CSN Education Department - Field Observation Activities Packet

Greetings Future Educator,

One of the most rewarding aspects of EDU 201, EDU 202 and EDU 203 is the opportunity you’ll have to observe
in a school classroom where students are actively engaged in learning. Each of these three CSN courses require
all students to complete a 10 hour "Field Observation" in a Clark County public school.

Once your placement is processed, you will receive details regarding your assigned school from your CSN
professor. Only then, will you contact the school and meet with your CCSD “cooperating teacher”. Both you and
your cooperating teacher will design a mutually agreeable schedule to complete your required contact hours once
you meet for the first time.

Within this packet, you will find the required field experience assignments and other documents that you must
complete in order to pass this class.

Your Name: Titima Longmoon

CSN Course: EDU 201

Professor: Olivia Grant

Professor’s email: Olivia.Grant@CSN.EDU

CCSD School: Sue Morrow ES

CSN Field Observation Packet © CSN Education Department 2017 Page 1

Cooperating Teacher: Ms. Siegel

Save this completed packet for this class, and your Education Capstone Course, (EDU 299). Your CSN instructor
will let you know their required format for submitting the observation assignments within this packet.

BEFORE ARRIVING ON THE FIRST DAY...

1. Locate your assigned school on a map, or via the CCSD website, and arrive during the Initial Visitation Week
dates provided to you by your CSN instructor. This initial visit will be your chance to gather information about your
assigned cooperating CCSD teacher. School locations and other information can be found on the CCSD web site
at http://ccsd.net/schools/contact-information/

2. Pre-plan for 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 class and the
college. CCSD is allowing you to visit their school to further your understanding of the teaching 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 school level that you were assigned. You are
simply observing during this time. Your cooperating teacher will give you guidance on how your experience can
be expanded beyond simple observations, when he/she feels comfortable with your professionalism and skills.

UPON ARRIVAL THE FIRST DAY…

Check in at the school office and let the Office Manager know that you are a CSN Education student who has
been placed with a cooperating teacher at their school for Field Observation. Be patient while the information
you’ll need is located by the Office Manager. The request for placement came through Interact™ from our Field
Observation Coordinator, and has been pre-approved by the school’s administrator. During this initial visit, some
of you may be sent directly to the classroom to meet your cooperating teacher, some of you may be given contact
information for the cooperating teacher, and then will return on a different day for your first classroom visit.

UPON ARRIVAL TO THE CLASSROOM…

Introduce yourself to your assigned Cooperating Teacher. 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 Introduction to Education
class. Show the teacher this “Field Observation Activities Packet”, as well as the last 3 pages which contain the
“Cooperating Teacher Information”, the “Time Log” and “Field Observation Student Evaluation” pages.
Let the teacher know that you will be taking notes during the observation for your packet assignments, and that
you will be asking him/her to verify your hours of attendance, and evaluate your participation once the total
observation hours are complete.

DEPARTMENT OF TEACHER EDUCATION FIELD EXPERIENCE GUIDELINES

Standards of Conduct
You are student representatives of the CSN Education Department and the teaching profession. Candidates are
expected to maintain high standards of personal and professional ethics.

Attendance and Punctuality

Regular attendance and punctuality are mandatory. Once you plan a schedule with the
cooperating teacher, this becomes an agreement in which you are expected to adhere to. You are expected to
sign in and out at the school (as required by the school office and/or program). In case of illness or emergency,
you must contact the assigned school and let them know you will not be in attendance on that day so they can
notify your cooperating teacher.

Relationships
You should exercise respectful discretion when voicing your personal views. It is important that your demeanor
and opinions remain confidential. Under no circumstances can information about any students be released to, or
CSN Field Observation Packet © CSN Education Department 2017 Page 2
discussed with, any unauthorized person. It is forbidden to have any contact with students outside of the
classroom you are assigned. This restriction also includes CSN students contacting CCSD students using any
electronic means or through the use of social media.

Dress Code
CSN Department of Education wants you to be a success. Therefore we have established a dress code for
students fulfilling their observation requirement in the assigned school district. Appearance creates credibility;
make a good first impression by dressing professionally.

