Field Observation Activities Packet

CSN Education Department, Field Observation Activities Packet
Greetings Future Educator,
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: Macy Hendrex CSN Course: Education 201
Professor: Mrs. Bridges Professor’s email: susan.bridges@csn.edu
CCSD School: Don E. Hayden Elementary Cooperating Teacher: Mr. Waite
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.
BEFORE ARRIVING ON THE FIRST DAY...
1. Contact your assigned school by telephone and ask the office manager, or other
© CSN Education Department, Las Vegas, Nevada 2013 1
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. Preplan 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…

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.
When I first walked into the school, the principal had not told anyone that I would be
there on that day. So everyone in the office was a little frazzled to see me. However, when I
got situated in a classroom, I noticed that the corresponding teacher’s classroom was very
organized, fast paced 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.
There were only 9 girls of 27 students that were there. There is one deaf student that is
included in all class participation through an interpreter. The whole class is very diverse in
terms of race. My teacher has all of the IEP students from the 5 th grade. There were 9 IEP
students in total, not including the hearing impaired student. And finally, there were 5 GATE
students in his class.
*Observation 3: What are the posted class rules in the room? (exactly as written)
CHAMPS and HALLS
CHAMPS stands for; Conversation, Help, Activity, Movement, Participation, Success.
This particular set of rules changed depending on what subject they are learning at the
particular time of day. All of the students knew what CHAMPS to use at the proper time of day.

HALLS stands for; Hands to yourself, All eyes forward, Lips zipped, Low speed, Space
between you and me. These rules are only for when students are walking in the hallways.
*Observation 4: Does the teacher enforce the rules? Are rewards or consequences being
used for compliance or noncompliance?
My corresponding teacher enforced every rule very well. He made sure that the
students knew that there were consequences for breaking the rules. His classroom
management was so good that the students liked him as a teacher but were afraid to break the
rules. He used dojo points to enforce all the rules. If the students disobeyed the rules they got
dojo points taken away and if they did an exemplary job of following the rules, they got dojo
points to go toward a big prize at the end of the quarter.
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.
White Board
Book
Shelves
Sink
Desk Desk
Desk
group group
group
A C
B
Desk Desk Cabinet

group group
D D
Teachers
Desk area
Small group
Cabinet
Work space Door
Classroom Layout Question 1: Describe the workflow of the room. Is the space used
efficiently?

