bring home unfinished work to complete as homework, is daily
homework assigned) If so, explain them and how they help or hinder use of instructional time.
When it comes to saving time and cleaning up or getting ready to go out of the class, they are
given 30-60 seconds to get ready. Now if students fail to make it in time, the instructor adds a
minute to the board which means that the students now owe her a minute and now they will
get less time to do their favorite activity. They do not get homework daily and all is asked of
them when they don’t get any, is to study their math and read.

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: are hallways/classrooms labeled, 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.

The school’s mission statement “At Robert Lunt Elementary School we are committed to providing
experiences that are rich in content and meet high expectations. We seek innovative techniques to motivate and

© CSN Education Department, Las Vegas, Nevada 2015 6

 CSN Education Department - EDU 203 Special Education 10
Hour Field Observation Activities Packet
drive student achievement. We encourage the pursuit of lifelong learning and are committed to nurturing high self-
esteem and respect for others. Through community and collaboration, we seek to build bridges to ensure each
students reaches their greatest potential.” Their motto is “work hard, learn a lot, and test our best.”
And they are the Robert Lunt Lions.

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions
in other areas of the school. (Example: teachers’ lounge)
The staff at the main office can be a bit intimidating. One of the ladies of the main office is nice
to me since she’s the only one who remembers me from when I went to school there. When
visitors arrive, they just ask the simple question of how they can help and assist them in what
they need. I have gotten a few ladies that do ask kind of rude so that is why I’m saying that it
can be a bit intimidating. The students and staff are very respectful of each other; they love the
staff and always say hi when they pass through the halls.

3. Observe student-to-student interactions, inside and outside the building.

Observe where students gather to socialize – lunchroom, halls, playground, etc.
The students in the classroom are very social, they have lots of energy and they are never
seen in their own little social groups. They interact with one another inside the classroom as
well as outside the class. During their recess, they are given a choice to go outside and play or
stay in the classroom and play board games and card games, most of which end up staying
inside.

4. 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.
The bulletin boards all around school are filled with each student’s work. There are also two
walls filled with pictures. One wall has pictures of their production of the lion king that the
students performed last year. On the other, there are a lot of pictures from school activities and
recognitions.

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.

*2. Evaluate the interactions between teachers and students, rapport, cohesiveness,
distribution of power, tone, frequency and reinforcements. Who participates? Who does not?

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.

© CSN Education Department, Las Vegas, Nevada 2015 7

 CSN Education Department - EDU 203 Special Education 10
Hour Field Observation Activities Packet
Interview Question 1: What was the primary reason you became a teacher?
She believes she was born to teach, she loved to play teacher as young child with her sister.
That’s what she feels she was meant to do in her life. She also had a moment when she was
completing her student work where a student came up to her, at 5th grade level, and asked her
how pepperoni was spelled.

Interview Question 2: What is the main challenge(s) you face as a teacher?

Her main challenge has to be not having enough time to do what she wants to do. Not being
able to spend enough time on subjects, makes it hard for her to make students meet the
standards. When she has a classroom of 34 students at different reading levels ranging from
second grade reading level to fourth grade reading level, t can be challenging to teach
students with such a big gap in their reading levels and teach them at the standards they are
supposed to be at is such a big difference.

Interview Question 3: What is the best part(s) of being a teacher?

Kids. You fall in love with them, you get to experience and see all the potential they are
capable of and just being around such innocence and getting to hear their thoughts at this age.

Interview Question 4: Beyond standardized testing, what assessments do you use regularly?
How do assessment results determine flexible grouping?
She uses formative assessments, vocabulary tests and weekly test on their understanding on
math. From the groups she created, she is able to get an idea of what she needs to work on as
a teacher to help her students improve and what they need to work on as students. Each
group is created of students in different levels, green, yellow, red. Green level are students
who are meeting the standards and are where they are supposed to be, yellow is composed of
students who are kind of meeting the standards but having a bit of difficulty, and red is made
up of students who are not meeting the standards and are having difficulties. She believes that
students learn from each other, having groups made up of students in different levels, the
students in red and yellow levels can learn from the green level students. The green level
students can help and are able to come up with new ideas to help their classmates while
learning as well. Each group is different; the math groups are not going to be the same as the
reading groups since they all score differently in each subject.

