Documente Academic
Documente Profesional
Documente Cultură
One of the most rewarding aspects of EDU 203 is the opportunity you will have to actually
observe students in a classroom setting. This CSN course requires all students to complete
a 10 Hour Field Observation in one of the Clark County School District schools. Once your
placement is processed, you will receive details regarding your specific assigned school from
your CSN instructor. You will then contact the school and meet with your cooperating teacher.
Both you and your cooperating teacher will design a mutually agreeable schedule to complete
your required contact hours. Within this packet, you will find the required experience
assignments and field documents that you must complete in order to pass this class.
**Read this entire packet prior to making your initial visit.
IMPORTANT NOTE:
Save this completed packet for your Education Capstone Course, (EDU 299) and pay
particular attention to items marked with an (*asterisk) as these will be especially helpful in
completing your Classroom Management, Diversity, and Differentiated Instruction presentation
in EDU 299. Your CSN instructor will let you know whether you will be handwriting directly in
this packet, in a separate reflective log, or word processing response to the following
requirements and assignments.
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.
Observation 1: What are your first impressions of the classroom/school environment? Warm?
Friendly? Organized etc? Describe the physical environment in detail.
The classroom was very colorful and student centered. The school had lots of
random hallways.
*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 was only one girl in the special education class. Almost all the children were
*Observation 4: Does the teacher enforce the rules? Are rewards or consequences being
used for compliance or non-compliance.
Ms. Johnson did enforce the rules. She gives stamps on a smily face paper as reward
for good behavior. When a student is having a hard day, she puts them in think tank to
have a moment to gather themselves.
CLASSROOM LAYOUT: Use graph paper or drawing software to create an accurate overhead
view, labeled drawing, of your assigned classroom before answering the questions below.
(THIS DOCUMENT APPLIES WHEN IN A REGULAR EDUCATION CLASSROOM)
Instruction Question 1: What is the posted daily schedule for different subjects or periods?
There wasn't a posted schedule.
Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?
It first starts the lesson in a whole group then they break into small groups for review
as the teacher works with some individually.
Instruction Question 3: How would you describe your cooperating teachers teaching style?
Ms. Johnson uses the overhead a lot but its casual and caring. She makes sure no
one falls behind.
*Instruction Question 4: Does the teacher incorporate the sensory modalities (learning
styles)? If so, give examples.
She uses pictures and visual aids. Kids were able to have their own books.
*Instruction Question 5: Do the students seem engaged in the lesson(s) that are being
presented? Please explain.
It was a rough start but for the most part the whole group was in engaged.
*Instruction Question 6: Are there any students isolated from the rest of the class for any
reason? Why?
One boy was working with the teacher assistant alone because they were going
over his teachers lesson for review and better understand so he doesn't fall behind in
his general class. He later joined the whole group.
Instruction Question 7: Is individualized instructional time managed efficiently? Please
explain.
*Instruction Question 9: List ways that the teacher attempts any attention getting
commands? (Ex: Countdown, Light flicker, Heads on Desk) How effective are they?
Ms. Johnson used many different ways to gain attention. She sang a music note,
told kids to shake then relax, called them by name, or would say eyes on me 1,2,3.
They were effective most of the time.
*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.
Behaviors dealt with most is students not paying attention, losing track, tattle telling,
or students getting frustrated. The teacher reinforces good behavior by putting
stamps on a smiley face paper after getting a certain amount of stamps kids earn the
chance to pick a prize from the treasure chest. She also uses the think tank as
mentioned earlier.
*Instruction Question 11: Are there any policies or procedures in place that help or hinder
instructional time? (Examples: Stoplight- (Red, Yellow, Green), clickers, happy/sad faces etc.
are students allowed to bring home unfinished work to complete as homework, is daily
homework assigned) If so, explain them and how they help or hinder use of instructional time.
When its the end of class students clean up, turn in work, and line up at the door
waiting to be dismissed. Teacher helps students one on one if they fall behind in class so
they rarely have to take it home.
CSN Education Department, Las Vegas, Nevada 2015 5
CSN Education Department - EDU 203 Special Education
10 Hour Field Observation Activities Packet
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 was clean, had two playgrounds, small parking lot, wire fence around the
whole property. It was kind of a small school.
2. Next, study the interior of the school: are hallways/classrooms labeled, halls, floor
coverings, lighting, doors, windows, hall colors and decorations and entrance security.
There were a lot of short random hallways. The beginning of the main hallway had a
large window showing a pretty outdoor quad thats within the school. Only some
classrooms were labeled.
Culture of the School: Read, listen and observe to determine the climate, values, and
atmosphere within the school.
*2. Evaluate the interactions between teachers and students, rapport, cohesiveness,
distribution of power, tone, frequency and reinforcements. Who participates? Who does not?
The students show respect and were responsive. The teacher has a caring voice but
knew when to be assertive to gain attention back.
Interview Question 1: What was the primary reason you became a teacher?
She started as a nurse in her early 20s while she got her bachelors in political
science. She looked for jobs in public service, which lead her to becoming a special ed
teacher later in life. She stated that she wanted to give back to the community.
Interview Question 2: What is the main challenge(s) you face as a teacher?
Time is her biggest challenge. She feels that she doesn't have enough time to do
everything that is required by law. She wishes to provide more diverse lessons to reflect
our diverse community.
Interview Question 3: What is the best part(s) of being a teacher?
The best part is the joy of seeing the children feeling accomplishment and gaining
more confident after seeing that they can do a good job and reach goals.
Interview Question 4: Beyond standardized testing, what assessments do you use regularly?
How do assessment results determine flexible grouping?
CSN Education Department, Las Vegas, Nevada 2015 7
CSN Education Department - EDU 203 Special Education
10 Hour Field Observation Activities Packet
She uses informal and formal assessments such as school work samples.
