Field Observation

Running head :FIELD OBSERVATION
Field Observation
College of Southern Nevada
Brayan Martinez
Greetings Future Educator,

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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: Brayan Martinez CSN Course: EDU 201
Professor: Susan Bridges Professor’s email: _____________________
CCSD School: Tom Williams ES Cooperating Teacher: Jennifer Ortman
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. Pre Plan 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…

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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 Teacher’s 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.
My first impression of the classroom was that at eight in the morning the class is very energetic.
As energetic as they may be, it seems very well organized and have a routine to follow. They did
come on time for the beginning of class, but they had no more than five minutes to let all the the
energy out there systems. It seems the kids feel very comfortable with their environment. All of
the kids seemed to be excited to come to school, whether it be to learn or to be with friends. The
students are set and desks in groups of four. There are many post about the whole classroom
regarding reading, math, and writing.

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*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.
As I waited for more students coming tardy I noticed there are more girls than boys. I just started
to count that was actually twice as much girls than boys. The majority of the students in that
classroom where hispanic. That being said, I've talked to some of the kids and they said that
English was not their first language learned at home. There was a kid who had autism in the
class, I did not know he had autism he seemed to be a regular student. I found out only after the
end of my first day that kid did have autism, but he was very intellectual and did not show signs
of having autism like some kids with autism.
*Observation 3: What are the posted class rules in the room? (exactly as written)
Listening bodies
Quiet mouth
Walking feet
Helping hands
Caring heart
*Observation 4: Does the teacher enforce the rules? Are rewards or consequences being used
for compliance or noncompliance?s
Yes the teacher doesn't enforce the rules, she does not reward if the rules are followed. She does
however, discipline if they do not follow the rules. Consequences resulting flipping a card which
is a system to show behavior on how the student kept behavior is that week. The colors are
green, yellow, blue, and red each offense is a car flipped,(she first gives a verbal warning before
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actually telling the kids to flip the card) Green means the student is having a great week that is
the first color every student starts off, then the yellow is an official warning, then blue is a five
minute time out, last is red if they get to red they lose their recess.
ASSIGNMENT TWO (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.
Classroom Layout Question 1: Describe the workflow of the room. Is the space used
efficiently?
The workflow is very good, I did not expect to see first-graders active and actually learning
throughout the whole day. The students do not seem to be bothered by the large amount of work
that is given to them.(In my opinion for first graders) I believe they do more work than when I
did in high school! The space is used more than efficiently, every wall is covered by poster of
some sort. There are more than 50 posters throughout all the walls in that class. There is a space
that looks like a mess in a corner, but I think it's because the teacher needs more room to fit all of
her supplies.
Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room
be improved?
The only way I see physical arrangement of the room that can be an improvement is if there
were more room in that class.
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 lockdown?
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In my opinion I believe there are no concerns regarding safety. The students have a practice fire
drill once a month for practice. On the other hand, the walkways in between desks are fairly
small, so if the students wanted to leave in a rush and it was not organized it might cause
problems.
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?
There is no posted schedule anywhere, but the teacher does have her weekly schedule. Every day
is focused on all of the skills including reading, writing, and math. She has three words every day
that the students should learn as well as a weekly objectives such as focusing on words with
specific endings(ex. ly). She also focuses on one book that the whole class reads together for
about 2 to 3 weeks.
Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?
Instruction is given out for the whole class. Then if needed, instruction is given out to me soon
table who maybe wasn't paying attention for first time. Sometimes instructions given
individually for people who missed a day or came late.
Instruction Question 3: How would you describe your cooperating teacher’s teaching style?
The teacher's teaching style is very admirable, she takes pride in her work. She is a very active
as well as the students she's always standing and walking around. When she gives an assignment
she's walking around and looking for who needs help.When it to comes to silent reading she also
walks around and to see if the student is having trouble with a word.
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*Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)?
If so, give examples.
Yes I believe the teacher incorporates all three sensor module. When it comes to math the
teacher first explains it. (auditory)Then she gets blocked and demonstrate how it works.(adding
or subtracting blocks)(visual) Then she gives the blocks the kids so they could try it on their
own.(kinetic)
*Instruction Question 5: Do the students seem engaged in the lesson(s) that are being
presented? Please explain.
For the most part so students do seem to be engaged with the exception of a couple. The teacher
tries to make the lessons as interactive as possible. Some students still do not engage mostly
because the students lack the skill of the certain topic. I believe they think since they do not
know the topic or lesson very well they try less because it is hard.
*Instruction Question 6: Are there any students isolated from the rest of the class for any
reason? Why?
There were no students that I saw they were isolated, there were four tables of four students.
Instruction Question 7: Is instructional time managed efficiently? Please explain
Yes I believe the instructional time is managed effectively and efficiently. The teacher takes at
least one hour minimum for each subject. This is give or take but she didn't move on until the
worksheet that was handed out was accomplished.
Instruction Question 8: How does the cooperating teacher handle transitions from one subject
or period to another, and are these transitions effective?
The teacher's transition from each subject was very simple and straight to the point.she would
first start by addressing the class” class class”, then she would tell them to put everything away
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and to pull out their math book reading book etc. The transition from after lunch to class I would
say is effective .The students come back nicely and a teacher gives in five minutes to be quiet
and be in their seats. This will give students time to get everything out their systems.
*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 go to the middle of the room and projects “Class Class”, The students then respond
with “yes yes”. When they are done saying yes yes the students play down immediately because
the teacher has something important to say. Another way she got the attention was she would just
say say class may I have your attention.
*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 only behavior issues I saw the teacher deal with was when one kid pushed another kid to cut
in line before lunch. The teacher saw and made him apologize to his classmate and then sent him
to the end of the line. She then made him leave his card on the way out and told him that he
knows better.
*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 were no posted policies or procedures in place that I noticed to help or hinder
instructional time.There was one implied rule which became very obvious as the teacher
continued to speak there was no tolerance for students talking.
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
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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 comfort of the school looks like a safe environment. There are cross guards in the morning
to help students cross the street safely. The staff also stands outside of the school welcoming and
creating the students and parents. The parking lot is fairly small and some teachers have to park
on the street side. The landscaping is fairly nice they have many trees and nice grass fields. I was
introduced also introduced to the school garden which is also taken care of by the kids at the
school.
2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows,
hall colors and decorations and entrance security.
First thing that I noticed was that there is not a lot of windows here. Also the colors are mostly
blue grey and yellow which to me don't seem to complement each other. The walls in the
hallways are decorated with posters and student Achievements such recognizable alumni. The
school is pretty dim throughout the entire building, except for the cafeteria. At the entrance there
is a security door where one must be buzzed in by administration in order to enter the facility.
Culture of the School: Read, listen and observe to determine the climate, values, and
atmosphere within the school.