Interview Question 5: What requirements are placed on you for reporting progress to parents?
With Infinite campus, parents are able to check the test and homework assignments given
during the week. In December, teachers arrange meetings with parents with the student and a
translator when needed. Progress reports are sent out at the end of January and June.
Besides that, the teacher sends out weekly reports for parents to be aware how their child is
doing.

Interview Question 6: Describe the interaction and discussion you have with a student’s
parents?
When it comes to meeting with parents, she has student led conferences. She allows them to
include three artifacts to show what they are doing in class at that time, they go over their tests,
and uses the program iReady to discuss their progress. She also allows students to self-
monitor, check their own progress, lead their own discussion and allows them to decide what
they are working on what they need to work on. She teaches them to be independent and take
control of their own education while working together with peers to help each other move
© CSN Education Department, Las Vegas, Nevada 2015 8
 CSN Education Department - EDU 203 Special Education 10
Hour Field Observation Activities Packet
forward and succeed. This is all discussed to parents by the teacher and student so the
parents are aware of what their child is capable of.

Interview Question 7: What type of discussions do you typically have with parents?
She tries to build relationships with parents by starting with the positives when it comes to
parent teacher meetings. There are also other programs like parent nights, meet and greets,
and field trip chaperons that allow for day to day interaction with teachers and students. On her
behalf, she does outside effort to try to get to know all the parents.

Interview Question 8: How much grading do you complete on a daily/weekly basis?

On top of her contract hours, 8-10 hours is spent on grading and lesson planning weekly.
There are 34 students in the classroom so every time is grading time; journals, tests, projects,
assignment. She gets about 4-6 hours to herself.

Interview Question 9: How much time does it take to prepare lessons for the day/week?
Same amount of time is spent on preparing lesson plans as grading, 90% planning and 10%
percent execution (inside joke between teachers). It takes her a lot of time to come up with
new ideas on how to teach and structure the lessons.

*Interview Question 10: What procedures or strategies do you use to maximize instructional
time?
The strategies used to maximize instructional time is captains and small group instruction, with
each containing mixed abilities for every subject. This way students can be exposed to
vocabulary, pure interaction, need to hear from peers, arts integration, creative outlook, and
can hit every subject/ standard.

*Interview Question 11: What positive reinforcement programs and behavioral consequences
seem most effective with students?
Level logic, acting right arts, concentration circle, (control of voice, body, actions, focus). Weak
and strong choices not bad or good choices, students need to be responsible of their own
behavior and solve their own problems. Putting their problems back on them teaches them to
be responsible for their own actions. Unless problem can’t be solved, there is an interference
from the teacher and treats each situation differently.

Interview Question 12: How are specialist teachers involved in the instructional planning
process?
Great specialist team that get together to work together. Sometimes there’s individual teacher
integration, or team integration for example, music. Teachers worked together with teachers to
integrate an assignment with poems and music. They got the chance to record and create a
video to go along with what the teacher was teaching. Another example was during Greek
mythology lesson, they got to integrate pottery making with the arts teacher.

Interview Question 13: How often are you evaluated, and what measurement tool(s) is used
by the administration for determining your own performance?
When a teacher is in probation, they receive 3 formal evaluations and off probation, 1 formal
evaluation is given. During the school year, teachers receive 5 pop-in random evaluations.
Now, 10% of the evaluations are based on test scores which affects teacher’s salary. They
© CSN Education Department, Las Vegas, Nevada 2015 9
 CSN Education Department - EDU 203 Special Education 10
Hour Field Observation Activities Packet
check if teacher is meeting standards and how they integrate background knowledge to the
lessons they teach. Every week they attend a 1 hour pre-impose meeting with all the teachers.

Interview Question 14: What consequences are there if your evaluation is not favorable?
If the evaluation is not favorable, they can be put on probation. She was put on probation for
about 3 year but has been the only teacher that has been in probation and scored a 4(good
score) in incorporating culture and background knowledge of students.

