CSN Education Department, Field Observation Packet

ASSIGNMENT ONE (Observations): After introducing yourself to the class, take a seat
in a nonintrusive location to begin doing some classroom observations. Complete the
questions below:

The following observations were made: Period 1 – Mr. Comer – Geometry

Observation 1: What are your first impressions of the classroom/school

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

Environment is warm and inviting. Walls are covered with encouraging posters which details the
reasons to learn and know mathematics, giving examples of the benefits to have this knowledge.

Observation 2: Please describe the student make-up of the class, including gender,
ethnicity, ELL, students with physical challenges, and any other apparent attributes
that are important to note.

This class is comprised of 14 males and 23 females with no obvious ELL students or others with
disabilities. The ethnicity appears to be comprised of 14 Caucasians, 18 Asians, 1 African
American and 4 others which may or may not include 1 Latino. (I was surprised to see how little
African American and Latinos there were).

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

No class rules are present or visible anywhere on the walls or elsewhere. However, a small
CCSD poster (apx 11”x8”) gives notice of reason for expulsion (violence, threats, etc.) The sign
is almost unnoticeable because of its size and location. A matching sign is directly next to it but
in Spanish.

Observation 4: Does the teacher enforce the rules? Are rewards or consequences
being used for compliance or noncompliance?

Not applicable since there are no displays of these extreme behaviors.

ASSIGNMENT TWO (Classroom Layout): Use the graph paper provided to create an
overhead view, labeled drawing of your assigned classroom, and then answer the
questions that follow.

[Please see attached classroom map]

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

Regarding the extra work space (not occupied by student desks) the area is effective. However,
the teacher’s desk does not face towards the students, but at least the teacher is at the white board
during instruction. Regarding student desk layout, the problem I see is unavoidable due to the
classroom shape and student quantity. Because the room’s shape many students are left sitting at
far sides which makes seeing all portions (or furthest space) of the white board difficult.

Classroom Layout Question 2: In your opinion, how can the physical arrangement
of the room be improved?

Unfortunately, due to the number of students there is little or no room for improvement. The only
way to improve would be to move the white board wall and the back wall further apart. This
would allow those desks and students who have this side skewed view to be more centered in
front of the board.

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?

The only concern for safety I can notice would be the speed of egress by students located on the
far side of the classroom whose desks are located against the far wall. During an emergency
there is a possibility for them to get caught up in the desk. The connected desk and chair design
are made one by a connection bar on the right side of the desk. This leaves an opening to get
seated by entering the joined chair from the left. However, these chairs have their left sides
pushed against the wall. Students sitting in these chaisr climb over the bar on the left. In an
emergency they would have to climb out of a confined seat.
ASSIGNMENT THREE (Instruction): Observe any instructional time in your assigned
classroom, and record your observations when presented with the questions below:

The following observations were made: Period 2 – Mr. Whitefoot – Geometry

Instruction Question 1: What is the posted daily schedule for different subjects or
periods?

Algebra 2: “What concepts will you need to demonstrate on the NHSPE Math Exam?
C1- Worksheet
C5- Worksheet
Geometry: “What concepts will you need to demonstrate on the NHSPE Math Exam?
C4- Worksheet

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

individual?

Instruction is provided to the whole group all at once. I have observed small group instruction in
other classrooms by other teachers in which it appeared each group was also arrange to have at
least one strong student in it. But this particular class was done with whole group instruction.

Instruction Question 3: How would you describe your cooperating teacherʼs

teaching style?

Teacher is open to student questions and takes time to explain and re-explain. He allows a
moderate amount of chatting but it appears he is able to remain in control. It’s evident he knows
how to pick his battles.

Instruction Question 4: Does the teacher incorporate learning style preferences? If

so, give examples.

For the most part the course is taught through a combination of visual notes and audible
instruction. However, the teacher used quotes, rhythms and catch phrases to help students
remember application rules.

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

Most (apx 95%) of the students are looking straight ahead at the teacher during his instruction at
the white board and they are taking notes. Questions are being asked and answered.
Instruction Question 6: Are there any students isolated from the rest of the class
for any reason? Why?

No. All students are included during this instruction and no one is left out or isolated.

Instruction Question 7: Is instructional time managed efficiently?

Yes. As students entered the room they immediately knew what to do. As the teacher walked the
classroom checking for completed homework the students prepared for instruction by obtaining a
worksheet near the classroom door upon entry. They immediately went to work on it. There was
definitely an expected system of doing things as the student instinctively took their textbooks out
at the same time in preparation after the worksheets were finished.
Instruction Question 8: How does the cooperating teacher handle transitions from
one subject or period to another, and are these transitions effective?

The only transition I can recognize is the teacher’s transition from one class or period to another.
During this time he changes his digital media on the computer projection to material which has
been prepared ahead of time for that particular class.

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

This teacher doesn’t use any special methods to get the attention of the students. Being very tall
and large in stature with a very commanding voice, the students have no problem realizing when
it’s time to settle down and begin listening.

