Mia Hutchison Hutchison 1

Edu 202

12/06/2022

Education Observation notes:

ASSIGNMENT 1 (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 environment? Is it warm, inviting, organized, etc? Describe the physical
environment in detail. >>>

My first impression of the classroom environment is very warm and welcoming. The teacher is very interested in her students lives
and helping them with any issues even if they are not classroom related. The physical environment is very organized and set up in
a way that hopefully everyone will be paying attention.

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. >>>

This class is very diverse with students' ethnicities, with the majority being hispanic and black, there are a few white students and
only a couple asian/other ethnicities. I would also say that the gender makeup of this class is pretty 50/50. There are two students
in here with a ELL but they are unnoticeable as to who.

Observation 3: What are the posted class rules in the room? (exactly as written) >>>

There are no posted classroom rules, just random words of encouragement like Believe, You can do this, Manage.

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used for compliance or noncompliance?
>>>
The teacher enforces the unspoken rules. She does not have rewards but does use consequences like being sent out of having a
one on one talk with them if they are not doing their work.

ASSIGNMENT 2 (Classroom Layout): Use graph paper or drawing software to create an accurate overhead view, labeled drawing, of your
assigned classroom before answering the questions below
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Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently? >>>
The space is used quite efficiently as there is more than enough space that allows for people to move around and there is a little
center area for the teacher, for when she is presenting someone and so that she can easily move and engage the class.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved? >>>
I personally think I really like the way the room is arranged. I think it is all laid out in the best possible manner for the layout of the
class itself.

ASSIGNMENT 3 (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? >>>
A Days are every other day with specific start days on a set calendar, where the periods are 1,3,5,7 starting at 7 am and ending at
1:11, B days are the even days and include periods 2,4,6,8 starting at 7 ending at 1:11.

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual? >>>
Instruction is done in one large group with the speaking and then individual self work at each point of a lesson.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style? >>>
Her style of teaching is very “I speak and then you listen” where she is lecturing her students for a moment and then gives them instructions
and leaves them to do their work in silent time.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give examples. >>>
This teacher does not really incorporate sensory modalities.
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Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented? Please explain. >>>
Some students seem engaged in the lesson other seem tired and are often not paying attention or participating.

Instruction Question 6: Explain the use of culturally relevant materials, teaching strategies, class décor, etc. that meet the needs of today’s
culturally diverse student population. >>>
There are posters throughout the classroom with different literary people and books and quotes of motivation. Within these
decorations there are many different genres of literature to hopefully allow students to connect with at least one of them.

Instruction Question 7: Is instructional time managed efficiently? Please explain >>>

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period to another, and are these
transitions efficient? >>>
She transitions simply by the end of the timer and continuing the lesson or new information. These transitions are effective because it helps
keep the focus of students without wasting time.

Instruction Question 9: List ways that the teacher attempts any “attention getting” commands? (Ex: Countdown, Light flicker, Heads on
Desk) How effective are they? >>>
The teacher calls attention to herself by counting down to signal that they need to end their speaking and pay attention to her.

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. >>>
The main behavior issues that she has to deal with are students on their phone or sleeping in class. She confiscates the phones
after giving them a warning, and then reminds them to be sitting up and paying attention.

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. >>>
There aren’t any policies in place that help or hinder instructional time except that classes have to pack up 5 minutes before the next bell
rings which makes her have to stop early to allow time for that.

Instruction Question 12: What philosophical teaching orientation(s) best describes this teacher? Give examples.>>>
I think the philosophical teaching orientation that the teacher has is very existentialist, because she is working in a freshman class
to specifically prepare students for higher level classes and discipline them to teach them responsibility.

Instruction Question 13: Outline the lesson plan for a teaching lesson you observed. What preparations in advance were need for teaching
the lesson? >>>
The outline for a lesson plan the teacher used today was, to pull out their packet on popular mechanics, she then is explaining the
next reading they will be doing and assigning them the pages in the packet to complete, on her power point that she made earlier
she is now teaching to information that is needed for their lesson work. She then allows the students to talk amongst themselves
to think out loud their ideas. When they are done with their allowed time to talk she regroups and discusses the overall ideas. Once
completed with her lesson she instructs the students to open their work and finish it on their own.