The space is rather large for a classroom. Everything in the class is works in a really
great flow. I really like that there is a sink in the room because if a student has to go get a drink
they don’t have to disrupt the whole class to do so. Even the posters on the walls attributed to
the organization of the whole room.
Classroom Layout Question 2: In your opinion, how can the physical arrangement of the
room be improved?
I personally would not change the room in any way. I think for the amount of space and
student; the layout works for the teacher.
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 that I would have for a drill is that the students’ backpacks are on the
back of their chairs which could get knocked over during commotion and tripped over.
However, there is no really good solution to this problem.
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?
Specials are at 9:10-10:00, Reading is at 10:00- 10:50, Reading/ IA is at 10:50-12:00,
Social studies are at 12:00-12:30, Health is on Fridays and at 12:00- 12:30, Lunch and recess
is from 12:30- 1:10, Math is at 1:10- 2:30, and finally Writing is form 2:30- 3:21.
Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?
Most of his class time is done in whole group exercises. I personally did not observe a
time where he had small groups or centers. He did say that he does them on occasion though.
When it was lesson time, he did whole group style and then during the work portion of it, he
had them do the work individually.
Instruction Question 3: How would you describe your cooperating teacher’s teaching style?
My teachers style of teaching is very structural, strict, and organized. He didn’t really
take time to make sure that everyone was comprehending what he was teaching. I personally
thought that his whole demeanor was fairly cold towards the students but some of the students
took very well to that approach. I know that if I was his student, I would not like his teaching
style very much.
*Instruction Question 4: Does the teacher incorporate the sensory modalities (learning
styles)? If so, give examples.
I don’t feel that the teacher even tried to incorporate any sensory modalities.
*Instruction Question 5: Do the students seem engaged in the lesson(s) that are being
presented? Please explain.
Some of the students were very engaged in every lesson but there were also some
students who had very vacant expressions on their faces and looked like they really didn’t
understand what was being taught.
*Instruction Question 6: Are there any students isolated from the rest of the class for any
reason? Why?
The only reason I think that one student would feel isolated is the student who is
hearing impaired because she is not having any one on one instructional time from the teacher
because it has to go through an interpreter first. The teacher tried to include her in as much
discussion as he could, but there is only so much he could do because of her disability.
Instruction Question 7: Is instructional time managed efficiently? Please explain
I believe that the teacher used his time wisely and made sure he got all of his lessons
information into the day. He could have slowed some of the lesson down so that all students
could get ample amount of understanding.
Instruction Question 8: How does the cooperating teacher handle transitions from one
subject or period to another, and are these transitions effective?
The transitions flow very nicely from one subject to the next. However, I even got
confused as to when they students were moving on to the next subject. The transitions
happened so easily and seamlessly that it was hard to differentiate between the subjects.
*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 way he did it was a countdown from 5 to 0. All the students understood that if he
got to zero and students were still off task, that there would be consequences.
*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 issue that I observed was that some students were talking during the
teacher’s lesson. The teacher gave warnings and progressive discipline that the students
reacted to. This went from a first warning to the extreme of a write up citation.
*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.
I didn’t notice any policies in place.
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.
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.
Around the school there are many cross walks but there are only stop signs with many
crossing guards.
2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall
colors and decorations and entrance security.
Decorations around the school are seasonal and super cute. The layout of the class
rooms is done well. There is a main hallway that leads to all classrooms and then there are
separate pods with computers and 10 classrooms.
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.

