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 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: Jessica Castillo CSN Course: EDUCATION 201

Professor: Professor Susan Bridges Professor’s email:

susan.bridges@csn.edu

CCSD School: College of Southern Nevada Cooperating Teacher: Renee

Williams

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

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packet, in a separate reflective log, or word processing responses to the
following requirements and assignments.

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
Teacher’s 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.
When I walked in the school everyone was very warm and inviting. Every
staff member I meet was very friendly and exited in finding out what my
future career was going to be. Everyone was very helpful and had a good
attitude towards my visit. The school had a creamy color on their walls
which made the school have a comfortable and homie feeling. Once more
inside the building there was more color because of the student’s work
was displayed on the walls.
*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 a lot of Hispanic kids in the school. They have several
classrooms with kids with special needs. From kids who have autism to
kids who need help with their reading and writing skills. They have after
school activities to help student prosper.
*Observation 3: What are the posted class rules in the room? (exactly as
written)
Falcon High 5
1. Listen and follow directions
2. Keeps hands, feet, objects, and negative comments to yourself
3. Respect yourself, others, and property
4. Remain on-task and complete all work
5. Make good choices
*Observation 4: Does the teacher enforce the rules? Are rewards or
consequences being used for compliance or noncompliance?

The teacher made sure to say the rules at the beginning of the class. She
made sure students said the rules back to her. They make sure to give
consequences when a student isn’t following rules. One of the
consequences is going to the principal’s office and another is being
excluded from the classroom to do work alone.

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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.

Classroom Layout Question 1: Describe the workflow of the room. Is the

space used efficiently?

The space in the classroom was used very effectively because students
could interact with each other in a very effective and efficient matter. They
were also able to have space between the classroom to move around
comfortably.

Classroom Layout Question 2: In your opinion, how can the physical

arrangement of the room be improved?

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In my opinion the classroom layout if used very efficiently. Miss Williams
did a great job arranging the class into big and small groups between
students. She also made space for the classroom to be able to sit down in
different areas of the class. There are also computer desks on the sides
of the classroom so students can take test for the book they read during
the classroom.
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?

The classroom is well set up in case students need to exit building. There
are two exits and one is an exit to the building and the other to the inside of
the school. My only concern is the door right next to the building has a
window so it’s easy access for someone who wants to break in the school.

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?
I got to be in the 5th grade classroom. There was just a list of items that
were going to be needed during the class. I believe there was no schedule
because students were only there for a certain time and period.
Instruction Question 2: Is instruction done in small groups, centers, whole
groups, individual?
Instruction is done in small groups so she can focus more on their
individual learning. I noticed as kids were older there are more students
in each group.
Instruction Question 3: How would you describe your cooperating teacher’s
teaching style?
Miss Williams classroom is more behaviorism. She likes individualized
structure in her classroom, where students learn at their own pace.
*Instruction Question 4: Does the teacher incorporate the sensory
modalities (learning styles)? If so, give examples.
Miss Williams likes her students to learn at their own pace by reading and
doing activities on their own. She lets students learn individually but also is
constantly checking their progress. An example was with the reading ranger
books and quizzes she does during her classroom, she lets students read on
their own and take a quiz after each book they complete.

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*Instruction Question 5: Do the students seem engaged in the lesson(s) that
are being presented? Please explain.
Yes Mrs. Huber is reading a book to the kids and makes sure to engage
with them every few pictures to ask them questions. She makes sure
to analyze the book before she starts reading and ask them for context
clues. At the end of reading she makes an activity to follow up with the
book.
*Instruction Question 6: Are there any students isolated from the rest of the
class for any reason? Why?
Some students go into Mrs. Huber’s classroom for individual learning
because these are the students who need more assistant in different
learning methods. In Miss William’s class students were very engaged
in learning. She’s constantly teaching students and getting them to
focus in groups. There’s not a student who stood out from the rest of
the class that was isolated. Miss Williams does a great job grouping
students so none will be left out.
Instruction Question 7: Is instructional time managed efficiently? Please
explain
Instruction time is managed efficiently because Mrs. Huber had a timer
but also made sure she was flexible with student accommodations. Miss
Williams was very good at time efficiency; she was very stern and direct
with her approach.
Instruction Question 8: How does the cooperating teacher handle transitions
from one subject or period to another, and are these transitions effective?
She makes sure that her student pick up after themselves and makes
sure students know what classroom to go next. Miss Williams makes sure
students are quiet when coming in and making sure they have the papers
and materials they need.
*Instruction Question 9: List ways that the teacher attempts any “attention
getting” commands? (Ex: Countdown, Light flicker, Heads on Desk) How
effective are they?
Miss Williams makes sure that students know what grade they are
receiving. She has a loud and stern voice to get students attention.
*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.
Mrs. Huber has to deal with students staying focused on their classwork
and trying not to be distracted. Kids were constantly not trying to stay