Instruction Question 10: What specific behavior issues does the teacher have to
deal with?

Only once did he have to demand a young man quit talking to his neighbor. After this there were
no other issues to be dealt with. As stated before, he has very good control of his class.

Instruction Question 11: Are there any procedures in place that help or hinder
instructional time?

As stated before, right upon entry into the classroom there is a basket with worksheets which is
labeled with the class period number. Students knew as they entered to grab a copy. This
prevents time waste caused by handing out papers.
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 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.

A. 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 to include: building, grounds, fencing,

equipment, grass, flowers, landscaping, trees, parking lot, crosswalks, gates,
signs and symbols.

The school building is nice and appealing in architecture (built in 2009). The interior design has
a 50 foot ceiling with classrooms lining the sides of the upper and lower floors. It reminds me of
the interior of a mall. The ceiling is mostly glass which makes for excellent natural lighting. The
outside grounds are mostly desert landscape with little grass and mostly planters whose walls are
at sitting level for students to sit and gather comfortably. There are many large outdoor awnings
which provide great shade for outdoor congregation.

2. Consider the interior of the school to include: halls, floor coverings,

lighting, doors, windows, entrances (metal detectors and security), colors,
decorations in the hallways and entrance areas.

The school is covered with items which promote school spirit of which the students are
encouraged to be a part. Walls are sporadically covered with informational posters publicizing
events, functions, clubs and announcements. The school colors, mascot and logo are ecorporated
everywhere.

B. Culture of the School: Read, listen and observe to determine the climate,
values, and atmosphere within the school.

1. Identify the schoolʼs mission statement, motto, and mascot.

Mission Statement: “Offer all students the opportunity to achieve an education and exercise
citizenship”.
Motto: “Strike at every opportunity”
Mascot: Diamondbacks (or) D-Backs

2. Analyze staff/student/visitor interactions in the main office, the library,

computer center, halls, lunchroom, gym and other areas of the school.

Regardless of where I made this observation I was impressed how the staff had firsthand
knowledge of many student names. Everyone was very welcoming and helpful and willing to go
above and beyond to assist.
3. Look at and document formal practices: school day; scheduling of classes/
subjects; ages of students; calendar of events; size of school; grouping of
students.

I found it strange that the “morning” announcements were not first thing in the morning. The
announcements and flag pledge took place during third period. Classrooms are set and placed by
department (math classes are all next to math classes and so on).

4. Analyze student/student interactions in halls, classes and outside the

building. Note where students gather to socialize. Are there lockers or how
do students carry books and homework?

Between class periods the students are kept from gathering or socializing in an idle place, so
most socialize while in transit from one class to the next. However, at lunch the main indoor
quad is where most gather for lunch. They occupy the tables, floors near the walls and the
staircases. Regarding lockers, I did not see a single one in use until near the end of my last day
of observation. I began to think perhaps the students were not allowed to use them until I finally
saw a locker open and being used. I assume for the most part that the students use their
backpacks to store their personals and books.

5. Describe the organization of the school by grades or departments. Are all

grades located together in one physical area of the school? Are the groups
identified?

All of the departments are collectively placed together in their respective areas. Math near math,
and English near English, etc. However these areas are not identified or labeled anywhere. The
math teachers I interviewed said this helps with the cohesiveness of the department.

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.

-Multiple acknowledgemens for excellence in AYP and increased growth in math scores
-Two years in a row they were 1st place in the Untied Blood Service blood drives.
-Multiple acknowledgements and trophies from United Spirit Association for cheer & drill.
C. Culture of the Classroom: Each classroom has its own culture and way of life.
The following observations were made: Period 4 – Ms. Strekow – Algebra Honors

1. Look for teacher(s) expectations for learning and success, interactions with
students, and his/her personality.

In this class the teacher’s expectations are that the students will begin study engagement on their
own. Working through the problems she looks for students to ask questions once they are stuck
and she offers personal instruction to them. The students’ ability to work on their own shows the
teacher’s ability to control the class when needed.

2. Evaluate the level of student participation in the class.

Students worked in desk groups of four where they help each other solve problems. Once in-
front instruction began students answered the problems out loud as a class when the teacher
asked questions.

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

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

As the desk groups worked within each other the teacher patrolled the room listening for those
who may need guidance. But along with guidance she periodically must realign students who
get off subject. Her tone periodically becomes stern with students become too loud.

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.

The following interview was with Brian Gregorich, Math Department Head.

Interview Question 1: What was the primary reason you became a teacher?

“Primarily because both my parents were school teachers. I just like what they did and I felt it
was something I would love doing and I do”.

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

“Probably where to spend your resources, time and energy and to determine where you can
implement to have the best impact and difference.”

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

“Interacting with the kids and seeing a kid make improvement and see where they were and
where they are now.”