Required Acceptable Attire:

Males:
• Shirts with collars
• Ties (optional) with button down shirts
• Khakis, trousers, slacks; belts if pants have loops, (no sagging, rips or tears)
• Simple jewelry
• Shoes and socks that cover the toes and heels

Females:
• Shirts or blouses that cover the shoulders & waist; no see-through or mesh
• Sweaters worn over shirt
• Pants, pantsuits, khakis, trousers, slacks (no sagging, rips or tears)
• Jumpers, dresses, skirts (in length from 2" above the knee to the ankle)
• Shoes and socks that cover the toes and heels
• Leggings worn under dresses/skirts/jumpers
• Simple jewelry or none
• Little (daytime) make-up

Not Acceptable Attire: jeans, shorts, tank tops, halter tops, muscle T-shirts, tight fitting clothing, warm-ups,
sandals, flip flops, stilettos; no cleavage showing, no sagging or frayed hems; no head covering except for
religious reasons, such as a yarmulke or turban-like. No nontraditional hair colors/styles. Undergarments and
tattoos should be covered. Remove facial jewelry. No perfume. *School principal/supervisor has the sole
discretion on questionable clothing or appearance that distracts from student learning.

Classroom Conduct:
At all times, the cooperating teacher maintains legal responsibility for pupils in his or her classroom. You should
never assume that responsibility and be left unsupervised with children. You should not discipline students. You
are an observer, who should take notes to discuss during your next education class meeting, or to record in your
Field Observation packet.

Professional Conduct:
Never speak to staff or students in an abusive manner.
Never touch or be alone with a student for any reason.
Never give a student food, drink, or other items without the teacher’s permission.
Never take photos/video of students or staff without written permission from the principal.
Never make or accept calls/text using any communication device.

REVIEW THE TERMS of the CCSD Waiver Forms you agreed to:
“Student Statement of Responsibility” (Exhibit B)
“Student Confidentiality Statement” (Exhibit C)

These 2 waiver documents MUST be agreed to during the Field Observation registration process in order to
secure your placement. Completion of the Field Observation is a PASS/FAIL component of the course.

CSN Field Observation Packet © CSN Education Department 2017 Page 3

ASSIGNMENT 1 (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 environment? Is it warm, inviting, organized,
etc? Describe the physical environment in detail.

On the first day of observation, I sat at a semicircular table in the back and observed the
classroom. My first impression was that I was back in first grade again. On the walls were spelling, math,
and shapes posters. The small desks were lined up in two rows with the students organized and working
nicely. The teacher had also written on the whiteboard the lesson for that day. Against all the walls of the
room were storage bins with papers, books, files, and other things Ms. Siegel, the cooperating first-grade
teacher, needed to teach. Everything was well organized, but the limited space for everything in the small
and narrow room gave the impression of organized chaos. I got the impression that if Ms. Siegel wasn’t
staying on top of everything, which she was, things could get out of hand quickly. I was impressed with
how hard she works to keep not only her students, but also her classroom, organized. The environment
seemed like a good place for first graders to learn.

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.

In total, there are 19 students in the classroom. There ten girls and nine boys. The ethnicity
makeup was two Asian, two African-American, four Latino, and eleven Caucasian. Two of the students are
special needs students. There was one ELL student.

Observation 3: What are the posted class rules in the room? (exactly as written)

The posted class rules are: Be respectful, Be responsible, Be safe and Be kind.

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used for
compliance or noncompliance?

The teacher does enforce the posted rules. The students have colored cubes on their desk where
they are able to monitor how they are doing on being a positive member of the classroom community.

Blue = Great Effort

Green = Ready to learn
Yellow =Slow Down
Orange = Think About It
Red =Oh no, stop!

The students use the cubes as a reminder of the consequences of their actions and to remind
themselves to be responsible for their own actions. Everyone starts on blue, but if a child continues
making a poor choice after a warning, they will have to give up that cube. Every child has the opportunity
to have their cube returned for making a better choice. At the end of the day the teacher will color in the
behavior chart in their homework folder to show their behavior for the day for their parents to review. In
order to reinforce working together toward classroom goals, table points are earned weekly by small
groups for specific rewards, such as extra computer time. The teacher also uses a marble jar as a reward.
Students earn marbles for how the class as a whole works together during assemblies and special
classes like Art, Music, Library and P.E.

CSN Field Observation Packet © CSN Education Department 2017 Page 4

ASSIGNMENT 2 (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

Ms. Siegel’s First Grade Classroom:

CSN Field Observation Packet © CSN Education Department 2017 Page 5

Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently?

