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Greetings Future Educator,

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

_____Madison Smith____

Professor: _____Leytham_____

CSN Course:

_______Edu 203_____

Professors email:

_patrick.leytham@csn.edu_

CCSD School: ___Gibson ES_______ Cooperating Teacher: ___Ms. Matanane____

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

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BEFORE ARRIVING ON THE FIRST DAY...

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

UPON ARRIVAL THE FIRST DAY

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 Introduction to Education class. Show the
teacher this Field Observation Activities Packet, your Field Observation Time Log and
Cooperating Teachers Field Observation Student Evaluation pages. 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.

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ASSIGNMENT ONE (Observations): After arrival, take a seat in a nonintrusive location to

begin your classroom observations. Complete the questions below:
Observation 1: What are your first impressions of the classroom/school environment? Warm?
Friendly? Organized etc? Describe the physical environment in detail.

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My first impression was a combination of all three. When I walked in lunch, for the older
kids, was taking place and it was relatively quite. Pictures of the teachers and trophies were on
display as I walked to the front office. The front office was directed me to Ms. Matananes
classroom. As soon as I walked into the classroom all of the students were very excited and
friendly and the teacher directed me where to sit. The walls were covered in students work and
helpful learning tips.

*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.
There are seven girls and eleven boys in the classroom; three of which are English
Language Learners. There are no students with obvious physical challenges.

*Observation 3: What are the posted class rules in the room? (Exactly as written)
The voice levels are 0 no voice, 1 talk with one, 2 small group, 3 classroom, and 4
playground.
She uses the CHAMPS rule which is
Conversation: quietly discussing what it is they need to be doing to be on task
Help: asking for help if need be
Activity: are they doing the activity? Is it done correctly? In a timely manner?
Movement: Are they where they need to be?
Participation: How often do they participate?

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

She has table points if a group is quite or on task then she will take points away for
those who are loud, disruptive, and not getting their work done.

ASSIGNMENT TWO (Classroom Layout): Use graph paper or drawing software to create an
accurate overhead view, labeled drawing, of your assigned classroom before answering the
questions below.
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Computers

Activities

Teachers desk

Books

Computer
s

Reading
table

Classroom Layout Question 1: Describe the workflow of the room. Is the space used
efficiently?
For the most part really like the layout of the classroom. The kids are set up in groups of
four which would make it easier for group work, there is enough space for the kids to spread
out on the floor and read, and the reading table is out of the way, but in a place she can
observe the other students who are not seated at the table at that time.
Classroom Layout Question 2: In your opinion, how can the physical arrangement of the
room be improved?

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There are a few seats that are facing away from the board, in my opinion, with a class
full of first graders, this could lead to problems. I would try to have everyone facing the board
and/or where they do not have to turn too much to see it.
Classroom Layout Question 3: In your opinion, are there any concerns regarding safety
during a normal school day or during the possibility of fire, shelter in place, or lock-down?
My only concern would be that I feel there are desks, and the computer table too close
to the exit, which could cause a problem if there were ever a fire.
ASSIGNMENT THREE (Instruction): Observe any instructional time in your assigned
classroom, and record your observations when presented with the questions below:
Instruction Question 1: What is the posted daily schedule for different subjects or periods?
They start school at eight and typically they will do math and social studies in the
morning until they go to lunch at 10:15. After lunch at 10:50 they will begin their daily 5 until
they go to special at 1:20, after that they get to go home because their school lets out at 2:11.
Then the first Friday of every month they get out of school an hour early.
Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?
In the morning with instruction is with the whole class, while doing math, and then after
lunch it is a combination of individual work, small groups, and groups with the teacher. The
teacher will usually take a table, which consists of four kids, at a time to do their group reading,
or words per minute test, etc. Then while the teacher is working with that group students will
start off with individual work and that depends on what they are doing for the day, or what they
need to catch up on. Once the students are done the teacher will tell them to move on to the
next thing with small groups and so far from what I have observed that is a free choice time.
Instruction Question 3: How would you describe your cooperating teachers teaching style?
I think that she has her kids do very hands on activities, but she also focuses on the
core basic concepts, so I believe that her teaching style is a mixture of progressivism and
essentialism. She focuses on what the students need to know, but she gives them activities to
be hands on and really learn the material.

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

She definitely uses all of the learning styles. She has picture on the walls of different
words and how to say them, what different sounds letters can make. Then she has cd players
for students to listen to a story, which they can also read along with because she has the book
sitting next to the player, and answer questions from that story. Then she has a lot of hands on
material, for instance she had the students make a leprechaun that went with a story and she
had an activity to go along with it, unfortunately I was not there for the activity part.

