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?

Warm?... Friendly?... Organized?... etc Describe the physical environment in
detail.

When I was in my first class I felt like that it was a friendly environment for the
students. It is well organized. When I was in my second class it was a friendly
and warm environment. It is well organized. In the third class I felt like the
teacher made the classroom look fun and exciting to be in. It is a well-organized
class. In the fourth class it is a fun warming class to come to. It is a well-
organized class. In the fifth class that I was in well organized. As soon as the
students walked in it was a friendly environment. The sixth class that I was well
organized. It was a friendly environment to be in. In the seventh class the class
was an opening and friendly class to come into. It was well organized with a lot of
helpful posters around the class to help the students. In the eighth class that I
was in was friendly environment as soon as the students walks in. It is well
organized and a fun place to come in to. In the ninth class the class was well
organized. As soon as a student walks in it is a fun and welcoming environment.
In the tenth class that I was in was organized. When a student walks in it was
warm and welcoming.

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 first class that I was in was made up of mostly females. The ethnicity was
not very different. The class was mostly whites. The second class I was a more
diverse class with females and males. The ethnicity of the class is mostly white
students. The third class is more diverse with male to female ratio. The ethnicity
ratio is mostly white students. In the fourth class they class is diverse with males
and females. The ethnicity is not really diverse. In the fourth class the class
diverse between the females and the males. The ethnicity of the student was
mostly white children. The fifth class was a diverse of females and males. The
ethnicity of the students were all students are white students. In the seventh
class I was in it was more diverse with the male to female ratio. The ethnicity in
the class was mostly white students. The eighth class the male to female ratio is
diverse. The ethnicity of the class is mostly all white students. In the ninth class it
was a diverse class between males and females. The ethnicity is mostly white
students. In the tenth class it was a diverse between males and females. The
ethnicity of the class was mostly white.
Observation 3: What are the posted class rules in the room? (exactly as
written)


Classroom 1: Be kind, no food or drinks in the classroom, treat others the way
you want to be treated, and be on time.

Classroom 2: Be: on time, in your seat, respectful, quiet, ready to learn,

prepared, and organized

Classroom 3: Be prepared, be on time, no talking when the teacher is talking,

and no cellphones.

Classroom 4: Be respectful, trash goes in the can, no cell phones in class, be

kind, and try your best

Classroom 5: Let's be positive, polite, and productive

Classroom 6: Be on time, no food or drinks in the classroom, make good choices,

and follow the school rules.

Classroom 7: Fixed mindset: avoid or fear challenges, make excuse, refuse to

learn from mistakes, give up when things are tough, don't try so you won't fail,
judge your classmates as smart or dumb, and stay where you are. Growth
mindset: takes on challenges, remembers success takes work, accept feedback
or criticism, keeps trying in the tough times, learn from your mistakes, celebrate
the success of classmates, and learn improve success.

Classroom 8: Respect: yourself, the teachers, your peers, the classroom, and the
school. Be on time, on task, and ready to learn. Be responsible for your own
learning. #Bekind. Choose a positive attitude.

Classroom 9: Respect others and their property. Students will be in their seats
and ready to work when the bell rings. Students will be responsible for actions.
Bring all needed materials to class. Only bottled water permitted in the
classroom. Speak only when called upon or given permission. All school's rules
are to be obeyed.

Classroom 10: A: Attitude: be positive and try your best. R: Respect: respect
everyone and everything. T: Think: understand and demonstrate. I: Imagine: Be
creative and dream. S: Spic and Span: clean up after yourself and table. T:
Target: follow directions to stay on target.

Observation 4: Does the teacher enforce these posted rules? Are rewards or
consequences being used for compliance or noncompliance?
Yes, the teacher followed the rules. If one of the students wasn’t following the
rules than the teacher would tell them that they were not and most of the
students stopped after one warning.