The room itself is narrow and more rectangular than wide and square, like some classrooms, so
the shape of the room has a big impact on the workflow. The desks are lined up in two rows of twelve
desks, with six pairs of desks facing each other in each of the two rows. This is an efficient use of the
space, as it allows Ms. Siegel to walk up and down the aisles easily to check on the children’s work. It
also allows her to answer questions at individual student desks and it gives good visibility to the
Smartboard and whiteboard at the far end of the classroom for the students. The classroom is well lit, and
everyone is visible to the teacher, whether she is in front of the whiteboard or at the end of the classroom
near the door. Overall, it is in efficient use of space and promotes a positive learning environment.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved?

Because this classroom is small, and the teaching aids like the Smartboard and Whiteboard fixed
to the walls, it would be difficult to move the desks around or move things very much without making it
more difficult for the students. As noted, the Smartboard and Whiteboard are fixed to the far wall, so
maybe if they were moved to the center of the left side wall (left from entrance) the desks could be
rearraigned to all face one direction. That might help the children not have to move their chairs or turn
their heads to look at the Smartboard or Whiteboard.

CSN Field Observation Packet © CSN Education Department 2017 Page 6

ASSIGNMENT 3 (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?

9:10 - 10:00 a.m. Morning Work, Announcements, Writers Workshop/Daily 5

10:00 - 10:25 a.m. Spelling Daily 5
10:25 - 10:40 a.m. Snack, Bathroom Break
10:40 - 11:20 a.m. Readers Workshop/Daily5
11:25 - 12:05 p.m. Lunch/Recess
12:05 - 12:45 p.m. Computers/Reading Intervention
12:45 - 1:30 p.m. Science / Social Studies
1:30 - 2:10 Specials (PE, Music, Literacy, Art)
2:10 - 3:15 Math
3:15 - 3:21 Pack up and Dismissal

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?

Instruction is done in all forms - individually, small groups, whole groups, and centers.
Individually, students do things like writing assignments, such as what is your favorite season. In small
groups, three or four based on their reading level, they might read a book together. For reading
comprehension, the teacher will gather all the students to listen to her read to them and ask the group
questions. Ms. Siegel uses a center for when children are doing art.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style?

Ms. Siegel’s teaching style most matches progressivism. She has many assignments where the
students talk or write about what is happening in their life and applies it to her lessons. One example is
where she asks the students to write about their family. She will tell the students about her son and his
morning routine, and then she has the students write about their morning routine.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples.

The cooperating teacher’s style incorporates different learning styles. The style reminded me of
social cognitive and constructivism because it seems like she has a very student-centered approach. She
has many activities and lessons where children learn in groups, like reading. Also, she understands that
each child learns differently and adjusts how she teaches to each student as much as possible. She
assesses each student’s existing knowledge and skills, as well as interests. An example of how she
adjusts her lessons to fix each child’s different learning style is she lets them pick books they read,
based on their reading level. For one of the special needs students who has trouble writing, she spends
extra time helping to make sure her writing is improving.

CSN Field Observation Packet © CSN Education Department 2017 Page 7

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented? Please
explain.

All students are engaged in the lessons. When Ms. Siegel assigns work for students to do
independently, students will do the work and also talk with their peers about the assignment. Students
are often motivated by rewards of stickers and candy. Students pay attention to Ms. Siegel when she is
teaching a lesson.

Instruction Question 6: Are there any students isolated from the rest of the class for any reason? Why?

During the time I was observing, I did not see any.

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

The instructional time is managed efficiently. If it was not done efficiently, I do not think she could
get through all the lessons like writing, reading, computers, science, and math in one day. As noted in
question 1, the daily schedule is followed exactly every day. She is well prepared for each lesson and
does not waste time on setting up or trying to figure out what to do.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient?

The transitions from one subject or period to another were efficient in my opinion. My cooperating
teacher did writing lessons in the morning, but if students not finish in the morning they could finish
during another time during the day. Before recess, she tells the students that when they come back they
will do reading or computers to let the students know what they will be doing. This is very helpful
because she is not waiting on the all the kids to settle down after recess before the next lesson can start.
She has put a lot of thought into keeping the learning time managed. Additionally, the special needs
students like the routine and being told what they will be doing so they are not surprised.