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focused on their work but she made sure to keep reinforcing them to do
their work.
*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.

Miss Williams has a projector that demonstrates what is required of

kids to have when walking in her classroom. It says what items that
are needed for that classroom day.

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 physical areas of the school have a very warm and safe atmosphere.
There is fencing all over the school but also has a very open look because
the fencing is after the field. There is an open grass area and next to it is
a playground.
2. Next, study the interior of the school: halls, floor coverings, lighting,
doors, windows, hall colors and decorations and entrance security.
Inside the building the school has many colors and decorations of the
students work. You can also tell that every section is different when you
move through the grades. The older kids are more about academics as
the younger kids is more learning to have fun with learning activities.
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 mission at William E. Ferron Elementary School is to establish
meaningful relationships with each student and to discover his/her

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potential so that every student is successful in future academic and
social endeavors.
Motto:
Working Together in the Pursuit of Excellence
Mascot:
Falcon
2. Analyze staff and visitor interactions in the main office. Note student and
faculty interactions in other areas of the school.
Staff at school is very nice and welcoming. Everyone made me feel
welcomed and made sure to work with me in everything I needed. You
can tell that the school loves their students and supports education.
3. Look at the formal practices: school day schedule; ages of students;
calendar of events; size of school; grouping of students.
The hallways are arranged in grade levels. The school schedule is set
up well by starting off the school 10 minutes earlier so students can
have their breakfast. The size of the school was big enough for the
number of students they obtained.
4. Observe student to student interactions, inside and outside the building.
Observe where students gather to socialize – lunchroom, halls, playground,
etc.
Students interact in playground and hallways to take breaks to get a
drink or bathroom. Students eat breakfast inside their homeroom
class. The students are observed by teachers and administrator during
recess.
5. Explain how the school is organized – by grades, departments or not. Are
hallways/classroom labeled?
The school is organized by grades. They are classrooms right next to
each other and goes around in a certain with that same grade level.
Each circle is a different grade level.
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 have a graph where it shows the progress made by students for
their reading comprehension. They have a wall of Reading Rangers Data
and shows progress of students.
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.
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Miss Williams sets expectations for students and makes sure to keep
enforcing procedures and expectations during the class. She interacts
with students by making the lesson plans fun and engaging. She has
fun with her students and can tell she loves and cares about all of
them.
*2. Evaluate the level of student participation in the class. Who
participates? Who does not?
Every student was interacting with activity. The activity consisted of
music and group interaction. There was no student who was excluded
from activity or classroom participation. Miss Williams made sure all
students were involved.
*3. Evaluate the interactions between teachers and students, rapport,
cohesiveness, distribution of power, tone, frequency and reinforcements.
Miss Williams has a very powerful level tone of voice. She makes sure
she keeps repeating herself when students aren’t following her
directions. She reinforces and repeats the rules and expectations of
students every time a student doesn’t follow what is expected from
them. The students have followed all direction given by teaching during
my observation. She makes jokes with students and has a great
interaction 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.
Mrs. Huber
Interview Question 1: What was the primary reason you became a teacher?
Growing up with a brother with autisms I developed a love for teaching and
helping. I always knew I wanted to be a teacher.
Interview Question 2: What is the main challenge(s) you face as a teacher?
The District coming up with new systems. They are always coming up with
something new, like you just finish learning something and now you must
learn a new system.
Interview Question 3: What is the best part(s) of being a teacher?
Seeing students grow and getting to know new things. Student relationships
that you build and when they come back to visit after years.
Interview Question 4: How do you determine where students sit in class?
What activity we are going to do for that day and students needs are
determined at the times where they sit.