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

For the most part the students are very engaged in what they are doing, aside from a
few students she has to remind them to be quite or to stop something they should not be doing.
For instance one day the class went to another first grade class, next door, to listen to those
students presentations about historical things in the United States. They were so engrossed
with what the students were telling them. They would ask questions and get excited to watch
the videos the other students had prepared, this was the only time the teachers never really
had to discipline a student in any way.

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

I have not noticed any students being isolated from the class for any reason so far.
There will be times when she has one student come work with her alone at the reading table,
but that can be because they missed a day, they didnt finish, or because they are a bit behind
with their reading progress.
Instruction Question 7: Is instructional time managed efficiently? Please explain
I think her instruction time is managed very efficiently, even when students are being
disruptive. She was administering a test once, and this was right before lunch on a Friday, so
the students were a little riled up, and she had to stop several times because students were not
listening or misbehaving. However, she managed to finish the test with some spare time left.

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Instruction Question 8: How does the cooperating teacher handle transitions from one
subject or period to another, and are these transitions effective?
She will typically ring a bell, the students have to freeze where they are, she tells them what
to do next, then she rings the bell to unfreeze the kids so they can move on to the next task.
This is effective because the kids like to freeze in all sorts of different ways and they find it
fun.

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

Like I said in the previous question she rings the bell and it is effective. She also will say,
hocus pocus and the students will then say, everybody focus and she typically says this
when the majority of the students are getting out of control, out of focus from the current task,
or are too loud. Most of the time it is effective, but sometimes they will calm down and get back
to work, however, other times she will have to say hocus pocus a few times or take their table
points away if it gets too bad.

*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.

I am really impressed at how well behaved her students are, however there is one
student in particular that just will not anything he is told. One student she held back because
he was not doing his assignments and when he did he did not try and would receive Fs. Now
he is doing the same things again and she is not sure what to do because she knows that he
does this because he has family issues at home. She continues to work with him because he is
very smart, and was doing really well at the beginning of the school year, and she hopes to put
that hope and excitement of learning back into him that he had at the beginning of the year.

*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.

As far as I have seen there are no specific policies or procedures that she has to go by
that can either help or hinder the instructional time.

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ASSIGNMENT FOUR (Culture): Using the information provided below, carefully observe and
evaluate the culture of the school where you are assigned to observe. Remember you are
evaluating the school for its educational culture, place of learning, sense of safety, invitation for
learning, promotion of self-actualization, development of values and socialization.
Physical Characteristics: Look at the physical areas of the school to determine atmosphere,
comfort, and feelings the school creates for students in the educational setting.
1. Consider the school property: building, grounds, fencing, equipment, landscaping, trees,
parking lot, crosswalks, gates, signs and symbols.
The school is surrounded by a one way road, which makes the school a lot safer, and is
less likely to have accidents. There were a lot of cross walks with blinking signs telling
me that it is a crosswalk. The building has a fence surrounding the school, but it does
have a park adjoining it where P.E. will sometime utilize. The school has a dessert
landscape with the typical amount of trees one would see in that type of setting. The
parking lot was empty, but the road had a lot of cars parked along the sides, which I
found interesting.
2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows,
hall colors and decorations and entrance security.
The majority of the school is blocked off and locked until you check in. As I walked in
there was a collage of frames with the teachers grouped within their individual grade.
There was a showcase of trophies, awards, and certificates. The office was decorated
with artwork the students made for the office employees. The school was light well, but I
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did not notice that many windows. The walls were all this tan brick, but had many
informational posters or artwork from classes.
Culture of the School: Read, listen and observe to determine the climate, values, and
atmosphere within the school.
1. Identify the schools mission statement, motto, and mascot.
The schools mission statement is: To create a caring community of lifelong learners.
Ms. Matananes classroom mission statement is: To be respectful, safe, and kind while
working hard to read, learn, sing, and have fun!
The schools motto is: education is a good prospect.
The schools mascot is the Gold Miner.
2. Analyze staff and visitor interactions in the main office. Note student and faculty
interactions in other areas of the school.
They are typically helpful when I come in, my first day they directed me where to go. It
was really hard to set up an appointment with the vice principle with them. They liked
when the students came to visit them and were stern when there were students sitting
up there because they were in trouble.
3. Look at the formal practices: school day schedule; ages of students; calendar of events;
size of school; grouping of students.
The school day starts at eight A.M. and lets out at 2:11 P.M. Then the first Friday of
every month they get out early at 12:40. The students can start at kindergarten at about
the age of five and go all the way through fifth grade around age 10. They have each
grade in its own little section, Kindergarten seems to be separated from the rest of the
students, and then each hallway or little cluster of classrooms is a different grade. The
school is a decent size, however, it is kind of confusing, after two classes of observing
there I still do not think that I have seen the entire school. It is kind of like a maze and I
always end up in the same places. I found their calendar on the schools website and it
clearly states when different events are going to occur and when students do not have
school.
4. Observe student to student interactions, inside and outside the building. Observe where
students gather to socialize lunchroom, halls, playground, etc.
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Everyone is friends with everyone in Ms. Matananes class. Every time I saw them and
they go to choose partners each student was with a new one from the last time.
Sometimes, however, they will have to get split up because they are getting too noisy
and rowdy with their friends. When in the classroom for free choice they all like to head
to the floor for different activities. Then outside after P.E. they had some free time and
they all ran to the playground playing with the students from the other classes.
5. Explain how the school is organized - by grades, departments or not. Are
hallways/classroom labeled?
I stated earlier how each grade was in their own little section, with kindergarten being
separated from the rest. The hallways are labeled with the certain classroom numbers,
then the classrooms are number, and the teachers names on the door.
6. Examine school traditions, achievements and awards; community recognition or
community partners; extracurricular activities/clubs and athletics. Look for and
document sources of community pride and sense of identity through ceremonies,
assemblies, trophies, and artifacts.
They are very prideful. Every week they have a leader of the week and a leader of the
month. They have an after school tutoring club and they recently had their field day.
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.