Hayden heroes. There is no school motto. Their mission statement is Don E.
Hayden Elementary School will provide academic excellence in a collaborative
environment that promotes individual achievement, positive relationships and
responsible citizenship in an ever changing global society.
2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions
in other areas of the school.
The visitor interaction is very minimal because there is a computerized check in station
for all visitors to use. It is a very in personal experience.
3. Look at the formal practices: school day schedule; ages of students; calendar of events; size
of school; grouping of students.
When you walk in none of these interactions are visible however, even in the hallways,
none of it is posted or noticeable.
4. Observe student to student interactions, inside and outside the building. Observe where
students gather to socialize – lunchroom, halls, playground, etc.
Students of all ages interact. They mostly have interaction in the halls, on the
playground and in the lunch room. They all seem to get along seamlessly.
5. Explain how the school is organized - by grades, departments or not. Are
hallways/classroom labeled?
The pods are only numbered but it is not organized by grade or department. It is
sporadic and unorganized.
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.
Don E. Hayden Elementary School is a child-centered learning community, where
heroes are made. We are proud to accentuate the following accomplishments:
All students are recognized at Trimester Assemblies for honors, citizenship, effort, outstanding
improvement and attendance. Fifteen 3rd-5th grade students earned 500 on the NV state
CRT. They were publicly recognized at a Trimester Awards Assembly. Tutoring was offered to
1st-5th grade students, providing tier 3 support to ensure student attainment of state
standards. All students were exposed to the core & individual goals in a supported setting that
encouraged acceptance & open-mindedness. Peace Week, HOPE & Random Act of Kindness
gave us No Place for Hate status. All students pledged to make our school safe. Class-size
reduction in first through third grades increased teacher/student interaction and participation.
Students had access to iPod Touches, Promethean Boards, a laptop lab and many
technological learning opportunities. We offered Art Club, intra-mural soccer, Spanish,
American Sign Language, Jump Rope Team, honor choir and basketball. We promoted a
home-to-school link through a parent room, family nights, Dads & Donuts, movie nights &and
PAC meetings.
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.
There were no posted expectations but the student interaction was very good. All
students participated and were engaged in conversation.
*2. Evaluate the level of student participation in the class. Who participates? Who does not?
IEP students were not as prone to participating as the GATE students were. All students
did participate at one point in the lesson.
*3. Evaluate the interactions between teachers and students, rapport, cohesiveness,
distribution of power, tone, frequency and reinforcements.
The teacher has a very strict tone in the class but all student were very receptive to it.
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?
I have wanted to be a teacher since I was 5 years old, but it was in first grade that I really
set it as my goal. I had an amazing teacher that I loved, and she really sparked my interest in
following in her footsteps.
Interview Question 2: What is the main challenge(s) you face as a teacher?
The main challenge I face as a teacher is fitting all of the required curriculum into the day
while still trying to make it fun and engage with the kids. So much of the focus is on reading and
math skills, it is difficult to find the time to fit anything else in.
Interview Question 3: What is the best part(s) of being a teacher?
The children are the best part of being a teacher. Their face when you see they truly
understand a new concept is the most rewarding.
Interview Question 4: How do you determine where students sit in class?
I like to change seating arrangements often; it keeps the kids on their toes. A lot of things
come into how I seat them: I group them by behavior, mixtures of abilities, trying to get kids to talk
with others they normally wouldn’t, and any classroom needs for lessons or activities.
Interview Question 5: How do you determine the members of any flexible groups?
I prefer mixing levels and abilities in groups so children have the chance to learn from each
other. However, for quick activities I will allow students to pick their group just to add a bit of fun to
the day. Besides, kids learn really quickly that just because someone is your friend does not mean
you want to work with them on a project.
Interview Question 6: Beyond standardized testing, what assessments do you use regularly?
As a teacher, I am constantly assessing my students. Quick mental notes on who is
answering questions, who is asking questions, and body language is the most used. I also use exit
slips, quizzes, weekly spelling tests, group questioning and discussions, along with more formal
assessments like RIGBY Reading levels.
Interview Question 7: What requirements are placed on you for reporting progress to
parents?
We use class websites to keep parents informed of major class announcements and
information. I also send home a weekly newsletter with information such as homework, anything
new we are doing that week, birthdays, spelling lists, and main goals of the week. I have a few
students that get regular phone calls home as updates, good or bad. We also have grades
published for parents to see. And of course, parent conferences and report cards are standard.
Interview Question 8: How often do you interact with a student’s parents in person?
Interacting with a parent in person, unfortunately, does not happen very often. Most parents
we see only at parent conferences twice a year.
Interview Question 9: What type of discussions do you typically have with parents?
Typically, discussions with parent’s center around classroom happenings and incident
reports. However, I do make it a point to call student’s parents and report good things as well. I go
down the alphabetical list of students and pick a few students a month to call for a good report.
Interview Question 10: How much grading do you complete on a daily/weekly basis?
Grading happens constantly. I like to believe that if I assign work, then it’s the student’s
right to have it graded and count. Most homework assignments count as either they did it or they
didn’t and math homework is graded as a class to check for learning. Spelling tests are once a
week, reading assignments are one large packet a week done during independent work, math is