Instruction Question 14: Describe both teacher and student uses of technology in the classroom. >>>
The teacher uses technology to show information on the board at the front and to grade students work on her computer. The
students rarely use technology except when completing an assignment on canvas.

ASSIGNMENT 4 (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 symbol of this school is the gator and its colors are predominantly green and yellow. The fencing is a dark shade of
green in new condition, the color is not faded, which shows how this school cares for its looks on its buildings.
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2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and decorations and entrance
security. >>>
The halls for the most part are clean and well maintained. The lighting is good except for some corners. There are many
decorations showing students work.

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. >>> Their missionstatement is “ensure the opportunity for
excellence of the whole individual through an educational environment which encourages achievement, creativity,
intellectual curiosity, and social and global responsibility”. Their motto is “committed to excellence”. Their mascot is a
Alligator.

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other areas of the school. >>>
Between the staff and visitor interactions in the main office, the staff is always generally polite and helpful.

3. Look at the formal practices: School bell schedule, and the grouping of students. (ie. grades, block scheduling, periods) Does the
school use inclusion, or a pull-out program for special education students? >>>
The school separates students into two bell groups in order to separate the lunches.
4. Observe student-to-student interactions, inside and outside of the building. Observe where students gather to socialize –
lunchroom, halls, playground, etc. >>>
Student to student observations is that everyone is respectful to each other or they just ignore each other.
5. 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. >>>
Their sports teams are very big at this school.
6. Compare and contrast the current school environment and culture with schools in the historical past. >>>
This is a very progressive school compared to other school in the past. This is also one of the more diverse schools I have
experienced.
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. >>>
This teacher's expectations for learning and success is that students try their best and ask for help if they need it. She is very close
to her students but she has a strong mother life personality.
2. Evaluate the level of student participation in the class. Who participates? Who does not? What modifications, accommodations,
and/or inclusion techniques were observed? >>>
In her freshman classes it is hard for the majority of students to participate, while in her junior class they actively participate and
engage with the teacher.
3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of power, tone, frequency and
reinforcements. >>>
The interactions with the teacher and students is almost like them being friends, but she is in a higher position of respect.

ASSIGNMENT 5 (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? >>>
The primary reason she wanted to be a teacher was because she was introduced to education through some really good teachers
she had as a student and that led her to having the goal of becoming a teacher herself to pass on her positive impact.

Interview Question 2: What are the main challenges you face as a teacher? >>>
THe main challenges she has faced is personal work life balance. In the classroom she finds that engaging her students and
keeping them on a successful pace is a challenge.

Interview Question 3: What is the best part of being a teacher? >>>

Interview Question 4: How do you determine where students sit in class? >>>
She does it on a case by case process and also for functionality. The seating chart is based on behavior and student need for the
most part.
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Interview Question 5: How do you determine the members of any flexible groups? >>>
Depending on the assignment or task, sometimes by mixing the high,medium, and low students together or sometimes by putting
all the lows together to allow extra attention to their needs.

Interview Question 6: Beyond standardized testing, what assessments do you use regularly? >>>
She prefers no standardized testing. Since the subject she teaches is English she finds that multiple choice tests don't allow her to
figure out what her students are struggling with.

Interview Question 7: What requirements are placed on you for reporting progress to parents? >>>
For the reporting progress to parents she only reports the failing grades of students to parents either through an email or infinite campus.

Interview Question 8: How often do you interact with a student’s parents in person, and what type of discussions do you typically have? >>>
She rarely interacts in person with students' parents. The most normal times she does is for discussions for students with ieps or
extra needs that they have to address. Her main interaction with parents is over the phone.