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1. Identify the school’s mission statement, motto, and mascot.
The mission statement of Tom Williams is to efficiently achieve high social and academic
standards the way partnership of students, parents, staff, and community. Their mascot is a tiger
and the students are known as the Tom William tigers.The students do not have a song they sing
for the school, as I did when I was a student at that school.
2. Analyze staff and visitor interactions in the main office. Note student and faculty
interactions in other areas of the school.
The staff is very friendly and one can feel the good vibes when talking to them. there is a
multicultural front office administration. Students always seem to be happy and the staff is
always greeting the kids as well as the parents. I see a lot of students giving high-fives to the
faculty and teachers.
3. Look at the formal practices: school day schedule; ages of students; calendar of events;
size of school; grouping of students.
Most of the students seem to be of age in their classroom with the exception of one or two that
got held back. The school teacher have a lot of school spirit and always has events at least once a
month. The grouping of students is all multicultural but usually depends on ages and grades
which determine who interact with who.
4. Observe student to student interactions, inside and outside the building. Observe where
students gather to socialize – lunchroom, halls, playground, etc.
Students seem to interact with each other everywhere they go even in the bathroom. I've not
noticed any two people not getting along in this class. When in the lunchroom room it is like one
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big family, everyone is eating and laughing which is nice to see as I see it every student is
welcomed to join anyone's group.
5. Explain how the school is organized - by grades, departments or not. Are
hallways/classroom labeled?
The school is organized many different ways. The school is different because the school has a
second floor. The second floor consist of fourth-graders and fifth-graders, fourth-graders are on
the left wing and fifth on the right wing. Downstairs however first graders and kindergarteners
have a certain “pod” they are in. And the second and third graders are separated on the bottom
left wing and right wing.
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 are many clubs that students can join for after school. The most popular one is called
Tiger Tracks. The students stay after school three times a week for three hours, and this time
they participate in activities that are fun,creative, and abstract not necessarily always educational.
They have many pride as posters throughout the whole school showing tigers as well as paintings
of tigers on the wall.
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.