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Interview Question 5: How do you determine the members of any flexible
groups?
Looking at data and academics and their individual needs.
Interview Question 6: Beyond standardized testing, what assessments do
you use regularly?
Core Fonixx Survey, Ames Web, Progress Monitoring, IEP Goals
Interview Question 7: What requirements are placed on you for reporting
progress to parents?
Progress on IEP Goals quarterly and contact with parent’s weekly
Interview Question 8: How often do you interact with a student’s parents in
person?
Monthly- it depends on the student.
Phone- weekly/biweekly
Interview Question 9: What type of discussions do you typically have with
parents?
Regarding students’ progress and needs. Also, behavior whether its good or
bad.
Interview Question 10: How much grading do you complete on a daily/weekly
basis?
Very little because I’m a resource teacher.
Interview Question 11: How long does it take to prepare lessons for the
day/week?
Couple prep periods and a few weeks for its due.
*Interview Question 12: What procedures or strategies do you use to
maximize instructional time?
Routine for each group. Keep a schedule and routine. Keep consistent
schedule with different lessons.
*Interview Question 13: What positive reinforcement programs have you had
success with?
PBIS Positive Behavior Intervention System/ Stoplight Method/ Many things
*Interview Question 14: What behavioral consequences seem most
effective with this age group?
Removal of something they enjoy is most successful.
Interview Question 15: How are specialist teachers involved in the
instructional planning process?
Collaborate and work together. Plan and make accommodations with
students.
Interview Question 16: How often are you evaluated, and what measurement
tool(s) is used by the administration for determining your own performance?
Every year or two a year.
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Interview Question 17: What consequences are there if your evaluation is
not favorable?
Unfavorable must have three to be determined.
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?
Each department gets finances and get supplies. Office also helps pay for
things
Interview Question 19: What surprised you most about teaching as a
profession?
The amount of work.

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.

*Summarize your Classroom Interactions data from above:

The writing teacher asked students to write and read an article about
television being bad. They had to discuss with their partners and share with
the classroom. She asked students to vote and wanted to know their
opinion. All students were paying attention when the teacher was talking
but when they had to work with each other some students got distracted.
Some of the time the teacher would pick a student randomly and ask them a
question. The teacher always made sure to make it fun through the whole

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interaction and that influenced students to stay focused. Some students did
tend to lose focus but it was very minimal. At the end the teacher told them
they had to write a persuasive essay on things they feel passionate about.
Each student then started writing and the teacher made sure to tell reward
them when they were done. That kept the students more engaged in
finishing their assignments.

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?)

CSN Student Created Open Ended Question # 1 for Administrator:

Why did you choose to be an educator?
My mother was a teacher and one day I got to observe her for college and
after that I knew I wanted to be an educator.

CSN Student Created Open Ended Question # 2 for Administrator:

Why choose to be an assistant principal out of all teaching jobs?
In my 27th year of being a teacher I decided I wanted to make more of a
different in students life’s so I decided to further my education. I knew that
being an assistant principal I can make more of a difference in student’s
life’s.

CSN Student Created Open Ended Question # 3 for Administrator:

What procedures do you have for the school?
Model and coach teachers on a variety of things. From instruction, to
classroom management, to procedures with student’s positive behavior
modeling’s, and work with parents providing support whoever they need it.

CSN Student Created Open Ended Question # 4 for Administrator:

What challenges do you face?
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Ineffective teachers. You have to find out ways how to help teachers become
efficient and also not being able to control student’s life’s outside the
school.

CSN Student Created Open Ended Question # 5 for Administrator:

Does it get easier as you continue your career as an educator?
The first year is always the roughest but it gets better as time goes by. Also,
don’t be afraid to ask for help to other teachers on questions and concerns
you may obtain.

Assistant Principal Margaret Putnam

Interviewed school administrator’s 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 teacher’s grade
level team.