ASSIGNMENT 2 (Classroom Layout): Use graph paper or drawing software to

create an accurate overhead view, labeled drawing, of your assigned classroom

Classroom 1:

Computer Board

Desk

Desk

Teacher's desk Desk

 Classroom 2:
Computer Board

Desk Desk Desk Desk Desk Desk Desk Desk Desk

Desk Desk Desk Desk Desk Desk Desk Desk Desk

Desk Desk Desk Desk Desk Desk Desk Desk Desk

Teacher's desk
Desk

Classroom 3:

Board

Computers
Desk Desk

Desk Desk

Desk Desk

Desk Desk Teacher's desk

Classroom 4 Teachers
Board desk

Desk Desk Desk Desk

Desk Desk Desk Desk Desk Desk

Desk Desk Desk Desk Desk Desk

Desk Desk Desk Desk Desk Desk

Desk Desk Desk Desk Desk Desk

Desk Desk Desk Desk Desk Desk

Desk Desk Desk

Classroom 5
Board
 Desk

Desk

Teacher's desk

Classroom 6

Desk

Desk

Desk

Desk

Board
Desk
Teacher's desk

Desk Desk

Classroom 7
Desk Desk Desk Desk Desk

Desk Desk Desk Desk Desk

Desk Desk Desk Desk Desk

Board
Desk Desk Desk Desk Desk

Desk Desk Desk Desk Desk

Desk Desk Desk Desk Desk

Desk Desk Desk Desk

Desk Desk Desk Desk

Classroom 8
Board

Desk Desk Desk Desk Desk

Desk Desk Desk Desk Desk Desk

Desk Desk Desk Desk Desk Desk

Desk Desk Desk Desk Desk Desk

Desk Desk Desk Desk Desk Desk

Desk Desk Desk Desk Desk Desk

Classroom 9

Computers Board

Desk Desk Desk Desk Desk Desk

Computers

Desk Desk Desk Desk Desk Desk Desk

Desk
Desk Desk Desk Desk Desk

Desk Desk Desk Desk Desk Desk

Desk Desk Desk Desk Desk

Desk Desk Desk Desk

Desk Desk
Classroom 10
Board
Teacher's desk

Desk
Desk

Desk
Desk

Desk
Desk

Desk

Desk
Desk

Desk
Desk

Desk
Desk
Desk
Desk

Classroom Layout Question 1: Describe the workflow of the room. Is the space
used efficiently?

In all the classrooms the space was used well. The teachers walked around while
teaching if they did not need the board. Overall the teachers knew the work
space they were working with.

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

arrangement of the room be improved?

For some of the classes the desk was put together and some they were spaced
out. In the rooms that they were spaced out the classrooms looked fuller and
clustered. I would change the way the desk were set up.

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?

For the first class I was in was a geography class they started off with a CNN
video. Thy use canvas for some of their assignments. Their classroom work was
in canvas. The second class I was in was a U.S. History class and they also
started off with a CNN video. Next they watched a video and took a quiz on in
when the video was over. In the third class I was in a reading class they started
off with a warm-up. After the warm-up some of the students had to take an AR
test. An AR test is a test the students take after reading a book to get points and
at the end of the quarter they need to have certain amount of points. The other
students who did not have to read the chapter 8 of the book that the class is
reading. The fourth class that I was in was a reading class. They start the class
with AR reading and AR reading test. The students that already met there 30
points go to go the library at this time. After they had their time to read and take
test they started talking about figurative language. When they were learning
figurative language the teacher played a song for the students to help learn.
Then they talked about the book that they finished reading. In the fourth class I
was in was a math class. They started out with a warm-up. Then they reviewed
expressions and properties. Then they took a quiz. Last they got to start their
homework. In the sixth class that I was in was a science class. The started off
with a warm-up. Then they went over the quiz that they took on Friday. After that
they are doing a worksheet. Then they took a test that used their notes and
watched a video to help them. In the seventh class that I was in was a math
class. This math class is an eighth grade made class that is a credit that will
transfer to the student's high school courses. They did a warm-up that they call a
bell ringer. The students then started taking notes. After that they did a
worksheet. When they were done with that they got their homework and they
were allowed to start it in class. In the eighth class I was in was an English class.
They started off with a warm-up that they call 5 a day, it is called this because
they answer 5 questions a day as a warm-up. They then did a packet. In the
ninth class I was in an English class. They started off with a worksheet. They
next went over the homework. After that they did a worksheet. Then they did a
guided practice. In the tenth class that I was in is an Art class. They started off
with a warm-up. After that some students were allowed to do a tracing project,
some students finished another project, and the rest did the project with the
teacher. If the students are not done with their project they get to work on it, if
they are done with the project then they get to work on the project they were
working as a class.

