Gabriella Go

EDU 202
Student Observation
Assignment 1:
Observation 1: What are your first impressions of the classroom/ school environment? Warm?
Friendly? Organized etc? Describe the physical environment in detail.
-The classroom is organized, and student work is hanging everywhere on the walls. Student
projects are displayed and there are many posters/ paintings. The school is old but nice and
well taken care of. There are student murals and gardens.
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.
-The student make-up of the classroom is very diverse, different ethnicities, cultures, races, etc.
Students have different colored hair and are all dressed to express themselves. No students
here have special physical challenges.
Observation 3: What are the posted class rules in the room?
-Rules posted in the class are: Want me to grade your work? Use blue or black ink and just do
you work in pen. Shelter in place rules sheet is posted by the teachers desk.
Observation 4: Does the teacher enforce the rules? Are rewards or consequences being used
for compliance or noncompliance?
-The rules were never verbally said, just the posted on the walls. No rewards/ consequences
were talked about/ given out.
Assignment 2:
(Classroom layout drawn on grid)
Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently?

The workflow of the room is used functionally. Desks are arranged with room for large
walkways, and lots of organizational space.
Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room
be improved?
Less posters on the walls, (each student gets a small poster with their name on it, that they
decorated and hung on the walls) looks too cluttered. Other than that, I would maybe reposition
the teachers desk.
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?
No, no concerns.
Assignment 3:
Instruction Question 1: What is the posted daily schedule for different subjects or periods?
Posted daily schedule: Period 1 and 2: 7:00-8:25, Period 3 and 4: 8:32-9:58, Lunch, Period 5
and 6: 11:03-12:28, Period 7 and 8: 12:35-2:00. This is posted on the board in the front of the
room.
Instruction Question 2: Is instruction done in small groups, centers, whole groups, or individual?
Instruction is done as an entire class, for all students.
Instruction Question 3: How would you describe your cooperating teachers teaching style?
Ms. Jensens teaching style is very lecture based, she obviously has mastered her subjects, and
tells stories about the lesson to get her students interested. She is very talkative and has a big
personality, she really grabs student attention.
Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles) if
so, give examples.
Yes, they are incorporated. She lectures, videos are shown, and pictures/ diagrams are drawn
and given out. Tangible visuals are used as well.

Instruction Question 5: Do the students seem engaged in the lesson that is being presented?
Please explain.
The students are very engaged! They are all attentive, listening, adding input, and asking
questions.
Instruction Question 6: Are there any students isolated from the rest of the class for any reason?
Why?
No, I did not observe any students that were isolated from the rest of the class. There were far
more desks than students, and everyone still sat close together. No one seemed was left out.
Instruction Question 7: Is instructional time managed efficiently? Please explain.
Yes, I would say instructional time is managed efficiently. Classes are one and a half hours
each, and about the first 30-40 minutes are used as instructional and lecture time, the rest of the
time is given to the students to work independently on their project/ quiz/ assignments.
Instruction Question 8: How does the cooperating teacher handle transitions from one subject or
period to another, and are these transitions effective?
During the transition from one subject to another, the teacher prepares material for the next
class, and then goes to stand in the hallway during passing period. I would say the transitions
are effective, passing periods at this school are long; 7 minutes, so there is an efficient amount
of time.
Instruction Question 9: List ways that the teacher attempts any attention getting commands?
The teacher just asks the students to quiet down, and for them to quit talking when she is
talking. It is evident that the students hold a lot of respect for Ms. Jensen, and when she is
stern, students definitely listen 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.
There are virtually no behavior issues in the classroom I am observing. The only time the
teacher had to deal with behavior is when the students started getting noisy.

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 the use of instructional time.
There are no policies or procedures that help/ hinder instructional time. The announcements are
done at the beginning of second period; which is routine, other than there are no notable
policies/ procedures.
Assignment 4:
Physical Characteristics:
1.

School property, building, grounds, etc. are well taken care of. There is student artwork,

and student gardens throughout the school. Signs, crosswalks, etc. seem up to code, everything
feels professional and safe.
2.

The interior of the school is covered in announcements (about assemblies, prom, and

spirit week) as well as student work, artwork, and directions to classes. Lighting is bright,
windows are open, and everything feels safe.
Culture of the school:
1.

Mission statement: Las Vegas Academy promotes an interdisciplinary foundation for

lifelong learning by motivating, empowering, and challenging our diverse student body to be
academic, artistic, and compassionate individuals. There is no school mascot. (No sports
teams)
2.