1. Do the students participate or behave differently in these classes in

comparison to their regular academic/cooperating teacher’s class?
All kids participate in art class. They are a lot more enthusiastic
about coming into art class and Ms. Lubic was great at giving
direction and making it fun for students. Students were more
focused and excited about learning to do art. I can tell students are
a lot more calm and want to do activities because it’s art.
2. Does any student seem to have a particular talent? Describe.
There wasn’t one single student that stood out because I noticed
that every student wanted to be involved. Every single drawing was
different and students could get creative with what they
incorporated in their mugs. Art is a great way for kids to express
themselves and be able to focus on their creations.
3. What is the curriculum like in comparison to the regular
education(cooperating teacher’s) class?
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The curriculum is a lot more fun than the regular classroom setting.
The activity they were working on were drawing a cup and
incorporating patterns and colors in it. Ms. Lubic was trying to
teach the students contrast and patterns. She did a great job
making the students laugh and be engaged and exited.
4. Describe the specialist teacher’s instructional style.
Her approach was more humanistic teaching because of the subject
that was being taught. Art is more of a personal freedom and it
encourages students to be more expressive.
5. What different strategies do you notice this teacher using that are
successful?
Ms. Lubic strategized in making the class fun and educational. She
would make the students laugh but also made sure they stayed
calm by putting their head down. She said that students were more
willing to pay attention and stay calm because they enjoy art and
they only get to do it once a week. She also said kids with more
challenging behaviors tend to love art more because it’s a way they
express themselves.

6. What are the challenges the specialist teacher has to deal with?
One challenge that I saw Ms. Lubic had to face was just helping
students draw better with lines and circles. You can tell she loves
her job and kids pay a lot more attention. She just had to make sure
to pay attention and attend to all her student’s needs. She also
enforced a dot system every time students talked in the class.
7. How are student needs being met?
Students needs were being meet from being able to express
themselves. They were having fun while learning special
techniques. Art is a great way for kids to express themselves and
have fun. You can tell that kids loved being in the classroom and
were willing to pay attention and stay calm because art is
rewarding for them.

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.

1. Do you notice any social and academic differences between the

kids in this class and in the regular education classes?

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These students seemed normal but can also tell on some that they
are very smart. Their conversations consist of educational topics to
each other. You can also tell the students are more mature than
their normal grade and enjoy talking about more intense topics.
2. What is the curriculum like in comparison to the regular education
class?
The curriculum in this classroom is a lot more advanced than the
other classrooms. The students were learning about the government
and president’s names. I got to observe the 4th graders and the
teacher was getting them to learn about the candidates that were
running for president. They were each required to learn 4 viewpoints
that they stood by. Another thing that the teacher was making them
do was the Great American Challenge. Each week she was
encouraging and expecting the students to learn one thing from
each list.
3. Describe the GATE/AP teacher’s instructional style.
Her teaching style was more humanistic because she constantly
wanted to her students to express their concerns and opinions on
academic issues.
4. Would you rather be in this class or the regular education class?
Why?

I would rather be in a regular classroom environment. I love interacting

with all types of students. I do love the GATE students because they
are more eager to learn and excited about the material that is being
presented. I want to be able to reach out to the student that would
regularly not want to learn. Being a regular teacher I get to be more
personable with my students and connect with them in a deeper level.
If I was a GATE teacher I would be able to connect with students as
much.
5. How are student needs being met?
Students needs are being meet because the GATE program helps
students advance their knowledge. They are more advanced than the
regular students and this program helps them learn more advanced
education. It’s a way more challenging program and you can tell they
enjoy the challenge.
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 student’s name down when you are writing
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observation notes. Maintain the student’s right to privacy by referring to a student as
Student #1, Student #2 etc.