Instruction Question 2: Is instruction done in small groups, centers, whole

groups, individual?

In the first class the canvas work was done with a partner. In the second class all
the assignments were done individually. In the third class everything was done
individually. In the third class with the AR reading was individually done. When
they are doing figurative language it was done with the whole class. In the fourth
class when they finished the warm-up they went over it as a class. The other
assignments were all individual work after the warm-up. In the fifth class the
teacher had them do a warm-up then they went over it as a class. They did a
worksheet in groups. After 5 minutes they went over it as a class. Then they did
that was an individual quiz. In the seventh class the warm-up was done
individually. The notes were done individually, but had all the students putting
their input into the problems being done in the notes. When they did the
worksheet they did it as a class. For their homework it was done individually. In
the eighth class the warm-up was done individually. They did the packet as a
individually, but went over one example on each page, so the students knew
what to do on each page. In the ninth class the it was worksheet was done
individually and then they went over it as a class. The homework was done at
home and then they went over it as a class. The worksheet was done
individually. The guided practice they did it all together as a class. In the tenth
class the students did the warm-up individually. The students who were doing the
sketching they were doing it individually. The project was done individually. The
project with the teacher was done as a class. After they were done with the in
class activity they students were working individually.

Instruction Question 3: How would you describe your cooperating teacher’s

teaching style?

For the first class I would describe the teaching style is an effective way. The
students did what they need to do. In the second class teaching style was
effective. The teacher let the students learn by a video rather than lecture notes.
In the third class they started with a warm-up. The teacher gave them time to do
it. Then she went over it with the class. In the fourth class the teacher interacts
with the students to help them learn. In the fifth class the teaching style was
effective. The teacher went over the warm-up in the class. The way the teacher
teaches for a math class is an easy way of learning math. In the sixth class that I
was in the teacher did a lot of hands on activities. In the seventh class the
teacher walked around and helped them with the warm-up if the students needed
it. When they were taking notes they she engaged with the students. In the
eighth class the teacher has an effective style of teaching. She helped them with
anything they needed help on. She explained everything as much as she could.
In the ninth class the teacher's teaching style is more hands on approach. She
has everyone participating class. In the tenth class the teacher style of teaching
was effective. She was hands on showing the students what they needed to do.

Instruction Question 4: Does the teacher incorporate the sensory modalities

(learning styles)? If so, give examples.

Some of the sensory modalities that were used in all the classroom was the use
of a smart board and or regular board to teach the lessons. The teachers also
used videos in some classes. While other teachers gave out worksheets. All the
students had chrome books, so the teachers incorporate their lessons with the
students using those.

Instruction Question 5: Do the students seem engaged in the lesson(s) that are
being presented? Please explain.