Interview Question 15: What types of support do you receive instructionally, financially, or
professionally from the school, parent organization or school district to enhance instruction?
Lot of support, administrative staff is great at helping teacher make education better. They get
together to discuss the course and how they can work together financially. Since the school is
a title 1 school (zoom), I million dollars was given for the zoom program plus one-thousands
books were placed in each classroom, and 120 dollars a year per teacher to spend on
classroom. She wrote a grant for her Lego city project, which was a project where students got
to build their own Lego city and display it along with all their math work and descriptions on
how they build it. Go fund me has also been a great help for the title 1 founding.

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.

1, 2, 3, 4, 5, 6, 7, 8, 9, 12345678
10, 11

*Summarize your Classroom Interactions data from above:

© CSN Education Department, Las Vegas, Nevada 2015 10

 CSN Education Department - EDU 203 Special Education 10
Hour Field Observation Activities Packet
My observation of the interactions in the classroom started during math time. The
teacher sat in the round table located in her classroom after she gave her class lesson. She
allowed the students to get in their groups and work on their math problems. As soon as they
all dispersed, she called on one of the math groups. She started by giving them a problem to
work on their white boards and answered any questions the students had. Since the group is
composed of students in different math levels, she assisted the students having trouble. In that
group, she gave direct instruction to two boy students. With one boy, she gave direct
instruction five times during the 5 math problems they worked on. The other boy was only
directed to twice. After the ten minutes were up, a second group was called and during my
observation on that group, one boy student had direct instruction and two girl students had
direct instruction. The boy student had direct instructions by the teacher 4 times while one of
the girls had direct interaction with the teacher 3 times. The other girl student was a new
student so she had to get direct instruction 5 times. During that time, the other students in the
groups who did not receive direct instruction were the ones answering the questions and
helping their other classmates. The teacher also allowed me to assist and help the rest of the
students and answer questions when she was giving direct instruction to those certain
students. It was interesting to see the different levels these students are at. At that grade level,
some students are able to solve multiplication problem like 23x15 while others had trouble
putting them in a format that was taught by the teacher during the lesson. It was interesting
how much of a variety in understanding is seen through the students, some have trouble with
math and working it out but can be a great reader and passionate about literature and vice
versa. I think it was good I got to experience that in person, especially as a future educator I’m
getting to learn what these kids are in need of when it comes to certain subjects.

ADMINITSTRATOR INTERVIEW QUESTIONS: IF YOU HAD AN INTERVIEW WITH AN

ADMINISTRATOR, WHAT 5 QUESTIONS WOULD YOU ASK AN ADMINISTRATOR
REGARDING HIS/HER ADMINISTRATIVE POSITION? (QUESTIONS REQUIRED)

The prewritten student created questions are mandatory for credit, and a
Principal/Assistant Principal/Dean interview is optional but strongly encouraged
ONLY IF IT CAN BE ARRANGED. (Example Open Ended question: What are the most
important qualities you look for in a newly hired teacher?)

CSN Student Created Open Ended Question # 1 for Administrator:

Do teachers participate in curriculum exchange or review? And if so, how often do they meet?
© CSN Education Department, Las Vegas, Nevada 2015 11
 CSN Education Department - EDU 203 Special Education 10
Hour Field Observation Activities Packet

CSN Student Created Open Ended Question # 2 for Administrator:

What type of activities are there that promote parent-teacher-student interaction?

CSN Student Created Open Ended Question # 3 for Administrator:

What kind of support and evaluation will I have as a new teacher? Will I be able to have a
mentor?

CSN Student Created Open Ended Question # 4 for Administrator:

How do teachers and administration collaborate to solve problems and come up with ideas that
respond to student needs?

CSN Student Created Open Ended Question # 5 for Administrator:

What technology resources will be available to me for my classroom?

______________________________________________________________________
Interviewed school administrator’s name/title:

SPECIALIST CLASSROOM OBSERVATION: This is optional: Remember… some schools do not

have these programs. 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, and PE)
they attend, or a different middle/high school subject the same students attend within
your cooperating teacher’s grade level team.