Instruction Question 9: List ways that the teacher attempts any “attention getting” commands? (Ex: Countdown,
Light flicker, Heads on Desk) How effective are they?

For classroom management she will remind the children of the rules as a group. For example, if
they are starting to get noisy, she might say “I hear a lot of noise we need to focus on our work right
now.” The students immediately quite down and get back to their task. She will also say “Holy Moly” and
the students have to say “guacamole”, which refocuses their attention back to 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.

When one special needs student is feeling upset, tired, or down, she will hide under a table or
cover her head all morning or day. The teacher will talk with her and say things like “It’s ok, you will be
fine, or try again.” The student also has trouble writing and would stop working when she didn’t know
how to spell a word. Ms. Siegel’s solution was to have the student try to spell the word but if the student
cannot finish spelling the word, the student is to circle it. This helps the student move on instead of
freezing up and it allows the student to get more writing practice in during that time.

CSN Field Observation Packet © CSN Education Department 2017 Page 8

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.

The main rule that hinders instructional time is that she must teach many standards each day.
This gives little time for each subject and this takes away the flexibility of the teacher to determine if a
lesson should be extended because students are really engaged. Another policy or procedures is the
sequence during the lunch period. Students who buy lunch spend a lot of time waiting, then eat very little
before they are told they can go to recess. When told they can go to recess, a lot of food is thrown away,
and the children get hungry in the afternoon. Students who bring their lunch have more time to eat
because they do not have to wait in line. It would be better if students could go to recess first, then come
in a spend the rest of the time eating, so they are not interrupted by recess. That way, the children can
focus on learning, and not their hunger, later in the day.

CSN Field Observation Packet © CSN Education Department 2017 Page 9

ASSIGNMENT 4 (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.

The school building is new and clean. The grounds outside are well maintained. There is a
small garden that looks like something students work on near the front of the school. There is a
fence around the grass and playground in the front of the school where the kindergartners play,
and another fence around the large playground and grassy area in the back of the school where
the bigger kids play. The parking lot is small and has many reserved spots, so many parents have
to park on the street next to the school when dropping off or picking up. The signs and symbols
are all clear and in good repair.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and
decorations and entrance security.

The school interior atmosphere feels comfortable. When I am walking in the halls, I see the
many boards filled with student work or educational pictures, like a Nevada map or map of
America. My favorite decoration is a mural painting of the solar system. The school is well lit,
there are no areas that are dark or dim. Front entrance security consists of an electronic lock that
separates the front office from the rest of the school. Visitors have to be buzzed in.

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.

Mission Statement: The Community of Sue H. Morrow will provide a safe school that
promotes learning and literacy. We will create a positive place to learn by behaving respectfully.
Motto: Our Students are in tune with learning.
Mascot: Mustang

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other
areas of the school.

Staff are very friendly and helpful with visitors. Staff generally are just watching students
when students are playing in the playground, making sure they are there if a child needs
something. When students are being moved from class to another area, they have the students
line up and remind them to go quietly.

3. Look at the formal practices: School bell schedule, and the grouping of students. (ie. grades, block
scheduling, periods) Does the school use inclusion, or a pull-out program for special education students?

The bell rings in the morning when school starts. It also rings about 12:30 when recess is
over after lunch. It also rings at 3:22 when the school day is over. Students are grouped by grade.
When one grade is at recess, other grades are not. They do not mix grades at recess. The school
uses inclusion where most special needs students are mixed into the general education
classroom.

CSN Field Observation Packet © CSN Education Department 2017 Page 10

 4. Observe student-to-student interactions, inside and outside of the building. Observe where students
gather to socialize – lunchroom, halls, playground, etc.

In the lunchroom students have to sit with their class in an area assigned to their
classroom. Kindergarten sits in the first row, then Ms. Siegel’s class is in the first-grade row.
Special needs students sit in the back close to food serving area. All of the students eat their
lunch very fast and are waiting for the teacher or staff to announce, “Are you ready to go
outside?” Some days they have a snack outside, and they will line up for an ice pop, popcorn, or
other treat. Some students sit in small groups eating their snack, or just chit chat.

5. 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 front office has many plaques, trophies, and other awards displayed in glass display
cases. Awards include congressional and senatorial awards, Nevada Blue Ribbon school, 2011
Need Project Elementary School of the Year finalist, and Area Service Center 2 Award for
outstanding achievement in ELA, 17%. The front entrance area also has a mural of musical
instruments along with the school motto, “Students are in tune with learning.”