In the first class the students do seem engaged with the assignments that they
have do. In the second class all the students seemed engaged. They seemed
engaged when they were watching the film and answering the question. The third
class the students engaged in the warm-up and then they all started working on
the other assignments they had to do. In the fourth class all the students are
participating in the class. In the fifth class when they were going over the warm-
up all the students were engaging in finding the right answer. The students were
engaged with doing the quiz and other assignments as well. In the sixth class the
students are engaging with the activities that are given to them. In the seventh
class the students engage with the notes. They all engaged with the problems
and the notes. In the eighth class most of the done was individually, but they
seemed to be in engaged in the work that they were doing. In the ninth class the
students were engaged. They all participated in everything. They were interacted
with the teacher and the students. In the tenth class all the students were
engaging with the project that they were doing. They were using compass and
rulers, so it was fun for the students.

Instruction Question 6: Are there any students isolated from the rest of the
class for any reason? Why?

In the first class they were no isolated in any way. They were all engaged by their
peers and the teacher. In the second class no one isolated from the teacher or
their peers. In the third class none of the students were isolated by their peers or
the teacher. In the fourth class the teacher did not isolate anyone. The only time
they were isolated was if they were talking when she was teaching. In the fifth
class no one isolated. The teacher never called out anyone unless their hand
was raised for the warm-up. In the sixth class the teacher did not isolate anyone.
When they did the worksheet the students rotated tables to work with different
people to help them learn. In the seventh class not one kid was isolated from
another. The teacher let all the students talk and have an input in everything they
were doing. In the eighth class none of the students were isolated from the class.
She made sure no one was being isolated. In the ninth class none of the
students were isolated from the class. The teacher made sure she called on
everyone. In the tenth class none of the students were isolated. The teacher
walked around the room engaging with all the students.

Instruction Question 7: Is instructional time managed efficiently? Please

explain

In the first class it was managed efficiently. Giving the students time to work on
assignments due to tonight. In the second class it was efficient the way the
teacher was teaching. The teacher had them do class work. In the third class
time was managed efficiently. The teacher had everything planned out before the
class started. In the fourth the time was efficient. The teacher gave them time to
read and also taught them about figurative language. In the fifth class the time
was efficient. They had enough time to do the warm-up, quiz, and time to start
their homework. In the sixth class the teacher managed time efficiently.
Everything was done in a timely manner. She gave enough time for the students
on the warm-up and worksheets. In the seventh class everything was done in an
efficient manner. Everything was done before the bell rang for the students to
leave to go to their next class. In the eighth class everything was done in an
efficient time. The teacher was not rushing to get anything done. In the ninth
class the teacher did everything in a timely manner. None of the assignments
were being rushed. In the tenth class the teacher managed the time well.
Everything was done before the class the time was up.

Instruction Question 8: How does the cooperating teacher handle transitions

from one subject or period to another, and are these transitions efficient?

In the first class the teacher started getting ready for the second class a minute
before the bell was going to ring. In the second class the teacher got everything
ready for the next. The third class was the same as all the rest of her classes, so
the warm-up stays on the board for the next classes to follow. In the fourth class
the teacher was doing the same thing in every class, so she was prepared. In the
fifth class the teacher transitioned to the same subject, so she already had
everything prepared. In the sixth class it is her last period, so she preparing for
tomorrows agenda. In the seventh class the teacher transitioned to her next class
by getting the test ready for the next class. The eighth teacher transitioned to her
work by having everything already ready because she has the same classes all
day long. In the ninth class the teacher teaches the same class all day, so she
was ready all day for all the classes. In the tenth class after this class she had
lunch, so the teacher did not have anything to prepare for. She teaches art all
day long, so she has everything already prepared.