Staff and visitor interactions are friendly and welcoming. They asked for purpose of visit,

and direct you accordingly. Everyone is kind. Student and faculty interaction in other areas is
normal, students are asked to show hall passes, and are directed by hall monitors.
3.

School day schedule, there are four classes per day, the school rotates between even

and odd days, and each class is one hour and a half long. Lunch is one hour long, students
must stay on campus. Ages of students are normal, 13-18 years old for high school. Size of
school is very large, students are grouped by major, and events are advertised in the hallways
and on announcements.

4.

Student to student interactions are appropriate; socializing and visiting. Students gather

in the hallways, the cafeteria, and in the courtyard.

5.

The school is organized by department of majors. There is a history/ social studies

building, English/ computers/ library building, the gym, the cafeteria, the music building, dance
and theatre rooms, and the school has two theatres.
6.

There are awards and staff recognition plaques in the main building where the offices

are. Student recognition plaques are there as well. Community happenings and clubs are
posted throughout the entire schools in hallways inside and out. Glass cabinets with artifacts
and awards are located in the main building.
Culture of the classroom:
1.

The teachers expectations for learning and success are expected, and demonstrated in

the class. She checks students answers when they are taking a test (electronically they are
submitted and she can see them on her computer) and tells them when they can do better, and
when they need to rethink some answers. Interactions with students are appropriate and there
are traces of her personality in the way she teaches, and all around her desk/ personal area.
2.

The more talkative students participate more, more shy students participate less. The

teacher is very talkative however, and seems to bring everyone out of their shell; grabbing
everyones attention and raising their participation.
3.

Interactions between students and teachers are normal. The teacher obviously the holder

of power and authority. Students seem to really respect her. Discussion and dialogue is often,
she asks at the beginning of each period if students have any good/ positive news to share.
Assignment 5:
Interview question 1: What was the primary reason you became a teacher?
I became a teacher because I had never had a female social studies teacher that I really liked. I
wanted to be that for someone else. I wanted to be what I never had.
Interview question 2: What is the main challenge you face as a teacher?

Paperwork. Theres a lot of paperwork and grading. Like a lot. Other than that everything else is
okay.
Interview question 3: What is the best part of being a teacher?
I love watching kids learn. Teaching them something and seeing them take in the knowledge
and really understand it.
Interview question 4: How do you determine where students sit in class?
I let them choose where they sit. Thats not a problem with me. If things get too crazy, Ill move
someone around.
Interview question 5: How do you determine the members of any flexible groups?
Again, they pick, sometimes I will pair them by what grade they have in the class. Someone
who really gets it with someone who needs a little help.
Interview question 6: Beyond standardized testing, what assessments do you use regularly?
I use projects and discussions to see what they know. Sometimes I use non-linguistic
assessments like drawing
Interview question 7: What requirements are replaced on you for reporting progress to parents?
I update infinite campus, and my grade book of course. Parents can see both of these things,
and as soon as I update an assignment they can get a notification if they choose.
Interview question 8: How often do you interact with a students parents in person?
I only interact with students parents if I have a parent teacher conference, or if I see them at
school events.
Interview question 9: What type of discussions do you have with parents?
It depends, I dont have many. If its a parent teacher conference we just talk about class and
grades usually.
Interview question 10: How much grading do you complete on a daily/ weekly basis?
My student aide helps me a lot. I do some type of grading at least every day of some sort.
Interview question 11: How long does it take to prepare lesson plans for the day/week?