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The teacher in my class Miss Orman has very high expectations for her kids. Once the students
have met her expectation she makes them exceed and raises her expectations. but the students do
not seem to be bothered by her expectations as they're always smiling and thriving to do their
best. These kids really do come to try and have an education which is really amazing to able to
witness.
*2. Evaluate the level of student participation in the class. Who participates? Who does
not?
What I noticed about three participation is it usually depends on what the topic is. Yes there is
always the smart kid that wants to answer every question, yet the teacher does it always choose
him. The students who aren't good at math will usually not raise their hand to answer A question.
This is when the teacher chooses the students who don't raise their hands, and tries to help them
understand the lesson. Sometimes when a student is having trouble the teacher allows another
peer to help the student in need.
*3. Evaluate the interactions between teachers and students, rapport, cohesiveness,
distribution of power, tone, frequency and reinforcements.
In the morning the interactions are very friendly and the teacher always greets the kids as they
come inside. The students towards the teacher with anything they have in mind, I experienced a
student telling the teacher how their weekend went during a one to one reading. Instead of
shutting the student down right away she continued the conversation for about 15 seconds and
then told him to “Let's get back on topic”. As well, the students know that she has authority and
respect her at all times.

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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?
The primary reason I wanted to become a teacher was to teach kids how to read and make a
difference in the world.
Interview Question 2: What is the main challenge(s) you face as a teacher?
Some challenges that I face as a teacher are having good lessons and always improving them.
Another challenge that I faced when I first became a teacher was time management.
Interview Question 3: What is the best part(s) of being a teacher?
The best part of becoming a teacher been able to change students for the better. I love it when
students understand what is being taught.
Interview Question 4: How do you determine where students sit in class?
The students sit in a group table of 4 desks that make a square.At the table two students that are
in the higher range sit next to two students who are in the lower academic range.
Interview Question 5: How do you determine the members of any flexible groups?
Core Phoix it helps me know which kids need help in a certain area as well as which areas the
whole class and I have to work on.Core Phoix can also help determine reading levels and has
assessments to give to the students.
Interview Question 6: Beyond standardized testing, what assessments do you use regularly?
I have students read to me everyday to better their vocabulary and to increase their reading level,
I use reading A-Z to get books in every kids level.