She runs her classroom how real life works for every actions there is a positive or
negative consequence. She always has three positive for one negative, so if a student fails at
one thing she always shows them three positive things they succeed in and help them to push
through that difficult subject. She is very easy going and she did not have to stop too many
times to fix a behavioral issue (some days were better than others).

*2. Evaluate the level of student participation in the class. Who participates? Who does not?
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Some days only half the class participates and some days everyone participates, but for
the most part the majority of the class is involved in the lesson.

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

The students definitely know that the teachers are in charge. There is always some type of
behavioral management going on some days are better than others. Ms. Matananes tone is
sweet, yet authoritative, and this is a women that the students can respect and look up to. The
students are really her priority and she shows that when interacting with them.

ASSIGNMENT FIVE (Cooperating Teacher Interview): Complete the questions below by

interviewing your cooperating teacher during a convenient time. Include any school documents
that your cooperating teacher will allow you to photocopy for your packet.
Interview Question 1: What was the primary reason you became a teacher?
She became a teacher because she had a lot of brothers and sisters and like to be the boss of
all of them. She loves seeing that she makes a difference.
Interview Question 2: What is the main challenge(s) you face as a teacher?
Her main challenge is that she cannot control what happens with students at their home, which
sometimes interferes with the students school work. She will at least try to counteract it,
however, even then it is not always enough. She also believes that the school days is too short,
which can be challenging.
Interview Question 3: What is the best part(s) of being a teacher?
Again she loves to make a difference in her students lives and she loves getting to see all of
their different personalities.
Interview Question 4: How do you determine where students sit in class?

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For the first month she does it randomly and then her assessments she will place one higher
ranking student with the lower ranking students in a table of four that way they could help if
need be.
Interview Question 5: How do you determine the members of any flexible groups?
She does grade level assessments and she will look at the groups that are below the 25
percentile. She has RTIS where the lower groups go to a different class for reading and a
different group from another class goes to her. She keeps the groups flexible until they have a
grasp on things.
Interview Question 6: Beyond standardized testing, what assessments do you use regularly?
She uses teacher made tests based on the common core and monthly grade level tests for
reading and math.
Interview Question 7: What requirements are placed on you for reporting progress to
parents?
She has to do progress reports every three weeks from the grade book and parent teacher
conferences at least once a year, however she chooses to do three.
Interview Question 8: How often do you interact with a students parents in person?
Whoever picks up their child after school she will usually talk to them about whats going on,
any issues, and good news. Then she is always emailing parents.
Interview Question 9: What type of discussions do you typically have with parents?
She will talk to them if there is a problem, to inform them that their child is leader of the
week/month, and if they are just doing a good job.
Interview Question 10: How much grading do you complete on a daily/weekly basis?
On a daily basis she will just grade it correct on how well they followed the instructions. She will
usually take about 3 to 4 grades per week one in each subject.
Interview Question 11: How long does it take to prepare lessons for the day/week?
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For her it varies it usually takes her one to one and a half hours to get a whole week done, but
if it something she has never done before it could take hours.