It doesnt take me too long, but then again I have a few years under my belt. Id say 15-20
minutes at most.
Interview question 12: What procedures or strategies do you use to maximize instructional time?
I always make sure to give enough time for them to get their work time. However long
something would take me, I times it by three and allow that amount of time for them.
Interview question 13: What positive reinforcement programs have you had success with?
At the beginning of every class I ask the class if they have any good/ positive news they would
like to share. Its crazy what kids will share but you can see that it makes them really happy to
spread their good news.
Interview question 14: What behavioral consequences seem most effective with this age group?
I just tell them that Im disappointed with them. This really sticks with them. If something really
bad is going on, I take them out in the hall and talk with them. I try to keep them occupied so we
dont have time for behavioral problems. I try and use positive enforcement and make a positive
environment.
Interview question 15: How are specialist teachers involved in the instructional planning
process?
I dont work with any specialist teachers.
Interview question 16: How often are you evaluated, and what measurement tool is used by the
administration for determining your own performance?
Im evaluated three times a year, in the probationary period I was evaluated nine times a year,
and Im evaluated by the NEPF standards.
Interview question 17: What consequences are there if your evaluation is not favorable?
You either get fired, or moved districts. If its bad but not super bad, theyll give you ways to
better your teaching.
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 teacher in our school got $100 from the state this year which Im going to use to buy
chalkboard paint for one wall of my room. We get most of our supplies from the school.
Interview question 19: What surprised you most about teaching as a profession?
Kids who just dont do their work. Like Ill talk to them and give them chances, telling them
exactly what they need to do and how to do it, but some kids just dont, and they dont care.
Thats what surprised me the most. Like for me as a student, I knew I HAD to do what I had to
do. Their mentality just surprised me.
Assignment 6:
Teacher exchange directed to boys: 12
Teacher exchange directed to girls: 15
Summarize your classroom interactions data from above:
The teacher gives instruction for the lesson today. Students ask questions and then get started.
They are drawing and doing diagrams. She walks through the classroom to examine what they
students know about the assignment. Students ask questions while she walks around, and then
she goes back to her desk. Through the end of class, some students come up to her desk and
ask more questions.
Assignment 7:
Csn student created open ended question #1:
What kind of education did you need to get to be an administrator? Did you have to be a teacher
first? (If so) What were the main differences between the two?
Csn student created open ended question #2:
What is the biggest problem you encounter at your school (behavior, funding, teachers, etc?)
How do you solve this, or work around it?
Csn student created open ended question #3:
What do you look for in an ideal teacher? How do they interact with students and what are some
fundamentals of an ideal classroom?

Csn student created open ended question #4:

What is some advice you would give a new teacher? What can I do to prepare myself for
teaching wand what are some of the biggest things I need to know?
Csn student created open ended question #5:
Did you always know you wanted to work in the education field? If not, what brought you here
and do you enjoy it? If yes, how did you always know you wanted to work in education?
Assignment 8: SKIP
Assignment 9: Observing a student
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.
The student I observed was working very diligently on their lesson, finding answers out of the
book and studying really hard. She would become very easily discouraged if she could not find
the answers she was looking for, seeming very upset. She would often come up to the teachers
desk to ask questions if she couldnt find something, and Ms. Jensen would give her open
ended answers, or answer her questions with other questions, making the student do the work.
The student often spoke to herself, and became really upset when she felt like she couldnt find
something, or didnt understand something. In the end, she found all of her answers. She was
obviously intelligent, but just needed a little more patience. She was on task the entire time.
Putting myself in the students point of view, I understand her actions, but I wouldnt have been
as hard on myself or become as easily discouraged.
Assignment 10:
Thoroughly summarize and reflect upon your entire 10 hour Field Observation Placement
My field observation experience went very well in my opinion. I had two teachers that I
observed. My first teacher; Ms. Jensen teaches U.S. History and World History, and the second
teacher I observed, Ms. Donnadio teaches Government and A.P Psychology. I did my

observation in two segments, so I actually got to see all four classes in action. Both teachers
were very kind and friendly, welcoming me into their classroom. While I formally answered my
observation questions on the first teacher, Ms. Jensen, I also reviewed these questions mentally
while in my second class with Ms. Donnadio. Many things in both classroom were very similar.
Both teachers expressed to me that teaching at this school is very easy compared to public
school. Las Vegas Academy is a public-private school; where anyone can audition, but only
those who make the cut can attend. Therefore, these kids want to be here. Most of them seem
excited to attend school, which really helps reduce behavioral problems. Students were well
behaved and seemed invested in their education. Ms. Jensen is a great teacher. She has a
lecture based class, and enamors her students with her vast knowledge of World History; often
acting out situations, using props and accents, really capturing her students attention. It really
seemed that there wasnt anything she didnt know. Ms. Donnadio is a good teacher as well, but
it was evident that she didnt put in as much effort into teaching as Ms. Jensen does. Ms.
Donnadio relayed more on videos worksheets, and power points, giving students busywork,
never lecturing; displaying her knowledge of subject matter. I could see that this resonated with
the students, as they treated Ms. Jensen with more respect, and she seemed more liked by the
students than Ms. Donnadio did.
Participating in these field observations was very beneficial for me as a future educator. It was
really interesting to be in the classroom, in a situation when I am not the student (especially
since I personally attended this high school). I picked up on some key things that my teachers
did, that I think will really mold the way I teach in the future. Completing this field observation
was extremely helpful for me, it gave me really good insight into how I want to run my
classroom.