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

In the first class the teacher would tell the students nicely that they need to be
quite and they listened. This is effective because the teacher is not making them
seem less than their peers. In the second class the teacher got the students
attention by talking to them and telling them. It is effective because it helps the
students feel older because they are not in elementary school anymore. In the
third class the teacher got the students attention by talking to them what needed
to be done. It is effective because it helps the students not feel less about
themselves. In the fourth class the teacher got their attention by talking to them.
This is effective because the students do not feel like someone is better than
them. The fifth class the teacher got the attention of student by talking to them.
This is effective because they listen more when the teacher is nice about rather
than yelling at the students all the time. In the sixth class the teacher got their
attention by just talking to them. This is effective because it helps the students
feel like they are equal. In the seventh class the teacher got the students
attention by talking to them. In this class the students never got out of hand, so
the teacher never had the to get their attention. In the eighth class she got the
students by talking to them. It was effective because at this age student listen
better if the teacher talks. In the ninth class the teacher did not really have to get
the attention of the students because all of them are behaved. None of the
students did not follow the rules. In the tenth class the teacher got the students
attention by just talking. She did not have to yell because the students were all
well behaved. It was effective because at the middle school age yelling at
students is not always the effective way.

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.

In the first class most of the behaviors were nice and friendly students. There
were some kids on their computers doing things that shouldn’t do. The teacher
then told them to do their classwork and they listened. In the second class most
of the students were well behaved students. When they students were watching
the video they were all quiet and paying attention. In the third class the students
were behaved students. The teacher had a student from one of her classes
throwing erasers in classes. She found out because she found them in the
classroom. She then addressed the class and asked if any of them threw it and
none of them did. She is making sure to check with all her classes, so that it is
fair. In the fourth class the behavior of the students was well behaved. All the
students participated in class discussions. In the fifth class all the students were
well behaved. They interacted with the class and they spoke only when it was the
right time. In the sixth class the students were well behaved. They did not talk
when they were not supposed to. The students did not do anything other than
what they are supposed to. In the seventh class the behavior of the students
were they were all well behaved. The students were focused on the material the
whole entire time. They were always talking about the subject. In the eighth class
the students were mostly all well behaved. At the beginning of class, the teacher
had to yell at some students for talking. Other than that the students did not
speak when they were not supposed to. In the ninth class the students were all
well behaved. None of them spoke when they were not supposed to. They did
everything quietly. In the tenth class the students were all well behaved. They did
all their work quietly and by themselves. The students did not talk when the
teacher was talking. They were all respectful to the teachers and their peers.

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 was not any time hinder by the policies. The only time it was, was in the
first class that I was in and the students had to watch the annulments. They told
the students what was happening around the school and important information
that they needed to know.

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 building is well kept up. As well as the fencing. All the equipment that the
school has is up to date. The parking lot is still painted very well. There are
crosswalks all around the school with crossing guards. The symbols have to do
with the school and its logo.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors,
windows, hall colors and decorations and entrance security.

The halls are cleaned up nicely. The floor is carpet and it looks like it is
vacuumed every day. The lighting all works. The doors are all decorated by the
teacher's choice. There are not many windows, but the ones they have are
cleaned. Hall colors are neutral, while the lockers are colored.

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.

The mission statement is Garrett Junior High School, in partnership with home
and community, will be dedicated to providing an optimal learning environment in
which students achieve academic excellence and become responsible,
productive citizens and successful lifelong learners. The mascot is a bobcat.


 2. Analyze staff and visitor interactions in the main office. Note student and
faculty interactions in other areas of the school.

The staff was very friendly to whoever walked into the office. The students could
come in and ask them a question and they would answer it. The staff was all very
nice and welcoming.

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 bell schedule is on the regular schedule ringing when the end of the
period is done. The classes are located in a certain hallway for most classes.
There is a 6th grade, 7th grade, and 8th grade hallways. No, they do not use the
pull-out program for special education, they have the special education class that
all those students who fall under that category.

4. Observe student-to-student interactions, inside and outside of the building.

Observe where students gather to socialize – lunchroom, halls, playground, etc.
The student-to-student in the hallways is if a student has a time they will talk to
their friends, but they only have a certain amount of time to get to class. In the
lunchroom all the kids sit next to their friends. In the classroom they interact with
their peers before the bell rings.

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.

This school is rated a 5-star school. The community is very involved with the
schools around this town. They after school clubs for the kids. They have a
volleyball, basketball, football, and cheerleading squad for athletics.