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Interview Question 7: What requirements are placed on you for reporting progress to parents?
Interview Question 8: How often do you interact with a student’s parents in person?
I interact with parents every day, when the parents drop off their kid and also when they pick
them up.If parents have any questions or if I have any comments or concerns this is usually the
time I address the problem or situation with the parent.
Interview Question 9: What type of discussions do you typically have with parents?
I'm always talking to parents usually just to greet them, letting them know if they have any
questions they can feel free to talk to me about it.
Interview Question 10: How much grading do you complete on a daily/weekly basis?
I try to do most of my grading during me prep when the students are not present.There are some
days that I have to stay after school in order to complete grading.I like to grade assignments right
away to be able to give immediate feedback.
Interview Question 11: How long does it take to prepare lessons for the day/week?
Now that I have been teaching for a while it only takes a couple of hours to prepare for future
lessons.What takes the most time is just reviewing and improving the lessons from previous
years.
*Interview Question 12: What procedures or strategies do you use to maximize instructional
time?
What has helped the most and is still effective for me today is combining subjects such as social
studies and reading.Also reading and writing combined is like killing two birds with one
stone.There are many different ways to maximize instructional time but this works for me.
*Interview Question 13: What positive reinforcement programs have you had success with?
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The programs I have done that I have had very positive response to is a points system.I give the
students points depending on what they do, good behavior, class jobs, and homework.About
once a month students are allowed to shop at the treasure chest that I have provided filled with
prizes.
*Interview Question 14: What behavioral consequences seem most effective with this age
group?
First I try to handle the situation in the classroom I can put a student and make him sit
isolated.What I have done with the kids that seemed most effective when behavior is bad is call a
parent when the bad behavior becomes a big issue.
Interview Question 15: How are specialist teachers involved in the instructional planning
process?
When instructional planning teacher meets with PLC and RTI meetings for certain
students.Some specialist teachers meet with me in order to touch base on certain areas in where
students need more help.This is when we look over data to see if the plans are working for the
student whether he or she in increasing or decreasing scores.
Interview Question 16: How often are you evaluated, and what measurement tool(s) is used by
the administration for determining your own performance?
I am evaluated about once a month when a teacher comes in inside my class and writes down
notes on my teaching.She tells me what I'm doing good or bad and any notes she has or
comments that she thinks that would help me teach the students better.NEPf is a rubric scale that
is used to grade a teacher.
Interview Question 17: What consequences are there if your evaluation is not favorable?
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The administration try to help out as much as they can to help improve teaching these are called
corrective measures.If the teachers still doing bad they are referred to counseling which they set
goals and that help achieve what is needed.If the results are still not good it is possible for the
teacher to be terminated.
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?
I have literacy specialists to come help when I need it as well as math specialists.Once every
couple of years the school gives teachers a gift card to spend money to buy supplies or needs for
the classroom.This year I received a 125 dollar gift card, but this is not an yearly thing.
Interview Question 19: What surprised you most about teaching as a profession?
The biggest thing that surprised me about becoming a teacher was all the paperwork that comes
with being a teacher.The major paper work refers to RTI for certain students as well as
recommendations for counseling, test, and the resource room.
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:
The first thing that I have noticed is that the teacher addresses the male students more than she
does the female students. There is one kid that I notice she usually gives one to one instructions
on how to do a task. What I noticed was that, it wasn't that the students didn't understand the
instruction but most of them were distracted in a way where they were not paying attention. It's
really hard to keep track of every student when giving directions. The teacher tries and does a
good job of always walking around while giving instructions for the most part.I thought that the
tally marks would be the same ,but in this class boys are the students who need more.The only
time I saw the teacher talk to a girl in this 20 minute period was was when she had a
question.The girls question was how do you spell “beautiful” and the teacher response was,
“Look in your dictionary”. The teacher was still more attentive to the boys as I saw than the girls,
but the girls seemed to get more work done.
ASSIGNMENT SEVEN (Administrator Interview): The prewritten student created
questions are mandatory for credit, and the Principal/Assistant Principal/Dean interview 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?)