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.

Ms. Siegel believes that the classroom should be a positive place. She wants students in
her classroom to feel confident, safe, and part of a community which promotes a positive
experience with everyone. The classroom operates under a “The Way We Work Together”
philosophy. A poster on the wall states: In this class we laugh, apologize, share, respect, play,
work, celebrate, focus, learn.

2. Evaluate the level of student participation in the class. Who participates? Who does not? What
modifications, accommodations, and/or inclusion techniques were observed?

All students participate fully in the class. The special needs students are able to
participate with a little extra attention given to them. One of the girls in the class is very quiet and
does not read very well. Ms. Seigel gives her extra attention also to try to help improve her
reading.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of power,
tone, frequency and reinforcements.

Ms. Siegel walks around and checks the students all the time to make sure they are doing
what they should be doing. When the students become distracted, she will say something like “I
don’t see any writing” and the students will know they are doing something she does not like. Ms.
Siegel also reinforces rules by reminding the children of the rules as a group. If they are starting
to get noisy, she might say “I hear a lot of noise” or “We need to focus on our work right now.”
The students will immediately quite down and get back to their task. Ms. Siegel’s reminders are
always done with a gentle tone, never harsh or threatening. She sometimes will just say ‘hmmmm’
and frown to let a student know to refocus. She doesn’t have to be overbearing because she
shows the students that she cares, and they want to get positive attention from her.

CSN Field Observation Packet © CSN Education Department 2017 Page 11

ASSIGNMENT 5 (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?

“My own school experience was so positive as a child and even through high school that I knew
in college I wanted to become a teacher. I always loved working with children as I had babysat and taught
Sunday School to young children so I figured teaching was a good way to continue.”

Interview Question 2: What are the main challenges you face as a teacher?

“Definitely not enough time to teach everything as thoroughly as I would like during the day, and
then not enough time outside of school for all of the extra things like planning, grading, etc. Another
challenge is meeting the needs of all students, since there is always a wide range of skills within a
classroom.”

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

“When a child's face lights up when they realize that they have just learned something new!”

Interview Question 4: How do you determine where students sit in class?

“I try and mix up the boys and girls and put students next to one another that can work well
together but not be a distraction to one another. In a larger sized classroom there are more options for
different types of groups; in our current classroom size the arrangements are limited.”

Interview Question 5: How do you determine the members of any flexible groups?

“Flexible groups are formed based on the needs of students as well as interests.”

Interview Question 6: Beyond standardized testing, what assessments do you use regularly?

“Informal observations, anecdotal notes, teacher-made assessments based on the standards.

Also, the Developmental Reading Assessment, Qualitative Spelling Inventory and running records for oral
reading.”

Interview Question 7: What requirements are placed on you for reporting progress to parents?

“Monthly progress reports for all students; more frequent reports for those students who are
struggling to master specific academic areas.”

Interview Question 8: How often do you interact with a student’s parents in person, and what type of discussions
do you typically have?

“It's different for each student; I see some parents every day after school where we can quickly
discuss problems or academic successes from the day. For other students I rarely interact with the
parents in person, especially if they do not pick up their child after school.”

CSN Field Observation Packet © CSN Education Department 2017 Page 12

Interview Question 9: How much grading do you complete on a daily/weekly basis?

“Weekly I would say about 2 hours outside of the school day is spent just on grading.”

Interview Question 10: How long does it take to prepare lessons for the day/week?

“I spend more time on planning than grading. Even though I've been teaching a long time, each
class is different so adjustments need to be made. Also, if certain standards need to be retaught I often
have to gather materials and resources. I would say about 4 hours outside of the school day per week.”

Interview Question 11: What procedures or strategies do you use to maximize instructional time?

“Teaching routines at the beginning of the year, focusing on positive reinforcement rather than
punishment, attention getting strategies, a gradual release of responsibility for tasks.”

Interview Question 12: What positive reinforcement programs have you had success with, and what behavioral
consequences seem most effective with this age group?

“Actual programs seem to have mixed results, but Leader in Me is a strong program in terms of
teaching making positive choices. Tracking behavior with the colored cubes and recording on the
behavior chart seems to help hold the students accountable for their choices.”