Different groups are based on abilities on certain subjects such as reading and math.
Interview Question 5: What requirements are placed on you for reporting progress to
parents?
Only quarterly IEP progress reports are required however she gives out her cell
phone number and gives out weekly summary of each subject for each student to keep
open communication.
Interview Question 6: Describe the interaction and discussion you have with a students
parents?
They have open communication, mutual respect, and work as a team. Parents
always seem concerned about their childs eduction.
Interview Question 7: What type of discussions do you typically have with parents?
Discussions are about homework or behavioral issues.
Interview Question 8: How much grading do you complete on a daily/weekly basis?
She told me that usually assignments are graded as soon as they are finished on a
daily basis.
Interview Question 9: How much time does it take to prepare lessons for the day/week?
She spends hours, two weeks in advance to plan and gather materials for lessons,
striving for touch stimuli. Its a good idea to plan lessons ahead of time during summer
break.
*Interview Question 10: What procedures or strategies do you use to maximize instructional
time?
Her best strategies is using a timer and daily reviews of the lessons. For example
one student needed to finish his math worksheet so she set a timer for him of 15 minutes.
When the 15 minutes was up, she offered him 5 more minutes which helped him stay
focused and finish his math.
*Interview Question 11: What positive reinforcement programs and behavioral consequences
seem most effective with students?
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.
least once to participate in the lesson by answering questions. Students not listening
are called on more often to help them gain focus. The teacher moves to each student
that needs one on one help. Students also work together reading in groups of two. The
girl required more teacher attention than her male classmates. _________________
The prewritten student created questions are mandatory for credit, and a Principal/
Assistant Principal/Dean interview is optional but strongly encouraged ONLY IF IT
CAN BE ARRANGED. (Example Open Ended question: What are the most important qualities
you look for in a newly hired teacher?)
Being able to work with kids of all ages, seeing them process as they get older
plus interacting with all the teachers.
Question # 2: How did you fall into this position?
He was a teacher for seven years then a counselor for another seven years which
is what helped lead him into his current position.
Question # 3: What qualities makes a successful teacher?
What makes a good teacher is being excited about teaching, dedicated, and
flexible to the different types of children.
Question # 4: How has your past employment helped you currently?
Mr. Skinners past employment has helped him be more understanding and
empathic. He states that its a hard work being a teacher.
Question # 5: What qualities do you strive for?
___I will be calling the student I observed Jane for privacy. Jane first starts class coming
from lunch and recess, handing me a blue bead without saying a word just smiling. She
goes to sit in her assigned seat, thinking to herself as Ms. Johnson gets ready for the
counting placement value lesson. Ms. Johnson has to help Jane get her math worksheet
out, since she was day dreaming while her classmates got their papers out. The student
entertains herself by talking to herself at the beginning of the lesson. Teacher notices
Jane isn't paying attention so Ms. Johnson instructs her to count with the rest of the
class. Jane quickly leans forward out of her seat as if she is looking for something on
the table then slowly sits back down to began listening to the lesson. She sits quietly
listening and counting along with the class. As Ms. Johnson deals with another student
who isn't doing his work, Jane sits patiently waiting for one on one time with her. When
Ms. Johnson does come around, Jane counts well and confidently. As the teacher
moves on to the other students, Jane just sits and waits again for a few minutes. She
then looks over her paper for a few seconds before she starts waiting, daydreaming,
and watching fellow classmates. After a while the teacher is done helping other
students, she puts Jane on track to doing her work. Jane finally starts working on her
math independently. Ms. Johnson asked if she needs help and she declined. Ms
Johnson replied by it doesn't seem like it and politely helped her on track of counting
daydreaming, and talking to herself. After one classmate gets free time for finishing his
work, Jane watches him for a few seconds then thinks to herself for a moment before
continuing her school work. Her teacher calls her over to work in a small group with the
teacher and one other classmate. Jane answers questions correctly gaining praise.
After the group work Ms. Johnson instructs her to finish her work sheet independently.
After Jane returns to her assigned seat, she works attentively. I could hear her counting
to herself. She soon returns to Ms. Johnson for her to review her worksheet. Ms.
Johnson gives her a short review stating, We are counting not adding, redo the last two
questions. Your so smart. Jane quickly finishes the last problems to return to Ms.
Johnson asking, Are you happy? Ms. Johnson tells her yes which causes Jane to jump
up and down saying, stamp. Ms. Johnson replies, Yes, you can get a stamp. Jane
receives her stamp before she gets her own free time. _________________________
SUMMARY:
Using the information in this packet, thoroughly summarize and reflect upon your entire
10 Hour Field Observation Placement. (You may duplicate this page and submit a two to three
page hand written summary or electronically submit a two to three page summary.)
Date Submitted:_____The day started after signing in, getting lost in the many hallways
looking for Ms. Johnsons class room. We had a very friendly introduction and I quickly
began observing her class as students came walking in from lunch. A lesson begins for
for students of different grade levels and work paces. It feels sightly unorganized but
Johnson, just as she seemed to genuinely care and respect them as well. It was a small
school, low transfer rates and many had siblings that went to the small school years
before. As a small community it appeared that all faculty knew each other and
communicate frequently. Teachers working as a team is good to see since students are
learning from all of them. All teachers do struggle with keeping their students attention
but there are strategies to help improve that. For example one strategy is to mix up your
learning. Not only are school faulty part of the student learning team but so are the
parents. Its best to keep open communicate with parents/caregivers. Being a teacher
isn't only about improving a students current progress but effecting their progress for
Before final grading for the EDU 203 SPED Course can occur, the CSN
student must submit:
> Field Observation Activities Packet, And / Or, Summary Document as directed by
your Instructor
> Validated Field Observation Time Log
> Completed 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).