1. Do you notice any social and academic differences between the

kids in this class and in the regular education classes?
The kids in the autism room have many social problems and have a
harder time staying focused. Mr. Fausto, the special Ed teacher and
Ms. Soozy his helper did a great job getting kids under control and
staying focused at the time they required their attention. I got to
see them transition to the cafeteria for breakfast and the teachers
did a great job reinforcing good behavior so the transition was
successful the day I got to observe. They have a toke board to keep
reinforcing good behavior. Some kids were socializing with one
another but other kids were more in their own mind and world.
2. What is the curriculum like in comparison to the regular education
class?
The curriculum in the autism room was more about social and basic
living skills. They were more teaching and enforcing verbal skills.
Ms. Soozy held a small learning session that consisted of three
students where they drew a picture that had a named and had to
write a story about the character. Meanwhile Mr. Fausto focused on
the other kids staying calm and setting up for an acitivy for
students to engage in. He started teaching the students individually
about the calendar and kept making sure to help the child along the
way by repeating the right answer. Meanwhile the child was calm
he kept praising the child about staying calm with the token system.
While all of this was going on the other students were on iPads. Mr.
Fausto after kept alternating between students to teach.
3. Describe the SPED teacher’s instructional style.
His teaching style was more constant reinforcement on their good
behavior. He will constantly award them when good behavior was
being present and pay no attention when bad behavior occurred.
4. What are the challenges these students possess?
Some students are high functioning autism and some kids are more
severe. One student when walking in the classroom was screaming
and pacing back and forth while refusing to enter the room. He
eventually calmed down after a few minutes and could sit down. A
lot of the students had a hard time staying focused and calm. With
those students, they used the token system. Mr. Fausto always had
something to do and had to keep 6 students calm. Ms. Soozy stayed
behind with the kids who had more severe autism. At the end, they

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were able to keep them calm and learning because of constant
positive reinforcement. They implemented many rewards because
mostly their focus is to keep the students calm.

5. How are student needs being met?

Students needs are being meet because not only where they taught
but they were constantly being rewarded with positive
reinforcement. Mr. Frausto and Ms. Soozy made sure they were
giving each child the attention they required. They let the children
play to keep them staying calm but also educated them at the same
time. They were constantly teaching the children social skills with
more natural environments and helping them learn to stay calm. The
children were all calm thanks to Mr. Frausto. He did an amazing job
on making sure the students were focused and calm while he taught
them academics. The students’ needs were meet because not only
were they being taught regular education but social skills to help
them be more independent in the future.

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 student’s point of view.
The student I decided to observe is a boy in my resource class. Miss
Williams assigned the students to sit wherever they would like and read
quietly to themselves and after they were done reading they would take a
test. The student that I decided to observe sat in one corner of the
classroom and laid out to read alone. You could tell he was distracted every
few minutes with multiple things. He would be reading for a few minutes (1-3
minutes) and then would start to look around the classroom or at the floor
next to his book. You can tell he has a harder time staying focused than the
rest of the students. He didn’t get much reading of his book done because
he was so distracted in other things during the activity. You can tell he has a
very hard time focusing and staying still in one place. I can understand this
student that it’s very hard to stay focused and still for a certain amount of
time after a long day of learning. After so much it’s hard to keep your mind
© CSN Education Department, Las Vegas, Nevada 2013 17
CSN Education Department, Field Observation Activities
Packet
going and focused, especially for a child. He didn’t get to take the test for
completing his book and was probably since he was distracted for most of
the assignment. When they finished the exercise Miss Williams had students
stretch and the student followed direction but very slowly. You can tell he
has a cognitive learning disability since it was a resource class. Signs were
distracted easily during several exercises and lacked social skills.

ASSIGNMENT TEN (Summary):

Thoroughly summarize and reflect upon your entire 10 hour Field

Observation Placement.
Doing my ten hours of observation at Ferron, William E. Elementary School I
was able to learn a lot about my future career as an educator. I got to see
how students and teachers interact with one another plus administrator and
teachers. Being involved with students was a lot of fun and educational. I
got to experience how students act in a classroom with their teachers.
There are many challenges that teachers must face as educators, not only is
it hard to maintain a classroom of 30 students but they constantly have
keep up with the high demands of the district. During my observation, I got
to learn that it’s not just what you get taught in school that determines your
success as a teacher but you’re willing to be flexible. You must be flexible
with everything that comes at you from your students and administration. I
also got to learn that being a teacher is the perfect career path for me
because I love kids and helping. Being a teacher you constantly must help
everyone around you, from your students to your coworkers. A teacher is
also a parent at the school because you have to constantly monitor your
students from class work to individual needs.
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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 student’s CSN Instructor
before the final exam date. The instructor’s 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)

© CSN Education Department, Las Vegas, Nevada 2013 18