CSN Education Department, Field Observation Activities

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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: Karen Phetdaovieng

CSN Course: Edu 201

Professor: Linda Moffitt

Professors email: linda.moffitt@csn.edu

CCSD School: Ollie Detwiler Elementary Cooperating Teacher: Langton

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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Warm and friendly. Lots of students work hung up around the halls. Classroom is very
organized and decorate with lots of colors.

*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.
Culturally diverse; Caucasian, Hispanic, African American. More girls than boys. Has 8 ESL
students who are in a different classroom after lunch.

*Observation 3: What are the posted class rules in the room? (exactly as written)
Listen, wait your turn, raise your hand, help clean up, keep your hands to yourself, walk dont
run, be a friend, walk in line, share.

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

The teacher has an option of treasure box or lunch with her for those that get 100% on their
math.

ASSIGNMENT TWO (Classroom Layout):

Classroom Layout Question 1: Describe the workflow of the room. Is the space used
efficiently?
Yes, the space is being used efficiently. The room is small, so it is hard to work with.
Classroom Layout Question 2: In your opinion, how can the physical arrangement of the
room be improved?
I feel the desks could be moved, so the room is not as cluttered.

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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?
If the students are sitting on the floor if in the occurrence of a fire drill, there may be difficulties
trying to exit the room. This is because the middle of the room has the overhead, and students
may trip over the equipment.

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?
7:45-8:15 Morning ceremony/breakfast
8:15-9:05 Writing (skills)
9:05-10:05 Small groups
10:05-10:55 Whole group
10:55-11:05 Math
11:05-11:35 Recess/lunch
11:35-12:20 Otter Time
12:20-1:10 Specials
1:10-2:10 Math
2:10-2:11 Clean up/dismissal
Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?
Instruction is varied; some small groups and some whole.
Instruction Question 3: How would you describe your cooperating teachers teaching style?
Very traditional. Lots of visual activities, makes use of overhead.

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

Changes tone of voice when questioning student about their work. (ex: drags words such as
where or what)
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*Instruction Question 5: Do the students seem engaged in the lesson(s) that are being
presented? Please explain.

Yes, they do. In their reading lesson, many of the students were interested and wanted to
answer the questions.

*Instruction Question 6: Are there any students isolated from the rest of the class for any
reason? Why?
N/A.
Instruction Question 7: Is instructional time managed efficiently? Please explain
Yes, each subject is divided equally throughout the day.
Instruction Question 8: How does the cooperating teacher handle transitions from one
subject or period to another, and are these transitions effective?
There isnt really a transition. The subjects are just switched.

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

Freeze is effective. The students all freeze. Give me 5 is also effective. Students are all
quiet and stop what they are doing.

*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.

One student accused another of turning on the computer. The teacher told the student to mind
their own business.

*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.
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N/A.

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.
Beaten down, mural on wall across the street, cracked pavement, dirt, not many trees.
2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall
colors and decorations and entrance security.
Very colorful, lots of decorations, blue, white.
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.
OD Staff and families collaborate with students to achieve high academic and social growth.
Together, we are taking on the responsibilities of our future. Mascot: otter
2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions
in other areas of the school.
Staff is nice and helpful. Children are very friendly. They greet every teacher they see.
3. Look at the formal practices: school day schedule; ages of students; calendar of events; size
of school; grouping of students.
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Students ages in same building typically same age, calendar shows holidays and students
birthdays.
4. Observe student to student interactions, inside and outside the building. Observe where
students gather to socialize lunchroom, halls, playground, etc.
Students mainly socialize on the playground.
5. Explain how the school is organized - by grades, departments or not. Are
hallways/classroom labeled?
School is organized by number. (ex: 40s, 50s, etc.)
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.
There were lots of awards and recognition for sports, such as baseball.
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.

Makes sure students are on task, does not tolerate students who disrupt learning experience.
She is typically very nice and helpful. (ex: helps students with their sentences and spelling)

*2. Evaluate the level of student participation in the class. Who participates? Who does not?
The entire class participates and they are very engaged in class discussion.

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

Teacher speaks a little more gentle and soft towards students. With teachers, likes to joke.

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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?
Likes working with children and has more patience with children than adults.
Interview Question 2: What is the main challenge(s) you face as a teacher?
The curriculum and trying to catch up students who are behind, as well as time.
Interview Question 3: What is the best part(s) of being a teacher?
Watching the students actually put the pieces together and seeing the lightbulb go off in their
head.
Interview Question 4: How do you determine where students sit in class?
Mixed levels to stagger them. Knows that higher level will help lower, etc.
Interview Question 5: How do you determine the members of any flexible groups?
Mostly determined based on test scores and performance.
Interview Question 6: Beyond standardized testing, what assessments do you use regularly?
Weekly spelling tests, progress monitors students every week, math tests every day.
Interview Question 7: What requirements are placed on you for reporting progress to
parents?
Principal is fairly relaxed, progress reports should be sent every 3 weeks.
Interview Question 8: How often do you interact with a students parents in person?
Talk to students parents after school and if she notices something is off with their student.
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Interview Question 9: What type of discussions do you typically have with parents?
Usually behavior and how they are doing in class.
Interview Question 10: How much grading do you complete on a daily/weekly basis?
Weekly: spelling and homework once a week. Always tries to make sure her students are doing
a good job.
Interview Question 11: How long does it take to prepare lessons for the day/week?
2-3 months. Takes many hours through the week. Per group, takes about half an hour a week.