Interview Question 9: How much grading do you complete on a daily/weekly basis? >>>
Daily she completes anywhere from 30-60 min of grading, and on saturday she also spends at least an hour and a half on grading.

Interview Question 10: How long does it take to prepare lessons for the day/week? >>>
To prepare lessons for her week she now spends about 2-3 hours on the next lesson plan, however she mentioned that in the
beginning of her teaching career she would have to spend 7-9 hours on making her lesson plans.

Interview Question 11: What procedures or strategies do you use to maximize instructional time? >>>
Her main strategy for maximizing instructional time is to set a protocol and procedure that is definite and reviewed constantly. She
also keeps students on a semi-strict routine of subsections of class time everyday, so they know what to be working on and what
to expect out of most classes.

Interview Question 12: What positive reinforcement programs have you had success with, and what behavioral consequences seem most
effective with this age group? >>>
For positive reinforcement she simply rewards them with verbal praise either publicly or privately depending on the student and just creates a
safe and comfortable environment for them to know they will be treated equal and respected. For behavioral consequences she finds it the
best when the punishment fits the crime. She believes in giving one warning and then following though if they continue their negative
behavior. She also finds that it is best to give them an opportunity to fix the problem themselves and then if they do not she steps in with the
corrective behavior befitting their situation.

Interview Question 13: How are specialist teachers involved in the instructional planning process? >>>
She shares her classroom with a co teachers and she involves her in the planning process to divide their time and the subjects
they choose to teach.

Interview Question 14: How often are you evaluated, and what measurement tool is used by the administration for determining your
teaching performance? >>>
She is evaluated 3 times a years and one overall evaluation at the end of the year.
Interview Question 15: What consequences are there if your evaluation is not favorable? >>>
She wouldn't know.
Interview Question 16: What types of support do you receive instructionally, financially, or professionally from the school, parent
organization or school district to enhance instruction? >>>
She has groups of teachers she meets with to talk about issues. Other than that she is completely alone with support.
Interview Question 17: What surprised you most about teaching as a profession? >>>
She was positively surprised by the resilience and creativity of students. Negatively she was surprised by the lack of support from our
government.
Interview Question 18: What collaboration and planning do you do with your grade-level team or subject-department? >>>
She meets periodically with her grade level to choose what they'll teach but then they plan how separately.
ASSIGNMENT 6 (Observing a student): Discretely observe one student in your assigned classroom during an extended period of direct
instruction. Detail what was going on in the environment, and what you observed the student doing while the lesson was being given. Make
sure to document ALL behavior in relationship to what was being presented by the classroom teacher. Please describe 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.
This student that i decided to interview is a male, he was on his phone a majority of the instructional time. When he was given free time to
start the work he stayed on his phone for a while. Eventually he pulled out his chromebook and opened up his canvas. The lesson today was
given as a makeup day to do assignments from any class to complete work and get ready to finish the quarter. This student seemed very
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tired today. He was sluggish in his posture and how he communicated with the teacher. He eventually started doing a packet that he was
assigned to do.
>>>

ASSIGNMENT 7 (Summary): Thoroughly summarize and reflect upon your entire 10 hour Field Observation Placement.

Overall, from this observation placed in Green Valley High School, I can confidently say that I no longer wish to teach highschool
level students. I found the ten hours here to be slow and tiring, something I did not look forward to. Compared to my time
observing elementary school students I had a way more enjoyable experience there. What I learned from this experience is that
students put their own effort into the day. With older students you have to care more about your subject and them in order to
create that positive environment that is needed for them to be motivated. I really enjoyed this teachers teaching style and I felt like
she had some good points to being a successful teacher.

>>>
Before final grading for EDU 201, EDU 202, EDU 203 courses can occur, the CSN student must submit their completed Field Observation
Activities Packet, Time Log, and Student Evaluation to their CSN instructor for grading. The student must also provide the CCSD
cooperating teacher with their CSN professor’s contact information, so the cooperating teacher can send a quick email validation that the
student completed 10 hours before the final exam date.