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.

All the teachers wanted the students to succeed. They all interacted with the
students by their first name and they knew all the students name. They all had a
good personality and excited to teach the students. The teachers wanted to be
there to teach the students.

2. Evaluate the level of student participation in the class. Who participates? Who
does not? What modifications, accommodations, and/or inclusion techniques
were observed?

All the students were engaged in the activities. If the students knew the answer
they would be excited and anxious to answer the questions, but if they did not
they would kind of sit back. Some modifications that I observed was that a
teacher would explain something and the students did not understand they would
explain it in another way for the students to understand.

3. Evaluate the interactions between teachers and students, rapport,

cohesiveness, distribution of power, tone, frequency and reinforcements.

The teachers were very rapport to each and every student. They made each
student feel special. The teachers made sure they made each lesson cohesive
and tried to make it easy for the students understand. The distribution of power
was evenly spread out through the students and the teacher had the most power.
The tone was the teachers were excited to the teach the students and were
ready to teach them. The frequency was everything flowed in a timely manner.
The reinforcements of the classroom were every knew that they had to respect
the rules, the teachers, and their peers.

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?

I have always loved helping others learn concepts and when I was in high school,
I had no idea what I wanted to do so I asked my friends and teachers. Everyone
said it was obvious that I should be a teacher.

Interview Question 2: What are the main challenges you face as a teacher?

Too much paperwork to “prove” I’m an effective teacher (especially, NEPF).

Parents blaming their child’s lack of effort and failing grade on my teaching.
Adjusting to constantly changing standards and requirements

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

Challenging students to reach levels of achievement that they didn’t think they
could reach. Witnessing students’ creativity is hard.

Interview Question 4: How do you determine where students sit in class?

I take their preferences into account, then separate students who cannot focus
when near each other, also based on IEPs if there is a specification for front of
room or close to instructor.

Interview Question 5: How do you determine the members of any flexible

groups?
Being in 8th grade, I often allow them to choose their group members. They
know who does and doesn’t do their work and usually make good choices. I
randomly assign groups by numbering them off. I will “randomly” assign groups
with specific people going to specific groups and the kids don’t realize that I
created the groups to mix the stronger students with those who struggle.

Interview Question 6: Beyond standardized testing, what assessments do you

use regularly?

In World Geography, I have students take small lesson quizzes to make sure
they understand the material before we get to the chapter or module test. I use
Google Classroom to post discussion questions where I can gage their
understanding, Class discussions, and Padlet ror quick write responses. In 7th
grade Reading: STAR Reading (reading comprehension assessment - used
formatively to determine reading level), AR (Accelerated Reader) reading
comprehension quizzes to earn points, and Class discussion.

Interview Question 7: What requirements are placed on you for reporting

progress to parents?

We post all grades in Infinite Campus. We are also able to include comments on
assignments, tests, etc. We send out progress reports at mid quarter. If a student
drops more than one letter grade from the time of progress reports to the end of
the quarter, we send out “Unsatisfactory Notices” which are mailed to the
parents. I email or call parents in the first month of the year if their child is
struggling to keep up. After that, I ask the parents to stay up to date with Infinite
Campus, as I have 130 students and may not always catch issues.

Interview Question 8: How often do you interact with a student’s parents in

person, and what type of discussions do you typically have?

Teaching 8th grade, the in person interaction with parents is normally limited to
Open House at the start of the year, polite conversations before or after school
concerts/events, and parent-teacher conferences. Due to student privacy, a
student’s progress is only discussed during the parent-teacher conference which
are called either by the teachers or the parents when there is a concern about
the student or their progress.

Interview Question 9: How much grading do you complete on a daily/weekly

basis?
While most simple multiple choice tests and quizzes can now be created through
programs that will self-grade, there is still a lot of grading of writing that must be
done. Depending on the subject, there is more or less written assignments that
must be graded by the teacher. How my class is structured right now, I have 120-
130 assignments with multiple written responses to grade each week. I will spend
several hours grading.