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

“Generally I try to do it somewhat based on acedemics, somewhat based on behavior and a lot
based on some where I know they will not be next to someone they will misbehave with.”

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

“Sometimes I will do it randomly, sometimes I will do it by grade level or grade average where I
put a high, mid and low student in a group together and try to give them the opportunity to be
the person to give help or be the person getting help.”

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

regularly?

“I do a lot of informal assessments of how the kids are doing in warm ups and quizzes and test.”

Interview Question 7: What requirements are placed on you for reporting progress
to parents?

“We have to upload our grade book to ‘ParentLink’, and the parents can go on-line and check the
grades”

Interview Question 8: How often do you interact with a studentʼs parents in person?

“Not overly often unless I see them at an extracurricular activity. But on occasion parents may
want a teacher conference with a school counselor but that doesn’t have happen all that often.
It’s mostly e-mails and phone calls with e-mails being a majority”

Interview Question 9: What type of discussions do you typically have with parents?

“I talk to them about what’s available; how we can help the student with before and after school
tutoring and times I am available and strengths and weaknesses the kid may have in terms of
getting their work done or doing well on test.”

Interview Question 10: How much grading do you complete on a daily/weekly

basis?

“It depends, some weeks when I’m giving a lot of test and quizzes then there’s a lot to do, there’s
a few hours’ worth per day. Usually there’s at least a quiz a week. Other time it’s just a matter of
checking homework and depending on the maturity level of kids it will be to check completion
or it may be to see where they’re at.”
Interview Question 11: How long does it take to prepare lessons for the day/week?

“If I’ve I taught it before and I’m happy with the way I’ve taught it before it’s just a matter of
making examples I want to use. This can take 10 minutes or so. The more higher level the class
the longer it takes to prepare because you have to make sure you have everything laid out in your
examples. This should take about 30 to 40 minutes. Any longer than that and you should consult
with another teacher who’s taught it. Many teachers get burnt out when they are trying to plan
something that takes them more than hour.

Interview Question 12: What procedures or strategies do you use to maximize

instructional time?

“I have got a warm up the board when the kids come in and it in the form of an agenda where
they know what we’re gonna do that day. And there a couple of warm up problems attached to it.
When that happens then they know they’re responsible for getting to work and I jump right in as
soon as the bell rings.”

Interview Question 13: What positive reinforcement programs have you had
success with?

“For the Algebra classes I put a thing on the door of who’s done well in what units and you’re
allowed to put their first name and last initial. They like seeing their name up there. And if there
has been recent interaction with a kid’s parent then I will e-mail or call them to let them know
when they’ve done well ona test or quiz.”

Interview Question 14: What behavioral consequences seem most effective with
this age group?

“Moving them away from their friends, cause many of them don’t care. Sending them to the
Dean does nothing cause if their a problem often then they know that routine and the Dean
makes them say sorry then they go on as if nothing happened.”

Interview Question 15: How are specialist teachers involved in the instructional
planning process?

“They’re not really. It doesn’t really happen very often. If you have a Special Ed teacher
assisting you its very rare they will participate in your planning”

Interview Question 16: How often are you evaluated, and what measurement
tool(s) is used by the administration for determining your own performance?

“Just a couple times a year they will come in. Then you’ll get either a ‘long form’ a ‘short form’.
It just depends on how long it’s been since you’ve had the long form. And it’s just a little write
up of how you’re doing and basically unless you have a big issue its nothing to be concerned
about.”
Interview Question 17: What consequences are there if your evaluation is not
favorable?

“Then they really have to go through a really long process. There’s no tenure, that’s a myth. But
there is a point where you get fewer observations and if youre at that point and they find you
unsatisfactory they have to go through many, many, many more observations to actually get you
out of the classroom.”

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?

“We can request specific materials. Often Admin holds any extra supplies or funding to have
ready for departmental requirements when things may come up. Plus, the department itself has
its own budget.”

Interview Question 19: What surprised you most about teaching as a profession?

“What surprised me the most was the difference in the kids whose parents are present in their
children’s education versus those kids who the parents couldn’t really care less.”

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 teacher and male student, add a tally mark. Do the same when
teacher interaction is between teacher and female student. Record your tally marks in
chart form, and then summarize your findings in one paragraph.

The following observations were made: Period 3 – Mr. Comer – Pre-Calculus

Teacher Exchange Directed to Boys Teacher Exchange Directed to Girls

IIIII II IIIII IIIII IIII

Classroom Interactions Summary:

Very little interaction was concerning classroom control. Almost all of the interaction with the
teacher was female based and it circled around the lesson. The majority of their lesson
interaction was them, the girls, asking the teacher questions. The teacher would give appropriate
responses. Almost the exact opposite could be said about the males in the classroom. Very little
of the interaction with the males was lesson based but instead it concerned classroom control,
such as, “stop talking” or “sit down”. This was surprising to me as I expected the whole class,
regardless of sex, to be fully cooperative since this was a higher level math class.