Assignment 1 (Observation)

Q1. The classroom environment was well organized. Books were organized by reading level and

in front of the classroom. At the end of the tables each group of students had a book shelve with

their textbooks and writing materials for lecture. Over the whiteboard there was a picture

alphabet. The classroom was sectioned off in subject based stations such as, reading, writing,

math, and social studies. The students were seated by groups of four and some were three and

had team colors to distinguish their group.

Q2. The student make-up of the class consisted of seventeen students total, made up of about half

male and half female. Out of all seventeen students all make up Latino ethnicity and one African

American male. The class had one ELL student who understood all the questions in English

asked, but struggled to speak in English. The class was very bilingual, at times student’s

conversations were strictly in Spanish. The classroom was tech savvy having eight computers

and a smartboard for students use.

Q3. The teacher got her rules from whole brain teaching.

1. Follow directions quickly

2. Raise your hand for permission to speak

3. Raise your hand for permission to leave your seat

4. Make smart choices

5. Make your teacher happy

Q4. The teacher does enforce students raising their hands when being asked questions and to

talk. The teacher gives tally points daily for behavior, one having a smiley face and a frown.

Once the class accumulates five tallies the teacher adds a marble to their popcorn jar and vice

versa if their class got five tallies on the frown face the teacher will remove a marble from the

jar. Once the popcorn jar is filled to the top the class as a popcorn party in reward for their good

behavior.

Assignment 2 (Classroom Layout)

Q1. The classroom is in a portable so space is very limited. However, students are able to

maneuver to their stations and back efficiently through the tables given the amount of space

provided. There are about three rows for students to get around in. The only area where students

do get congested is in the computer area. There are tables where student have their assigned seat

so chairs would get in the way of each other.

Q2. In portables there isn’t much space, the portable will be taken down as the school looking to

expand and build more classrooms. I understand the need for portables as it’s a quick fix for

overcrowded classrooms. But honestly for the space given the classroom was arranged just fine.

My only critique would be the tall double door shelves that took a lot of space but used for

storage.

Assignment 3 (Instruction)

Q1. The daily posts consisted such as,

Objectives: I can….

Reading: Identifying text features and their purpose

Science/SS: Identify characteristics of a community

Math: Break apart 1-digit numbers to make it easier to subtract mentally.

Class weekly schedule 7:45- Reading

8:40- Specials

9:30- Tiger block

10:45- Lunch

11:15- Writing

12:05- Small groups

1:05- Math

2:16- Dismissal
Q2. The class instruction is delivered in various ways for instance, one social science lesson the

teacher delivered lecture style using the projected smartboard as the class read together and the

teacher would ask a question about what was read and student has to respond. For math the

teacher taught the class as a whole group, allowing a student to lead and start off counting as the

class follows along. The class also has centers they go around and rotate doing numerous of

subjects such has math and writing.

Q3. The teachers style allows students to take lead in lessons as they become the role of the

instructor. The teacher is strict and firm with the class. The teacher would not tolerate any tattle

telling or when the class started to get loud. Because of the teacher always reinforcing the

student’s behavior they are all well behaved and excited to learn in Mrs. Monarrez’s class. As the

teacher from time to time would joke and have fun with the students to reassure that student can

have fun while leaning.

Q4. In math students used auditory, visual, and kinesthetic as they had to write out the problem

and solve on the whiteboard. For social studies when counting money, telling what day it was,

and future dates the class sang songs counting by twenty-five cents up to five dollars.

Q5. The students are definitely engaged in the lessons, they all work together in groups at their

tables when they use textbooks. Students who may be lost finding a page or not being clear about

a subject, the group will help that individual. For math students were so eager to answer as

everyone raised their hand to be called on.

Q6. No student is isolated from the class, everyone is attentive and working on their class work.

Even the student who is in ELL gets his work translated soon after everyone was instructed so he

can write his answer down and be engaged.

Q7. For transitions, the teacher just commands that they are going to the rug or taking out their

textbooks. The teacher has a count down if students seem to take too long. Also, the teacher will

shout, “Oh switch” and students reply as they are moving, “Oh oh switch”.

Q8. The teacher used “Oh class” and students respond, “Oh yeah” to get their attention also,

“class, class, class” students reply, “yes, yes, yes”. When the teacher wants to the students to be

prepared and seated the teacher would say, “hands and eyes”. For encouragement when a student

is called to answer the class chants, “let’s go student name lets go”. When the class has answered

question correctly the teacher would call for a, “one second party” and students yell, “oh yeah”

The class fully understood the commands and you saw each and every one shout.

Q9. When the class works individually the teacher will call out students who aren’t doing their

work to get them back to concentrate on their work. One pair of students didn’t like each other

but the teacher had the pair continue working with each other and worked out their dispute. At

times when a student is in front of the class and struggling to solve the problem students sitting

down start talking amongst each other and lose focus on the student up working on the problem.

Lastly, the teacher dealt with second graders tattle telling on a daily basis.

Q10. When students were in stations the teacher effectively used the time where students are

busy with their work and graded papers. Also, students tested during stations and once one was

done the teacher would grade and correct the students mistake helping the student on the wrong

answered questions.
Assignment 4 (Culture)

Q1. C.P. Squires is located within a neighborhood in North Las Vegas. The population is

predominately working-class Latino where also low poverty is around the area. The school being

located next to a catholic church and J.D. Smith middle school. Hartke park is right across the

street from the school where families and students of all ages fill the park after school and in the

evenings with recreational youth soccer. The surroundings are majority houses and quadplexes.

The schools parking lot if fairly small and narrow. There are three cross walks to the school each

placed east, west, and in the center of the school. The school has additional portables added, the

cafeteria is its one building as the playground sits right in front. The school also has a small quad

with tables as you walk in and petit community garden.