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I was not able to meet with the Principal/Assistant, Principal/Dean due to short notice
appointments.
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
teacher’s grade level team.
Library
1. Do the students participate or behave differently in these classes in comparison to their
regular academic/cooperating teacher’s class?
The students do indeed behave different when in the library compared to the classroom
behavior.In the library the students were more happy, I believe they felt they had more freedom
and chance to talk.The students were not the restless but compared to the classroom it was a
noticeable difference.
2. Does any student seem to have a particular talent? Describe.
As I was walking around all the students seemed to be in the same level more or less.There was
this kid who was reading at a third grade level at first grade, he was the student who has
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autism.This really came to a surprise to be because I thought people with autism would be at a
disadvantage.
3. What is the curriculum like in comparison to the regular education(cooperating
teacher’s) class?
The specialty teacher curriculum was to make the students be at or above reading grade level
only.
4. Describe the specialist teacher’s instructional style.
The librarian teaching style was mostly verbal.She would read a story to the kids and ask
questions and expect the students to come up with an answer.The teacher would show the
pictures in the book to the whole class as she was reading the book.
5. What different strategies do you notice this teacher using that are successful?
The librarian would tell the students to be quiet , because the faster she would finish the book the
more time the students will have to choose a book. The students quickly got silent and started to
pay attention.Once it was time the students chose an AR book and quickly went to go sit on bean
bags and started to read, but some ended up talking.
6. What are the challenges the specialist teacher has to deal with?
The librarian had to deal with a talkative student multiple times.She also had to address to the
students of overdue books and how it prevents them from being able to choose new books.She
also told them that those fines would follow them till high school and will prevent them from
graduating.
7. How are student needs being met?
Each student's need is being met because each student has a personal reading level.These levels
were assessed from a test that the students take to determine a range of the students level .WIth
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the AR program each student reads book that they should be able to read and understand , some
will be higher and some lower.
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.
I was not able to get the chance to enter the GATE program classroom at my time.
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 teacher’s instructional style.
4. Would you rather be in this class or the regular education class? Why?
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
student’s name down when you are writing observation notes. Maintain the student’s right to
privacy by referring to a student as Student #1, Student #2 etc.
Resource room
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1. Do you notice any social and academic differences between the kids in this class and in
the regular education classes?
Yes, the kids here seem to be a little less social outside of the class but when in resource they are
social as the teacher said.The students here seem to feel more open and comfortable to be
themselves.
2. What is the curriculum like in comparison to the regular education class?
The curriculum is different for each student but some students have similar worksheets and
assignments.The teacher is more attentive to the small amount of students and more of a one to
one standard.
3. Describe the SPED teacher’s instructional style.
The teacher is more attentive to the students and if needed helps each kid individually.The
teacher slows down alot when she speaks and repeats the instruction and gives multiple examples
before the students starts to work alone.
4. What are the challenges these students possess?
These students seem to be challenged by distractions in the classrooM. I believe the students
work more efficiently when they are around their friends. Also it could be that the students see
the others progressing, and it can make them frustrated because they might not understand the
lesson. Another challenge that they might face in the future is being judged as different, but this
isn't effective in a negative as of now.
I believe the students needs are being met because they need that extra help. And the students I
don't need the extra help to continue on learning at their pace. It is important to have separate
groups because not everyone learns at the same rate and that is ok.
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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 student’s point
of view.
First the student I chose to observe was a student who was held back for not being on level.This
student was a girl, the teacher said that she has greatly improved.The lesson that was being
instructed was a group lesson.The class was participating in “popcorn reading”, I noticed right
away that the girl made a little groan sound when the teacher chose the first student to start
reading and it was not her. As the other student was reading the girl was also reading along but
was reading aloud just not loud enough for the teacher to hear.The girl was sitting improperly on
her chair throughout the time I was there and the teacher told the student multiple times to sit on
her bottom.Another time when the students were getting ready to go to stations the girl was
talking and prevented the class from going to lunch.Everyone was mad at the girl and made the
situation worse in my opinion.When the other students groaned and got mad at the girl I thought
the girl who get sad or maybe even start crying, but the girl got even more mad and started
yelling to the other students for them to be quiet.

