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: Jasmine Vazquez CSN Course: EDU 201

Professor: Sandra Gregorio Professor’s email: sandra.gregorio@csn.edu
CCSD School: Marion Cahlan Elementary School Cooperating Teacher: Maria Silva

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.

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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? Warm?... Friendly?...
Organized?... etc Describe the physical environment in detail.
• Room is friendly, students greet the person coming into the room. Students are in desk that are
grouped together. For a big classroom the way the desk are layout makes there be room to walk
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.
• More boys than girls, more Hispanic students, and a couple of African-American students.
Observation 3: What are the posted class rules in the room? (exactly as written)
1. Listen
2. raise your hand
3. Respect others
4. Be Responsible
5. Don't be a Purple Minion
Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being
used for compliance or noncompliance?
• Yes, she enforces these rules. She has a behavior chart which she uses as reward and
consequences system.
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.

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

• Yes, the space is used to most possible amount. Allowing for there to be room to walk
around as well.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room
be improved?
• It really can't. The room is already being used to that maximum amount with out the
students feeling crowded.

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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?
9:00 am - 10:20 am SFA
10:25 am - 11:15 am Math
11:20 am - 11:45 am Lunch
11:50 am - 12:20 am Literacy Block
12:25 pm - 1:05 pm Social Science
1:10 pm - 2:00 pm Writing
2:05 pm - 2:35 pm RTI
2:40 pm - 3:25 pm Dismissed
Monday - Music
Tuesday/Thursday - PE
Wednesday - Technology at Library
Friday - Art

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?
• Small groups, made up of four.
Instruction Question 3: How would you describe your cooperating teacher’s teaching style?
• Class-cooperation, students saying the answers out loud instead of raising hands.
Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so,
give examples.
• Yes, in math students were quiet and did not answer her question so she told them to stand up
and do some jacking jacks while repeating the question she asked. Once they sat down she
repeated the question and asked for an answer, after 5 hands were raised.
Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented?
Please explain.
• In this short lesson activity they are researching on authors and she made it interesting by
choosing authors they like. (J.K Rowling, Jeff Kinsley, etc..)
Instruction Question 6: Are there any students isolated from the rest of the class for any reason? Why?
• Yes, students who can't handle being in groups that day. May change each day but usually three
students are seated there for behavioral problems.
Instruction Question 7: Is instructional time managed efficiently? Please explain
• Yes, instructions are given in the short 5 minute break between subjects. Teacher may
interrupt class for additional instructions.
Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period
to another, and are these transitions efficient?
• As mentioned before she uses the 5-minute break to address and inform the class what the
next lesson will be and what she expects them to have out, giving them a time limit as well,
mostly 2-3 minutes.
Instruction Question 9: List ways that the teacher attempts any “attention getting” commands? (Ex:
Countdown, Light flicker, Heads on Desk) How effective are they?
• "Pretty Hands, Eyeballs." Which mostly means folded hands on desk and eyes to the speaker/
teacher. In my 10-hour observation only once did she have to repeat it two times close to
three.
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.
• There are two students who do not listen or pay attention. She calls them out and make them
change there pin on th behavioral board.
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.
• No, there are not, from what i saw.

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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.
• Fence all around the school, small parking lot, trees and grass inside school
property. Gates to prevent people from entering school, only entrance is through the
office Drug free zone and on each door there is Braille lettering.
2. Next, study the interior of the school: 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.

• Mission statement: Producing students who are academically competitive and socially
responsible.
• Motto: Cahlan Cougars Can Conquer!
• Mascot: Cougars.
2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in
other areas of the school.
• More interaction with offie staff than the office manager.
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?
• In this classroom inclusion is used.
4. Observe student-to-student interactions, inside and outside of the building. Observe where
students gather to socialize – lunchroom, halls, playground, etc.
• Socialize on teh playground and in the lunchroom.
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.