Q2. The halls where students walk around in are outside. On the ground there’s a white line

painted where students should line up and walk quietly as instructed. Also, one the ground and

walls you’ll see paw prints painted representing the school’s mascot. Prior to entering the school

there is a paw print and C.P. Squires drawn out in ribbons. The windows aren’t so big, they are

covered with a window grille to prevent break ins.

Culture of the School

Q1. C.P. Squire’s mission statement is, “C.P. Squires is dedicated to every student achieving

academic success and developing strong character, in order to become productive members of

our diverse community.” Their mascot is a Tiger.

Q2. The staff in the main office are very friendly and welcoming. Because of the high Latino

population of the school, the front office is bilingual in Spanish and English ready to assist who

walks through the door. The students have a lot to say about the other teachers, in one exercise
where students had to explain who is a leader at their school, numerous of students named

different teachers and staff members.

Q3. The student interactions are positive, students have so much to say and share to each other

about their personal life and classroom. Primarily one of the reasons why sometimes the class

would get noisy. During recess student’s majority play on the play on the black top and some in

the playground. After school students continue to run around together as they walk home. Some

students continue to see each other as some live close or next to each other.

Q4. The school structure is elongated designed. The classroom are long strips sectioned off in

three narrow buildings. The halls are outside as you pass by classrooms. The library is in the

heart of the school next to the quad. The main office is west of the school and the cafeteria lies

east of the school by the street where students are released to go home.

Q5. C.P. Squires has an after-school all-stars program where students play sports and go on field

trips to numerous of places. After school all starts has a folklorico club for the students to

participate in to show culture pride and learn the Mexican dance routines as they participate

during CCSD mariachi concerts around the schools.

Culture of the Classroom

Q1. The teacher’s expectation for the students are for the students to be ready for testing in order

to pass into the next grade. The teacher stresses over whether students are paying attention so the

student can be proficient and prepared for the next grade level. The teacher expects for all

students to be engaged and sharing their knowledge to other students and helping each other out

if one got the question wrong.

Q2. The class has seventeen students and each and every one of them participates as the class

revolves around group activity and students leading discussions. Students cheer and encourage

each other when someone is called on to answer a question. You can see the team based and the

class as one learning together.

Q3. The teacher and student rapport are well established. During instruction the teacher allows

students to lead instructions they will read off the board and call on students to answer questions.

If the student was called upon and got the wrong answer the student who is up on the board he or

she will explain the student the problem and show the work on the board explain what they did.

The teacher enjoys joking with the students in between class time however, students know its

time to play and do classwork. At least once a day the teacher will play a music video where

students will sing and dance too. The teacher and students sang and danced together enjoying the

fun activity.

Assignment 5 (Cooperating Teacher Interview)

1. I had a scholarship to teach and always enjoyed working with kids not middle or high

schoolers, young children.

2. Students not motivated to learn and parents who aren’t supportive.

3. When students get excited and proud of themselves for accomplishing something and knowing

you were able to teach them the material.

4. Ability level, heterogenous grouping. Finds seating adjustments after first summit testing.

5. Pull sticks and who works together well. Also by the ability of knowledge.
6. Open house, conferences, or personal conferences for certain occasions. Usually to go over

academics and behavior.

7. Teacher taught students to help grade. Students test about three times a week, hw every day.

8. Now that the school curriculum is set about one hour, before when the curriculum was

changed it took about three hours for a week of lessons plans.

9. Counting down, attention getting signals, sets alarm on phone to change subject.

10. Smart beads, chart checks, they receive treasure cash, and team points for group success.

Losing recess and the behavioral chart are effective for behavioral consequences.

11.There is none. Specialist teachers plan their own.

12. NEPF, admin observes three to four times a school year and in the end, is determined your

evaluation.

13. Teacher hasn’t received any bad evaluations doesn’t know of any consequences.

14. How teachers get hammered for student success, lack of teacher raises, and parent support.

Teachers receive a lack of support all around.

Assignment 6 (Observing a student)

The lesson was math problems, consisted of word problems, number values, and adding

change. This student was very quick to write down his answer. In lecture when the teacher was

describing how to break number values down he amongst two other students were quick to

respond. The teacher praised for his fast-mental math. The student’s learning style was auditory

he was quick to pick up on things during lecture in defining newly learned definitions such as in
an urban area you’ll find buildings, cars, a lot of people. He was easily distracted when other

students were having trouble understanding the math problems, as he had already completed the

work. He is highly involved in class discussions and sit in front when they gather together in the

rug. The student showed he was well prepared for class and continues to practice classwork at

home.

Assignment 7 (Summary)

My time observing Mrs. Monarrez’s second grade class has been quite an experience. It

has only proven that it is the profession I want to continue pursuing. I’ve learned and observed

the line between stick with the student and having a fun time with them. I’ve learned the times

when student peak with excitement and when they are most fatigued throughout the day.

As a teacher you stress you to teach students the material to be proficient and ready for

the next grade level. I saw the dedication in my assigned teacher to motivate kids to continue to

work hard and to pay attention to learn the material. I also saw the patience of having to teach

something across young children who are developing their minds and learning new things for the

first time.

My favorite part of observing in the class room was the attention getters. Not only do

they provide a personality to the class but gives an opportunity for kids to shout a bit and have

fun transitioning. I enjoyed the encouragement chant the most by far. It was a heartwarming

experience seeing kids support each other academically and cheering for each other to do good.

Seeing that the class all worked together in groups shows the teamwork they have with each

other, having the ability to share their ideas and answers with each other enhances student

relationships.