Interview Question 10: How long does it take to prepare lessons for the
day/week?

The first time I create a lesson, it can and often does take hours to days of prep
time. After a lesson is created, it takes less than an hour to tweak for the next
class or next year. Last year, my first year teaching World Geography, it took me
hours each day to make sure I knew the information and have a lesson and
activities that not only addressed standards but that the lesson and activities
would be worth our time to complete and would be entertaining enough to keep
the attention of 8th graders.

Interview Question 11: What procedures or strategies do you use to maximize

instructional time?

Train the students on opening of class and closing of class procedures during the
first two weeks of school and it will save a ton of time throughout the year. Post
all assignments to Google Classroom and train students how to access, work on,
and turn in. Use a timer when doing group work so students know how much
time remains. It also helps keep students on task as they know that time is
limited.

Interview Question 12: What positive reinforcement programs have you had
success with, and what behavioral consequences seem most effective with this
age group?

Positive reinforcements: Weekly drawing for returning weekly assignment check

sheet. Students are given the option of choosing a piece of candy or sitting at my
pub height table for the week. Behavioral consequences: First strike is to have a
heart to heart discussion in the hall during class, second strike is to call and talk
to their parents and a detention where they scrub all the tables and chairs in my
classroom and write a behavior reflection. Third + strike is automatic referral to
the office. I very rarely have students get to this point.
Interview Question 13: How are specialist teachers involved in the instructional
planning process?

They aren’t, really. I work with a co-teacher for one class period a day but he
helps in 3 other subjects as well so he helps the kids in my class, but I don’t
expect him to take over the class.

Interview Question 14: How often are you evaluated, and what measurement
tool is used by the administration for determining your teaching performance?

My principal will do three official observations and will stop by randomly

throughout the year to see what the students are doing in class. The
measurement tool is called the NEPF (Nevada Educators Performance
Framework).


 Interview Question 15: What consequences are there if your evaluation is not
favorable?

Some consequences are required training and loss of job.

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?

Instructionally: trainings after school provided by the school, district, or paid

conferences and classes. Financially: school provides $100 to each teacher for
classroom supplies (including online memberships for students). Several groups
provide grant $ awarded based on ideas/need. My school is very good about
helping teachers afford conferences, even out of town, if it would benefit the
teacher and students. Professionally: Paid trainings provided by the district or
discounted through the district but provided by various colleges, as well as
conferences (normally paid for by the teacher).

Interview Question 17: What surprised you most about teaching as a

profession?

How proud I become of my students who rise to every challenge, despite any
obstacles they face. How much time it takes to create a lesson the first time. The
amount of mandatory paperwork and assessments. The effort I have to put into
the NEPF in order to be seen as an effective teacher by the district and state
education authorities. The lack of respect so many people have for teachers
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.

In an English class that I was in a boy was sitting at his desk. He started off doing
the first worksheet. When they went over it he was engaged in the learning. Then
they did the next worksheet he did to himself quietly. When they were doing the
worksheet as a class he always rose his hand to answer the questions. When
they were reading out loud he always wanted to read. In the classroom he was
sitting next to a couple boys and a couple females. He never talked to anyone
unless it was the right time. The student was well prepared for the class. He had
his binder, all his homework, and a book on his desk. The teacher engaged with
all the students, but the teacher was always noticing that he had the right
answer.

ASSIGNMENT 7 (Summary): Thoroughly summarize and reflect upon your

entire 10 hour Field observation placement

My 10-hour field observation went really well. I learned a lot of different teaching
styles from the teachers. All the teachers were nice a welcoming to have me sit
and watch their classes. It was a great opportunity to see if I wanted to go in this
field of profession. This made me realize that a teacher can making teaching fun
if they have the passion to do. Going around to different classrooms helped me
experience different teaching styles. All in all this was a great observation.