Running head: OBSERVATION SUMMARY

Student Observation Summary

Jennifer McNutt
College of Southern Nevada
03/02/2016

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Student Observation Summary
I completed my student observation as required for my Introduction to Special Education
Class at Ulis Newton Elementary School. Newton Elementary is home to the Newton
Navigators, where students navigate the possibilities. Newton Elementary houses grades
preschool up to fifth grade. However, most of my time was spent observing Mrs. Mackinnons
Kindergarten class.
The time I was able to spend with Mrs. Mackinnon and her friends (what she calls her
students) was truly a delight. I can honestly say that this observation assignment has been both
one of the most memorable and enjoyable that I have had this far. Mrs. Mackinnon informed me
during my stay that not a single one of her students met the criteria for having either an IEP or
needing Special Education Assistance at the current time. She would suggest that I make my way
over to Mrs. Sanchezes classroom sometime during my observations. She too was a Kindergarten
teacher; however she had a student whom they suspected to have severe emotional disturbances.
Furthermore, they were even considering some form of a mental disability for this student. He
was currently only testing at a level two for cognitive abilities. With this being said, I would like
to start my summary with my observations in Mrs. Mackinnons classroom.
Mrs. Mackinnons Classroom
Mrs. Mackinnons classroom was quite tiny when compared to some of the other rooms.
She had 23 students/friends all arranged at long tables. Each table was then broken up into two
groups. This would make for a total of four group for class activities such as games and projects.
The walls of the room were covered with the letters of the alphabet as well as the students sights
words. Number bonds and various shapes were also placed on the walls for decorations. The

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class rules were displayed close to the exit door. They consisted of matters such as: listen when
others are speaking, raise your hand to speak, follow directions quickly, be a caring friend, and
always do your best work. The children were to mind their manners in the hallway and keep the
noise level to a 0. Mrs. Mackinnon would remind her friends to put a seatbelt over their
bubbles when in the hallway (one finger over the mouth), so they would be reminded to stay
quiet.
The daily class schedule went relatively the same each day. They would begin by starting
with phonics. It is during this time they would work on letter sounds such as: sh, sk, ck.
Followed by a review of sight words: can, see, the. Mrs. Mackinnion would incorporate both
song and rhyme into her lectures to get the children involved. Students would then be released to
the playground for snack time and recess (30 minutes). Once the children returned inside, they
would briefly change rooms for walk to read.
Walk to Read is program designed to group students according to reading skill level.
Each group works in a different Kindergarten room with a different teacher. Mrs. Mackinnon was
assigned the medium skilled readers. It is during this time that students read out loud to the
teacher from a book with a given skill level. After about 30 minutes the students would again
change back to their regular class rooms. Shortly thereafter, students would break for lunch
followed by specials (art, PE, music).
When the students returned to class, Mrs. Mackinnion would lead the students in a
special activity. This was usually something hands on. While I was there I was able to help the
students make yeast bread for Nevada Reads night at school. I became known as the bread
expert. On another day, I assisted Mrs. Mackinnion in a lecture about baby chicks. The students
are currently hatching five eggs in an incubator. Growing up on a farm I was full of information.

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Mrs. Mackinnon would end her days with a math lesson. The days that I observed the
students they were working with number bonds. Furthermore, they were just beginning to touch
on addition and subtraction. It was quiet interesting to see the way the skills were being thought.
Mrs. Mackinnon also share several websites with me that I may be able to use with my own class
someday.
Overall Mrs. Mackinnons students were very well behaved. This was the first time I was
ever in a younger grade classroom where some sort of reward system was not used for good
behavior. She doesnt not use the typical change your color card for good or bad behavior that
you normally hear off. If the students get a little loud she will simply wait and say eyes and ears
up front. It works with no problem. Care, compassion, and respect between teacher and student
observed in this room.
My Experiences in Mrs. Sanchezs Classroom
The time I spent in Mrs. Sanchezs room was very different. The child in question was
frequently out of control. So much so that it often interfered with her teaching her other students.
At the current time the student in questions parent has to be present when at all possible. Daily
class activity will continue this way till testing for IEP and other placements are complete. Mrs.
Sanchez informed me that while the IEP testing process can take up to six months, they are
trying to push this case through as quickly as possible.
My time in Mrs. Sanchezs room started out relatively calm. When students were asked to
come to the carpet for story time problems shortly followed. The student first came to the front
and started banging a chair off of the wall. When asked to stop he screamed extremely loud.
These types of outburst can be common with students with emotional disturbances (Gargiulo, p.

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300, (n.d.). After several attempts the student did have a seat on the carpet. Not long after he
soon started growling at the little girl next to him. When she stood up to move away, he did too.
At this point he began to run circles around her still growling. When Mrs. Sanchez went over to
address the situation he again started screaming. Shortly thereafter, he began to pick up chairs
and violently throw them across the room. This time when he was approached by the teacher he
bolted out the door. He was now running in the hallways. Mrs. Sanchez took off after him. In
turn the rest of her class was left to read the story out loud alone by themselves. Once the student
was back in the room again this time he again began kicking various objects. Shortly thereafter,
he was hitting his head on the wall. Come lunch time the student grabbed another child and
teachers had to restrain him. This may be described as physical restraint (Gargiulo, p. 321, (n.d.).
By this point he had become so out of control that he was a threat to himself and the other
students. This hours long event ended with the child screaming Ill kill you allIll kill you
all having his fingers in the shape of a gun pretending to fire.
My Experiences in Mrs. MacKinnons Classroom VS Mrs. Sanchezs
My visit to Mrs. Sanchezs room was entirely different from that of Mrs. Mackinnons.
From what these teachers have told me these event are a daily occurrence with this child. With
things being as they are Mrs. Sanchez is nearly unable to teach her other students. Furthermore,
many students spend their day in fear due to this child. One can only hope that the teachers,
faculty, and the childs parents can work as a team to the find the true least restrictive
environment for this child following the IEP testing that is in place.
Overall, I found this to be one of the most informative observation assignments I have
had. From this observation I was able to gather how much of a difference having a student with
disabilities within a classroom can make. Especially, when these disables have yet to be

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diagnosed. This is an issue that is commonly dealt with in the education profession. Especially,
when dealing with students in younger grades. It is within these grades that I hope to one day
teach. It is in these early years of school that some of these disabilities are first noticed. As an
educator I will put forth every effort to be attentive to the needs of my students. I hope that these
needs are addressed early on so as students have the biggest chance of success.

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References
Gargiulo, R. M. (n.d.). Special education in contemporary society: An introduction to
exceptionality.