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

She uses good management, CHAMPS (which is defined in assignment one, observation
three), and she always has 3 positives for every 1 negative.

*Interview Question 13: What positive reinforcement programs have you had success with?
The entire school does leader of the week/month. She will have an immediate consequence
whether it is good or bad. If they do something wrong she may choose where they go for free
time or lose it altogether. If they do something good, like read a whole book by themselves, she
will let them read it in front of the class.

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

She finds that the most effective consequence for them is when they lose their ability to choose
what they want to do.
Interview Question 15: How are specialist teachers involved in the instructional planning
process?
They are not involved with hers.
Interview Question 16: How often are you evaluated, and what measurement tool(s) is used
by the administration for determining your own performance?
Every month they have a jot report where the see if she is on task, the kids are on task, and if
she always has a positive for a negative.
Interview Question 17: What consequences are there if your evaluation is not favorable?

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She is not sure because her evaluation was never favorable. She does know that if not fixed it
could lead to termination.

Interview Question 18: What types of support do you receive instructionally, financially or
professionally from the school, parent organization or school district to enhance instruction?
She has no finial help other than what the school provides, they do get a little more since they
are now a title one school. There are many grants available and the district sponsors a lot a
training exercises. She is lucky to have the freedom where if she needs something for her
classroom she will just go and buy it herself.
Interview Question 19: What surprised you most about teaching as a profession?
She was surprised at how many people that became teachers out of convenience rather than
to helping or even liking the students.

ASSIGNMENT SIX (Classroom Interactions):

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

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*Summarize your Classroom Interactions data from above:

___Ms. Matanane was giving instructions of how to do their math activities. She called on the
boys a lot because they were doing something that they were not supposed to be doing. During
that instruction time the intercom called for the leader of the week. When one boy was not
chosen he began to cry and after other students started to comment the teacher then then
talked about ways to become leader of the week. They had a discussion about that, which
most of the students participated in, and that took up the rest of the instruction time. Then after
that they took their math test._____

ASSIGNMENT SEVEN (Administrator Interview): The prewritten student created

questions are mandatory for credit, and the Principal/Assistant Principal/Dean interview
is optional but strongly encouraged ONLY IF IT CAN BE ARRANGED. After composing
your own five open-ended questions, do your best to arrange a 15 minute interview with the
Principal/Assistant Principal/Dean or other administrative personnel so you can get answers to
the five prewritten questions you came up with. This could be the most valuable part of your
experience if you can shed light upon what administrators are looking for, from their future
applicants. (Example Open Ended question: What are the most important qualities you look for
in a newly hired teacher?)
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CSN Student Created Open Ended Question # 1 for Administrator:
_Q: What are your daily responsibilities?
_____________________________________________________________________
_A: She will make sure that all of the teachers are here and get subs if need be. There is
usually some sort of meeting with the teachers. She deals with behaviors, lunchroom duty,
reports, and meetings with parents, improve instruction.
_____________________________________________________________________

CSN Student Created Open Ended Question # 2 for Administrator:

_Q: Why did you join this profession?
_____________________________________________________________________
_A: Her mother was a teacher and that was originally the reason why she did not want to join
the education field. She was almost done with a forensic degree when she decided to switch to
becoming a teacher.
_____________________________________________________________________

CSN Student Created Open Ended Question # 3 for Administrator:

_Q: What is your favorite part about being a principle?
_____________________________________________________________________
_A: She loves being with the kids and how honest they are about anything and everything.
_____________________________________________________________________
CSN Student Created Open Ended Question # 4 for Administrator:
_Q: What are some difficulties you face in this profession?
_____________________________________________________________________
_A: She finds it hard when her students are being mistreated whether it is with their parents of
the teachers. She believes that it is unfair for children to have to face adult problems.
_____________________________________________________________________
CSN Student Created Open Ended Question # 5 for Administrator:
_Q: Is there any advice you could give to a future teacher.
_____________________________________________________________________
_A: She really believes that is someone looking to be a teacher does not love children then
they really should not become a teacher.
________________________________________________________________________
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______________________________________________________________________
Ms. Ryerson, principle
_______________________________________________
Interviewed school administrators name/title:

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

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

A) Ask permission from your cooperating teacher to accompany the students and
observe one or more of the specialist classes (Art, Music, Library, Humanities, PE) they
attend, or a different middle/high school subject the same students attend within your
cooperating teachers grade level team.
1. Do the students participate or behave differently in these classes in comparison to
their regular academic/cooperating teachers class?
The students seem more hyper and energized, given that it is PE, which is
understandable. They have a hard time staying at a level 0 voice.
2. Does any student seem to have a particular talent? Describe.
Unfortunately I went when they were practicing field day and it was more rule based and
having a few kids run through the activity, so I did not get to see any particular talents.
3. What is the curriculum like in comparison to the regular education (cooperating
teachers) class?
They went over what was going to happen on field day, discussed the rules, and ran
through the activity.
4. Describe the specialist teachers instructional style.
He was pretty strict, but I am sure that is for safety measures. He also seemed to be
very impatient and got angry with the students often for talking.
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5. What different strategies do you notice this teacher using that are successful?
He has this rule that the students only get one chance and if they do something they are
not supposed to then they have to sit on the wall. Some students did end up sitting on
the wall, but for the most part it was effective because the students wanted to play.
6. What are the challenges the specialist teacher has to deal with?
His biggest challenge is the possibility of the students getting hurt.
7. How are student needs being met?
He makes sure that the students are safe and having fun.
B) Ask your cooperating teacher if you may observe part of the time in the GATE (Gifted
and Talented classroom, or another classroom that is considered Advanced Placement)
Remember some schools do not have these programs, so this assignment for some will be optional. Specialist classroom
visits are strongly encouraged IF THEY CAN BE ARRANGED.

*FIRST GRADE DOES NOT ATTEND GATE*

1. Do you notice any social and academic differences between the kids in this class and
in the regular education classes?
2. What is the curriculum like in comparison to the regular education class?
3. Describe the GATE/AP teachers 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. Remember some schools do not have these programs, so this assignment
for some will be optional. Specialist classroom visits are strongly encouraged IF THEY CAN BE ARRANGED. Maintain

your professionalism at all times. Do not write a students name down when you are writing observation notes.
Maintain the students right to privacy by referring to a student as Student #1, Student #2 etc.
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*NONE OF HER STUDENTS ATTEND ANY SPECIAL

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

ASSIGNMENT NINE (Observing a student): Discretely observe one student in your

assigned regular classroom during an extended period of direct instruction. Summarize what
the student did during the observation, making sure to document ALL behavior. Detail what
was going on in the environment, and what you observed the student doing while the lesson
was being given.
1. Please summarize the setting, the lesson that was given, if the student was on task and
engaged in the lesson, and what you uncovered about putting yourself in a lesson from the
students point of view.
_____With the teacher, a small group of 4, was working on their reading skills and taking
reading tests. I focused on one of the boys that she had said she was having problems with.
He had a mix of behavior issues and participating. He would talk while the teacher was talking,
play with items she had at the table, and did not have his previous work completed. However,
he respectfully listened to the other students as they read, and he would raise his hand to
answer questions. He had double the words per minute that he could read from last week and
he was so excited when the teacher praised him about that. She had reminded him of how
hard he worked and how rewarding it is to see that hard work pay off and he should keep it up.
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CSN Education Department, Field Observation Activities

Packet
He seems like a good, smart kid that sometimes makes bad decisions, we have all been there.
It was funny to watch him, silently to himself, act out what the characters in the story were
doing.______________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

ASSIGNMENT TEN (Summary):

Thoroughly summarize and reflect upon your entire 10 hour Field Observation Placement.
___I really enjoyed observing Ms. Matananes first grade class. Some of the students I
observed in my introduction to Elementary Education class, so it was exciting to see them
again and to see the recognition they had the first time I walked in. I learned a lot from Ms.
Matanane, she is very down to earth and loves her job, She told me what was going on in her
classroom and informed me of different programs her school had (I did not even have to ask in
the interview, she just told me). It is clear that she is there because she wants to be there and
not because of getting summers off. She really loves the children and that is evident in the way
she praises them. Observing her class makes me all the more excited to start teaching my own
class. I only hope that one day I will be half as good a teacher as she is.
___________________________________________________________________________
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-----------------------------------------------------------------------------------------------------------Before final grading for EDU 201, EDU 202, EDU 203 courses can occur, the CSN student
must submit their completed Field Observation Activities Packet to their CSN Instructor for
grading, AND turn in their validated Field Observation Time Log and Field Observation
Student Evaluation sheets. The CCSD cooperating teacher must also email the students
CSN Instructor before the final exam date. The instructors email can be found on the first
page of this packet. (pass/fail for the student)
Remember to save this completed packet in digital form, or as a hard copy for your
Education Capstone Course, (EDU 299)

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