24
ASSIGNMENT TEN (Summary):
Thoroughly summarize and reflect upon your entire 10 hour Field Observation Placement.
As I nervously entered the classroom my first day I was very anxious to see real classroom
behavior and academia.The first thing that I noticed at the end of my observation was that the
mood towards teaching was not the same at the beginning than at the end.
After observing the class I noticed all the bad not just the positive.I noticed that the students
were very excited to see a new face in the class, I did enjoy how happy and eager they were to
meet me as I thought they would be silent and awkward.The expectations that the teacher sets for
her 1st graders in my opinion are very high.Even though the standards are set high the students
follow and do their best to meet criteria.I understand her method, if you set low standards and the
students then accomplish them they stop learning more.When one sets the standards high they
are always trying to reach the desired goal, meaning they are working hard to better themselves.I
really liked the environment the most out of all my expeiernce.It was nice to see kids wanting to
come to school to want to learn and not just because they have to.The kids in this first grade class
loving coming to school and seeing their friends as well as learning.As the teacher was telling
me the parents play a big role in whether or not the kid is set up for success.If the parent does not
care if the child does their homework then the student will not care for school either.The
experience I had with the first graders was very pleasant because these kids had respectable
manners at such a young age.This is when I noticed that not only does the teacher teach
educational criteria , but also manners. Mrs. Ortman is not only a teacher to her students but
some can consider her like a second mother since they do spend a lot of time in the classroom. I
25
admire the way she is to her students, her job is to educate the students in certain areas but she
goes beyond what is needed.When I become a teacher I want to be how Mrs, Ortman is to her
students to my students.I want to be the teacher that the students really trust and go to tell
anything and I can be the one to help them out .When I become a teacher I want the students to
know that I am there to help them in any way I can.
Overall I really enjoyed being in a real class and observing the students in first grade.I did enjoy
the first grade class, but I believe that the first grade class is not for me due to them being a little
too childish.There is nothing wrong with being childish it is needed so they can have a nice
childhood.I don't think I would be able to let myself loose to be able to adapt with them.I still
like the concept of becoming a teacher just not a first grade teacher, I will continue go up a grade
level each year to observe a class until I find the perfect grade level for me.
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26
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 student’s
CSN Instructor before the final exam date. The instructor’s 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)

Field Observation

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Running head :FIELD OBSERVATION

College of Southern Nevada

Greetings Future Educator,

that you must complete in order to pass this class.

Name: Brayan Martinez CSN Course: EDU 201

Professor: Susan Bridges Professor’s email: _____________________

CCSD School: Tom Williams ES Cooperating Teacher: Jennifer Ortman

your Classroom Management, Diversity, and Differentiated Instruction presentation in EDU

BEFORE ARRIVING ON THE FIRST DAY...

learn, and are reflective of a future professional educator.

UPON ARRIVAL THE FIRST DAY…

ASSIGNMENT ONE (Observations): After arrival, take a seat in a nonintrusive location to

begin your classroom observations. Complete the questions below:

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

regarding reading, math, and writing.

of having autism like some kids with autism.

for compliance or noncompliance?s

were more room in that class.

ASSIGNMENT THREE (Instruction): Observe any instructional time in your assigned

individually for people who missed a day or came late.

If so, give examples.

presented? Please explain.

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

worksheet that was handed out was accomplished.

or period to another, and are these transitions effective?

say say class may I have your attention.

continued to speak there was no tolerance for students talking.

learning, promotion of self-actualization, development of values and socialization.

parking lot, crosswalks, gates, signs and symbols.

hall colors and decorations and entrance security.

atmosphere within the school.

1. Identify the school’s mission statement, motto, and mascot.

for the school, as I did when I was a student at that school.

interactions in other areas of the school.

faculty and teachers.

size of school; grouping of students.

which determine who interact with who.

students gather to socialize – lunchroom, halls, playground, etc.

welcomed to join anyone's group.

5. Explain how the school is organized - by grades, departments or not. Are

left wing and right wing.

6. Examine school traditions, achievements and awards; community recognition or

of tigers on the wall.

and his/her personality.

peer to help the student in need.

distribution of power, tone, frequency and reinforcements.

respect her at all times.

ASSIGNMENT FIVE (Cooperating Teacher Interview): Complete the questions below by

difference in the world.

Interview Question 2: What is the main challenge(s) you face as a teacher?

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

students understand what is being taught.

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

assessments to give to the students.

I use reading A-Z to get books in every kids level.

time I address the problem or situation with the parent.

questions they can feel free to talk to me about it.

away to be able to give immediate feedback.

parent when the bad behavior becomes a big issue.

student whether he or she in increasing or decreasing scores.

the administration for determining your own performance?

is used to grade a teacher.

recommendations for counseling, test, and the resource room.