Interview Question 13: How are specialist teachers involved in the instructional planning process?

“I plan together with the specialist teacher. We both have to work together, but the amount we
work together depends on the severity or nature of the students IEP needs.”

Interview Question 14: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance?

“For new teachers in the first three years, they will be evaluated three times a year. After that one
time a year. Principals conduct classroom observations three times a year. The measurement tool is the
NEPF, Nevada Educator Performance Framework.”

Interview Question 15: What consequences are there if your evaluation is not favorable?

“The consequence is more frequent observations.”

Interview Question 16: What types of support do you receive instructionally, financially, or professionally from
the school, parent organization or school district to enhance instruction?

“Supports include parent helpers or donated school supplies. Sometimes with new programs
there are staff training in schools. The District also conducts professional development training
throughout the year.”

Interview Question 17: What surprised you most about teaching as a profession?

“In 25 years working experience I am surprised when meeting the new students. You never know
who you will meet.”

CSN Field Observation Packet © CSN Education Department 2017 Page 13

ASSIGNMENT 6 (Observing a student): Discretely observe one student in your assigned classroom during an
extended period of direct instruction. Detail what was going on in the environment, and what you observed the
student doing while the lesson was being given. Make sure to document ALL behavior in relationship to what was
being presented by the classroom teacher. Please describe 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
student’s point of view.

The student I observed is one of the special education students, a girl who has autism and is high
functioning. She has challenges with speaking, conversation, and social interaction. Ms. Siegel is very
patient with the student. The student really enjoys reading and is very engaged with the reading lessons
during story time. The student will ask a lot of questions and actively participates in the lesson with the
class. After the story, Ms. Siegel will ask the students to write down things about the story to help teach
reading comprehension. The student does well when the assessment provides multiple choice questions,
however, when the students are asked to write their answers, the students freezes up, becomes
distracted, or gets frustrated if they cannot spell a word. If they misspell the word it is not “perfect” and
they cannot move on with their writing. The student will stop and ask Ms. Siegel to help spell the words
for her, which could take all of Ms. Siegel’s attention, when there is a classroom full of students who need
her attention, also. Another issue is when the student would freeze up or get frustrated, she would
become a distraction for the other students. Ms. Seigel’s solution is to ask the student to start to write the
word they cannot spell, and then circle the word and continue with their writing. By circling the word, the
student, and Ms. Siegel, can come back to the word later. The student accepts this and can complete the
assignment, with several misspelt or partly completed words circled. Then Ms. Siegel will go over the
writing with the student and help her spell all the words she could not. This technique helped the student
overcome their frustration, and it helps Ms. Seigel to continue to teach the whole class rather than stop
everything for one student. The student, who needs to improve her writing skills, gets more practice
writing and Ms. Siegel can help the student spell the challenging words when it is convenient within the
time frame of the lesson.
During computer time all the students did a program called Kids A-Z. The student forgot her log in
password and Ms. Siegel helped them log in. The student did not have any problems using the program.
They knew where to click to get through and how to use the keyboard. The student practiced reading
comprehension, spelling, and math. The student did not get frustrated and was able to stay on task and
focused during the computer lesson.
At recess, the student likes to circle around the teacher and try to start a conversation. The
phrases and sentences the student uses are not grammatically correct and it is sometimes hard for the
teacher to understand. The conversation is start and stop, as the student will laugh, runs off to other
students, and then comes back to the teacher and start another conversation. The student talks about her
family and how she spends the weekend with her family to Ms. Siegel. Ms. Siegel talks about her son with
the student. The student will also try to have these conversations with other students, as well, but the
attempts at conversation are very short. They will play together for a short time before the student loses
interest and runs off. The student has a better ability to stay focused during structured lessons and talk
about lesson topics than they do at talking with peers about things first graders talk about.

CSN Field Observation Packet © CSN Education Department 2017 Page 14

ASSIGNMENT 7 (Summary): Thoroughly summarize and reflect upon your entire 10 hour Field Observation
Placement.

