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Yesenia Guzman

Edu 203

12/7/18

Field Observation Essay

In my Education 203 class, it was also a requirement to complete 10 hours of field

observation at a classroom. I enjoyed participating in the classroom, and once I found out that

this course also requires 10 hours of field observation, I was excited to finally be in a classroom

again.

The first day of my field observation took place on November 5th, 2018. Upon walking

into the classroom for my first time, I noticed that the classroom was significantly smaller than

the general education classroom I was placed in last year. There were only 16 students, compared

to the 30 students in the general education class. The classroom I was doing my observation in

was a self-contained classroom, with students in grades ranging from third to fifth grade. Right

away I was able to tell that there were more boys than girls in the class, 4 to 12 to be exact. The

set up of the classroom was pretty simple and organized. The student’s seats were in rows facing

the whiteboard. There were two group tables located in opposite ends of the classroom. There

was a small “library” section with bean bags for students to sit down to read, and tables with

computers. There were two posters explaining the rules of the classroom, and consequences/

rewards. The two bulletin boards in the classroom were to show off student’s work, and job’s that

students had. There wasn’t that much color involved in the classroom setup that could’ve made

the classroom look more vibrant, but it was still a friendly and sufficient classroom.
As I previously stated, there were 12 male students compared to the 4 female students.

Aside from that, the students were mainly hispanic and black, with a couple of white students.

There was only one student with a physical disability. He was missing the bottom half of his arm,

but always looked happy to be in class. For the most part, the students all seemed to get along

well.

The class had four simple classroom rules: eyes on the door, follow all directions,

complete tasks, and mind your business. The rules were definitely enforced. My observation

teacher, Ms. Frausto, was on top of her classroom management. I was able to tell that the

students had a lot of respect and obedience towards her because whenever she would leave the

classroom and Ms. Linda, the teacher assistant, was in charge, they wouldn’t follow the rules as

often as they normally do. Ms. Frausto has another poster about rewards that help motivate the

students to follow directions. If they get three good points, they don’t receive anything. Four

points means reading, drawing on the whiteboard, and flashcards. Five points results in board/

card games, camper, coloring doll, and drawing. Lastly, 6 points equals snack, free time, outside,

and legos. I feel like these rewards are good enough to motivate students to follow directions.

From 9:30-11:30am they work on mathematics. Once they return from lunch at 1:15, they

work on reading/writing until 3:20pm. During both subjects, the teacher does not spend time in

front of the classroom to teach everyone as a class. Instead, her and the teacher’s assistant divide

the students into groups and they teach them separately. The groups are divided into 3-4 students

of the same grade level. They rotate from each teacher, and computer work. On the computers

the students work on an educational program about the subject they are currently working on. I

have only observed Ms. Frausto teach her groups. She adapts to every group she teaches, since
they’re all on different paces and grades. I believe it is very helpful to have two teachers teach

small groups at a time, since it gives the teacher a chance to focus on the students individually,

and record their individual progress. I have never seen nor experienced a teacher that doesn’t

lecture in front of the classroom. However, in the self contained classroom, I definitely see why

that wouldn’t always work.

The classroom was set up so that Ms. Frausto can have the classroom’s undivided

attention. It prevents easy distraction since students won’t be sitting in groups. Regardless of the

arrangement of the student desks, the students were still able to make friends with each other in

the classroom. However, I feel like I would change the set up of the desks because it reminds me

of a college classroom. I feel like in an elementary school it is crucial for students to learn to

work together, socialize, and learn from one another. In my opinion, the seating arrangement Ms.

Frausto had would not make that easy to be done.

I completed my field observation in five, two hour visits. The first three visits I would sit

in the back of the classroom, near the teacher’s desk, and write down notes, as well as complete

my activity sheet. On the third visit, Ms. Frausto asked me if I would like to participate with the

students by helping them with their letters and numbers the next time I visit, and of course I said

I would love to. The fourth visit came around and they were scheduled to play Bingo as soon as I

got there. I was able to participate by calling out the bingo cards and putting them on the

projector for the students to see. Once someone won the round, I would give them their prize.

The kids loved the game, and it made me feel more comfortable speaking to them. After 5 rounds

of bingo, I sat at one of the group tables with three students and helped them with their numbers.

The students were very nice and sweet, and seemed excited to work with me! My last visit, I sat
in the library section of the classroom and students would rotate between me, Ms. Frausto, and

the teacher’s aide. I had groups of 3-4 students, and we played addition and subtraction

flashcards. It was more difficult to play flashcards with the students because there were students

who were clearly more advanced than the others, so it didn’t seem fair for the students at a lower

level. I also didn’t want to high level students to feel left out if I asked them to hold back their

answers. Regardless, the students enjoyed playing flashcards, as did I. I am upset that I was only

able to engage with the students for 2 out of 5 of my visits. I feel like engaging with the students

can really teach me how to work with kids more.

Overall, I truly enjoyed this semester’s observation. My last observation I wasn’t able to

participate with students, but this observation I was. I wanted to continue volunteering in the

classroom just so that I can engage with the students. This observation was valuable, and it

makes me look forward to my student teaching.


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The teacher kept page 12 and will be faxing it!