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

Likes to clap to get their attention, will model a lesson herself then has the students do them
then have them do some by themselves or with a partner.

*Interview Question 13: What positive reinforcement programs have you had success with?
Math reinforcement with the treasure box or having lunch with the teacher.

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

They want to please the teacher as well as their parents. Sometimes has a student change
their pin down and stay back for a few minutes during recess.
Interview Question 15: How are specialist teachers involved in the instructional planning
process?
Suggested that they touch base with the specialist teachers. (ex: if doing measures, tries to
incorporate with specialists)

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Interview Question 16: How often are you evaluated, and what measurement tool(s) is used
by the administration for determining your own performance?
Has a new teacher evaluation this year, observed 9 times a year. On a scale of 1 to 4. If getting
too many 2s, may be asked to leave.
Interview Question 17: What consequences are there if your evaluation is not favorable?
May be asked to leave if evaluation exceeds number of 2s able to get.
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?
None financially. All decorations provided by self. Instructionally, have instructors to coach/do
lessons. Professionally, district provides professional classes.
Interview Question 19: What surprised you most about teaching as a profession?
Where the kids are at; how behind the students are. Also the behind the scenes things
teachers do.

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:

Typically, the teacher is fair when choosing boys and girls. Even if a boy is in front of her____
raising their hand, if a girl has not been chosen, she will choose a girl to answer. This_______
happened when the students were sitting on the floor for their writing lesson and she asked__
what word makes a tch sound. The teacher makes sure that both boys and girls get an equal
chance to answer the questions._________________________________________________
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ASSIGNMENT SEVEN (Administrator Interview): The prewritten student created

questions are mandatory for credit, and the Principal/Assistant Principal/Dean interview
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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:

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CSN Student Created Open Ended Question # 2 for Administrator:
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CSN Student Created Open Ended Question # 3 for Administrator:
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CSN Student Created Open Ended Question # 4 for Administrator:
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CSN Student Created Open Ended Question # 5 for Administrator:
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_______________________________________________
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?
Students seem to be more behaved. The PE instructors are a little more vocal, so it
might make them intimidated.
2. Does any student seem to have a particular talent? Describe.
One student is the fastest runner in the class and the coaches try to challenge him.
3. What is the curriculum like in comparison to the regular education(cooperating
teachers) class?
Students first run a lap or two. Students then play a game. In this instance, they played
line soccer.
4. Describe the specialist teachers instructional style.
The PE instructor is very loud and bold. She does not tolerate misbehaving students.
She uses her voice to command the students to do what they need to do.
5. What different strategies do you notice this teacher using that are successful?
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Teacher uses whistle to get students attention. One: freeze, two: go.
Something silly is one teacher says, Come on or Chuckys gonna get ya.
6. What are the challenges the specialist teacher has to deal with?
If there are problematic students, the PE teacher tells them to sit out of the group and
think about what they did.
7. How are student needs being met?
Techers help if a student is having trouble putting on a smock for games. Teachers allow
students to go to the restroom when needed.
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?
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.

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?
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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.
Students were directed to work on their packets for St. Patricks Day, as well as their writing_
packets. Student was very engaged and on task, working to finish their writing to move on to_
the St. Patricks Day packet. Student worked amongst another student to try to figure out the_
answers to the questions. I was sitting near this student, so she often turned to me for______
guidance and to make sure she was doing the work right. When she was trying to figure out_
the answer, the student next to her would joke and say, Come on, we just did this! Another_
student said, Shes the smartest in the class, and she still needs help! Children are so_____
precious. While the two students beside her were bickering, she remained on task and______
continued to work on her packet. The student often made mistakes when coloring because she
got confused between went and want. I could understand her mistakes because this is a___
common mistake even with other children in different grade levels. Even I make stupid little___
mistakes like that. Students around the room were all working on their packets with partners__
while the teacher was working with small groups. The classroom was fairly quiet with little____
talking._____________________________________________________________________
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ASSIGNMENT TEN (Summary):
Thoroughly summarize and reflect upon your entire 10 hour Field Observation Placement.
My 10 hour field observation was quite the experience. I learned that sometimes there can be
complications, whereas another teacher might leave early and so you may have to take on a_
few other students in your class. The school staff and faculty are very friendly and warmly___
welcome all visitors. Children are often engaged when watching videos to learn, as well as in_
whole groups. First graders very much enjoy coloring and are especially cheerful on holidays_
when holiday activities occur. When in specials, i.e. PE, students react differently and are more
careful on how they behave because they are not with their normal teachers. Students are so_
nice and very curious. Where I was sitting, there was a group of 4 children sat around me.___
They often asked me questions and asked me for help with their work. The first day I arrived__
was quite chaotic because my assigned teacher had 2 times more children than she usually__
did. This was because two teachers left early because they were not feeling well. As an effect,
I, too, has to help in the classroom. On my second day, it was St. Patricks Day, so the day___
went by a little more smoothly. There were more activities and I even helped the teacher put__
together packets for her students. There werent really any problems, and I would be glad to__
come in again. This field observation was a great learning experience, and it really changed__
my mind about what grades I could tolerate. After being in this class for two days, I think I____
would be able to teach a first grade class. The first graders I worked with were so sweet and__
were really happy when I came in to observe in their classroom. Children are so nice, and they
are such curious creatures. I found myself laughing to myself and giggling quite a lot when I__
was around them. After this field observation, I look forward to teaching a class of my own.___
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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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