1. Do the students participate or behave differently in these classes in

comparison to their regular academic/cooperating teacher’s class?
a. Yes, I got the chance to be with the students during P.E. Most students did
participate in the activities only about 2 or 3 students decided not to
participate and sat in the corner instead. Their behavior changed dramatically,
they were more hyperactive and all over the place, they were full of energy.
2. Does any student seem to have a particular talent? Describe.
a. Since it was a bit cold outside, PE was inside and we did some dancing
instead. A lot of them were good at catching up and getting the steps for the
dances.
3. What is the curriculum like in comparison to the regular education
(cooperating teacher’s) class?
© CSN Education Department, Las Vegas, Nevada 2015 12
 CSN Education Department - EDU 203 Special Education 10
Hour Field Observation Activities Packet
a. I also got to go to gardening with them in a few occasions and the curriculum
was a bit different. Since it was gardening, they got to learn a bit of science
and math. When it came to science, they talked about what certain plants and
foods need to grow and how to know when they are ready. When it came to
math, they got the chance to weight and measure the size of the squash they
had picked out from the garden.
4. Describe the specialist teacher’s instructional style.
a. For PE, the specialist teacher’s style was, he would explain the dance step by
step and then have us stand up and try it with him and then we would do it
with music.
5. What different strategies do you notice this teacher using that are successful?
a. To be honest, the class was a bit out of control. At one point, the only way
they were able to control a few of the students was by separating them.
6. What are the challenges the specialist teacher has to deal with?
a. The specialist had to deal with the amount of energy the kids had and they
had to deal with the students who did not want to participate that would go to
a corner and socialize.
7. How are student needs being met?
a. They were given some time to release their energy and play and be together
as a class. They were also given a chance to clear their heads during lessons.

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)
This is optional: Remember… some schools do not have these programs. 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?
a. In the school I did my field experience they did not have GATE classroom.
But in the classroom I was observing, I did get to see a girl who was bright
and smart. She is really smart and all her assignments were perfect, when it
came to socializing, she got along with everyone and talked to everyone.
2. What is the curriculum like in comparison to the regular education class?
a. When it comes to reading, she always had a big chapter book and no pictures.
At one point, I sat next to her and had her read to me a little and it was
amazing how great she read. I believe she was the only student who was at
her grade level reading.
3. Describe the GATE/AP teacher’s instructional style.
4. Would you rather be in this class or the regular education class? Why?
5. How are student needs being met?

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. This is optional: Remember… some schools do not have these
programs. Specialist classroom visits are strongly encouraged IF THEY CAN BE ARRANGED. Maintain your
professionalism at all times. Do not write a student’s name down when you are writing observation notes.
Maintain the student’s right to privacy by referring to a student as Student #1, Student #2 etc.

© CSN Education Department, Las Vegas, Nevada 2015 13

 CSN Education Department - EDU 203 Special Education 10
Hour Field Observation Activities Packet
1. Do you notice any social and academic differences between the kids in this
class and in the regular education classes?
a. I was not able to contact the principal at the times I was there to ask to
observe a class but in the class I was in, there was a student with a hearing
impairment, one with autism, and one who was in the process of getting an
IEP for a learning disability. I also got the chance to participate in PE with
students who had autism. The student that was in the classroom I observed,
the one with autism, would join in for about 30 minutes each day. I got the
chance to sit with this student and read a book. At first I felt like I was reading
to nobody because the student would just look around and play with the
bookshelf. But when I would make sudden pauses, the student would look at
me and tell me to read.
2. What is the curriculum like in comparison to the regular education class?
a. When the student was integrated in the classroom, the teacher would give
them the same lesson as the other students. Once it got time to get with
groups and work on a worksheet, there was a specialist who would come in
and help the student complete the sheet along with the other students.
3. Describe the SPED teacher’s instructional style.
a. The special education teacher came in and sat in with the student and the
group and would help the student complete the worksheet.
4. What are the challenges these students possess?
a. Sometimes, students would have trouble trying to integrate the student in the
group and would end up doing the worksheet and leave this student wonder
around the class. He was slowly being integrated into the classroom so he
was still not used to being around lots of kids.
5. How are student needs being met?
a. At this point, he is starting to be integrated with his classmates and he is
being taught what everyone is being taught.
6. CSN EDU 203 students ask if you could attend an IEP meeting if possible.

© CSN Education Department, Las Vegas, Nevada 2015 14