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.
• She makes jokes/humors the students.
• Encourages the students to do better.
• Corrects errors students makes.
• She talks personally to a group or individual away from the rest of students.
2. Evaluate the level of student participation in the class. Who participates? Who does not? What
modifications, accommodations, and/or inclusion techniques were observed?
• The ones close to the front and middle participate more. Students who are isolated from
there groups or at the very back tend to keep to themselves.
3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of
power, tone, frequency and reinforcements.
• If a student had misbehaved or done something wrong she talks to the student in quiet
voice at her desk, she proceeds to ask why the student believes they are in trouble she then
proceeds to tell the students that, that behavior is not allowed here and tells the student to
move their pin down.
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 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?
• When she was younge she would teach her neighborhood kids on a chalk board and enjoyed
it.
Interview Question 2: What are the main challenges you face as a teacher?
• Work overload, not enough time. As a third grade teacher she feels the students do not have strong
foundations from previous grade levels to be considered third graders.
Interview Question 3: What is the best part of being a teacher?
• When you make a difference. Caring aspect equals confidence.
Interview Question 4: How do you determine where students sit in class?
• In teams, heterogeneous groups, academics, behavioral issues, and issues evolved through the
year.
Interview Question 5: How do you determine the members of any flexible groups?
• Same as before, starting with heterogeneous groups, academics, and behavior.
Interview Question 6: Beyond standardized testing, what assessments do you use regularly?
• Monthly eValuate assessment.
• Unit Assessment - Everyday Math
• Student learning goal - Common Assessment
• Teacher observation - mostly with presentations
• Exist Slips
• Multiple Representations
Interview Question 7: What requirements are placed on you for reporting progress to parents?
• Progress report every three weeks.
• Example of work done by student to parents.
• Monthly eValuate graphs - tracking progress
• Unsatisfactory notes
• Formal notes, emails, calls - positive not always negative.
Interview Question 8: How often do you interact with a student’s parents in person, and what type of
discussions do you typically have?
• In person usually one a year. On a good year two parents. Contact is mostly done through paper.
Interview Question 9: How much grading do you complete on a daily/weekly basis?
• She gives two grades for each subject one done in class then one done with worksheets.
Interview Question 10: How long does it take to prepare lessons for the day/week?
• For one lesson minimum of three hors but she splits the time up so she does not get overwhelmed.
Interview Question 11: What procedures or strategies do you use to maximize instructional time?
• Plan for an activity at the end for participation and review of what was just taught.
Interview Question 12: What positive reinforcement programs have you had success with, and what
behavioral consequences seem most effective with this age group?
• Positive behavior equals reward.
Interview Question 13: How are specialist teachers involved in the instructional planning process?
• Two teachers IEP one-on-one assistance during writing.
Interview Question 14: How often are you evaluated, and what measurement tool is used by the
administration for determining your teaching performance?
• One formal a year
• 5-6 informal based off of NPE Frame Work
Interview Question 15: What consequences are there if your evaluation is not favorable?
• Has not had any, and does not know.
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?
• Parent Organization none
• Professional Development, every day.
• Financially, $123 for teacher supplies for the whole year.
Interview Question 17: What surprised you most about teaching as a profession?
• How rewarding/impact full it is to work with at-risk-students.

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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.

During math, the student pays attention. She seems to play with her hair a lot. If the
teacher as the class to repeat something, she would stop playing with her hair, look up, and
repeat. The teacher got frustrated when the students could not answer her question and kept
repeating "OMG, knock on your brains" this made the student laugh. Once the class finally got the
class to answer her question she said "Ulrika" making the class laugh. The teacher continues
going over the lesson and assignment, she flips the paper, and the students follow along. This
student seems to be distracted with playing with her, that sometimes she gets behind on paper
and looks around to see where the other students are at. This seems that if a lesson is too long
many students will start loosing focus. Another note is that this student seems quiet, the class
answers out-loud the answer to a question the teacher ask. This student just keeps quiet, but you
can tell she knows the answer becuase she looks up, smiles and raises her hand a little. This
student seems to feel more comfortable with people of her gender. In most activities she seems to
stand next to someone her gender or choose a partner of the same gender. Which makes sense
when you are in the third-grade. I learned that having a long lesson is not a good idea, after a
lesson you should have an activity for the students to do, and the teacher should be quick to
notice if a student wishes to answer a question, or if the student is distracted or started to loose
focus in the classroom.

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

This was a good experience. I got to talk to the teacher about the profession. I got to know
how difficult, hard work and rewarding this profession can be. This teacher makes teaching fun,
she jokes with her students to create more of a bond. She encourages the student to do better
because she tells them they can do better and makes the student believe they can. Most of the
students seems to love their teacher. There was some disciplinary I saw for a student who lied and
stole something from the classroom. This student was sent to the principal. Although the student
did come back to the classroom, you can tell that the student did not like the teacher as much.
This makes me realize that in each class there will always be a student who does not like you and
that is okay. The teacher even told me that you would not like all students and its your job to make
the student at least respect you, and teach the student. This school is full of at-risk-students,
many of them English is there second language. I realized that as much as my dream is to move
out of Las Vegas and move to a different state. These students here in this state need more help.
This made realize that maybe me moving is not a good idea. The teacher told me she likes working
with at-risk-students more because these students care more about there education than others
and will try hard if they have the right support. Even though parents are not as involved in their
child education they do care that the grades stay up. I realized that i like knowing, and watching
the children be excited that they got a high score on a test and seeing them realize that they can
do better if they put their mind to it and do all of their work. You can tell when the student did well
because they have the head raised with a smile, while if they did bad the lower their head and
speak quietly. This was a wonderful experience and cant wait to do it again, and get more
experience as well as ideas for when I become a teacher.

Before final grading for EDU 201, EDU 202, EDU 203 courses can occur, the CSN student must submit
their completed Field Observation Activities Packet, Time Log, and Student Evaluation to their CSN
instructor for grading. The student must also provide the CCSD cooperating teacher with their CSN
professor’s contact information, so the cooperating teacher can send a quick email validation that the
student completed their 10 hours before the final exam date.

The instructor’s email can be found on the first page of this packet, and on the next page.
Remember to save this completed packet in digital form, or as a hard copy for the
Education Department’s capstone course, (EDU 299)

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