My time spent observing the first-grade classroom at Sue Morrow ES was very rewarding and
educational. The school is clean and feels like a safe and secure place for students. There were three
areas that stood out during my observation. The three areas are caring about your students, being
organized, and managing the classroom. Every student is different and learns in a different way. The
cooperating teacher who I observed, Ms. Siegel, showed that she really tried to address the different
learning styles in her students by adjusting her teaching style. Ms. Siegel has been teaching twenty-five
years and knows how to control the classroom, keep her students on task, and how to keep the lessons
interesting and engaging for the young learners. For a new teacher, I can see that the learning curve will
be steep, but not insurmountable.
Ms. Siegel really cares about her students. She treates the students with respect, talking with
them as if they were friends or members of her family like when she would tell the students stories about
her own son. The children liked to hear about her son’s adventures and could relate to Ms. Siegel’s
stories about things going on in her house. She understands each of her student’s likes and dislikes,
strengths and weaknesses and incorporates how she messages her lessons based on who she is
teaching. A good teacher needs to care about their students to be motivated to find each student’s
learning style and a teaching method to engage them.
Ms. Seigel is very organized. She will plan the lesson ahead usually the week before. If she was
not organized, she would become overwhelmed very quickly. I can see that if a teacher is not organized
the quality of their teaching would lower and the students would not learn to their potential. When
teachers are engaged in teaching a lesson, they have to focus on many things. During story time, the
teacher has to read, ask her students questions, refocus and redirect distracted students, and try to
gauge how each student is understanding the lesson. The teacher does not have time when teaching to
also lessons plan, grade papers, communicate with parents, so they have to organize themselves and
their time to make sure everything is done, and students are learning to their potential.
Classroom management is very important because when students are distracted or lose focus,
they miss important instruction and can also keep other students from learning. Ms. Siegel is very good
at managing the classroom. When she is teaching a lesson, she lets the students know what is
acceptable and what is not acceptable behavior. The students have very clear rules and consistent
enforcement, so they could feel safe and relaxed knowing what is expected. The tool she uses, the
colored cubes on the student’s desks, are constant reminders to the students and helps them self-
regulate their behavior.
In addition, the actual lesson itself is very important for both learning and student engagement.
Ms. Siegel will often share stories about her family as a way to get students thinking about their own life
and then have the students write about those things. This was a very good way to make the curriculum
personal and engaging to the children. I also learned that having a good relationship with parents is very
important for a teacher. Ms. Siegel communicates regularly with parents, and also has a parent volunteer
program that lets parents become more involved in their child’s education. Technology is an important
part of teaching and learning, so teachers have to be knowledgeable about how to use technology to
teach. Being a teacher means that you will always have to be learning and so it takes a person who is
curious and passionate about learning. I am looking forward to continuing to learn more on my journey to
become a teacher.

CSN Field Observation Packet © CSN Education Department 2017 Page 15

COOPERATING TEACHER INFORMATION - CSN FIELD OBSERVATIONS

Dear Cooperating Teacher,

Thank you for assisting in the preparation of a new generation of Nevada teachers. Our education majors are
required to complete 10 field observation hours in these courses:

EDU 201 Introduction To Elementary Education

EDU 202 Introduction To Secondary Education
EDU 203 Introduction To Special Education

This class is where many of our students actually make the decision whether they will continue further study of
the profession. We appreciate you joining us in providing these students with a wonderful first experience in the
classroom. If at all possible, please utilize the student to assist you in supervised classroom instructional
activities if you deem them ready.

We are hopeful that the information we have enclosed with this letter, which has been approved by the Nevada
College Consortium, will help you with a clear sense of how this field experience works.

When the student has completed his/her required observation hours, please complete and sign the “FIELD
OBSERVATION TIME LOG” and “FIELD OBSERVATION STUDENT EVALUATION” (along with the student).
Then, return these two pages to the student who will submit them to his/her professor. For your convenience, the
student has provided you with CSN contact information below. Please contact the CSN instructor if there are any
questions or concerns.

Also, before a final grade for EDU 201, EDU 202, or EDU 203 courses can be assigned, the CSN professor
MUST receive your official email verification that the student successfully completed his/her 10 hours. Please
also “cc” the student on this email as soon as the student has completed the 10 contact hours. The student WILL
NOT receive a final grade in the course until the email is received from you.

Should you have any concerns or questions about this process, please feel free to contact the instructor directly,
or the CSN Education Department at: (702) 651-4400.

CSN Field Observation Packet © CSN Education Department 2017 Page 16

CSN Field Observation Packet © CSN Education Department 2017 Page 17
CSN Field Observation Packet © CSN Education Department 2017 Page 18