typically three graded assignments a week, and then other subjects are as we have time to do
them.
Interview Question 11: How long does it take to prepare lessons for the day/week?
One planning period a week is spent with my grade level team making plans. After that I
spend on average 2 hours a week planning with another hour at least just for gathering materials.
*Interview Question 12: What procedures or strategies do you use to maximize instructional
time?
I love using small group learning for math and reading lessons. This maximizes
instructional time since the students rotate between independent work, center work, and small
group instruction with me. It allows me to focus on each student’s or group’s needs while I know
they are still working on related skills elsewhere.
*Interview Question 13: What positive reinforcement programs have you had success with?
I am a firm believer in using positive reinforcement constantly in the classroom. This
includes complementing the student paying attention versus disciplining the student who is not
when it is not a largely disruptive behavior, complementing the whole class when the line to
specials looks beautiful, and thanking students for staying on task. This changes the entire
classroom environment to a more positive one. I also use a chart for student behavior where they
can move their clip up or down throughout the day based on behavior. This provides chances to
discipline, but also to reward.
*Interview Question 14: What behavioral consequences seem most effective with this age
group?
Behavioral consequences that I see as most effective is removing the trigger. You can
usually tell fairly quickly what is causing the negative behavior, so immediate removal of either the
student or the disruption is key. Consequences are always key as well, but should fit the
behavior. I also use the chart to have students move their clip down and their status gets reported
home daily in their agenda.
Interview Question 15: How are specialist teachers involved in the instructional planning
process?
Specialist teachers are always notified of key concepts or learning objectives we are
covering to see how we can integrate it throughout their learning. The whole school works as a
team to have common themes thread throughout all of the school.
Interview Question 16: How often are you evaluated, and what measurement tool(s) is used
by the administration for determining your own performance?
Administration performs two formal evaluations a year, but will “pop in” to my classroom on
a weekly basis at least. This shows the unity and involvement between teachers and
administration to the students. Formal evaluations are designed by the Principal and are submitted
to the county. I have a very involved Principal that uses more informal observations to assess
myself and my classroom on a regular basis.
Interview Question 17: What consequences are there if your evaluation is not favorable?
The first consequences is the Principal will have a formal interview and discuss any
challenges you are having. As mentioned, my Principal is very involved. So the Principal will
perform more frequent evaluations and interviews to try to address anything first. Then you will be
put on probation, which could lead to requiring more formal training to even termination if you do
not have tenure.
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?
The school provides instructional specialists that rotate around the classrooms regularly to
offer support, instruction, or just advice. Financially, the school provides the basic school supplies
I need to function. We also have monthly staff meetings and instructional meetings on early
dismissal days for professional development. Parent organizations offer parent volunteers to do
small activities or individual work with a student as needed as well as a “Room Mom’ that helps
with holiday celebrations and anything I need. The school district provides professional
development days with a variety of classes to take for instructional and professional enhancement.
Interview Question 19: What surprised you most about teaching as a profession?
What surprised me the most about being a professional teacher is how much of the focus is
on reading and math, specifically with standardized testing. Throughout so much of my teacher
education, I was allowed to create my own lessons and integrate anything I wanted into them. This
is just not the case in professional teaching when you have so much curriculum to cover in the
week. Time for other subjects, such as history, cursive writing, health, and character education,
are very difficult to find the time to fit in. Let alone any “fun” lessons on holidays or special events.
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.
4 times 3 times
*Summarize your Classroom Interactions data from above:

I feel like the teacher did a really good job of making sure he was interacting with a
diverse group of students he did not favor certain students over others and made sure that all
students with their hands up got a turn to talk.
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?)

My administration was off campus or busy all the times that I went in for observation.
CSN Student Created Open Ended Question # 1 for Administrator:

What are some ways that you connect with your school community?
What are some areas of teaching and learning that you can lead in the school?
What are you hoping teaching and learning looks like in your school and how do you
communicate that vision?
How do you build leadership in your school?
What will be your “fingerprints” on this building after you leave?
My administration was off campus or busy all the times that I went in for observation. I even
tried to arrange a phone interview however, administrators are busy people.
Interviewed school administrator’s name/title:
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.
1. Do the students participate or behave differently in these classes in comparison to

their regular academic/cooperating teacher’s class?
The students were much more wild and off the walls because I observed a P.E.
class. They felt that they had more freedom because their teacher was not there
to watch them.
2. Does any student seem to have a particular talent? Describe.
All the students seem to have the same level of energy and therefore the same
level of skills in P.E.
3. What is the curriculum like in comparison to the regular education (cooperating
teacher’s) class?
The teacher lets the kids run wild and from what I could tell, there was absolutely
no curriculum.
4. Describe the specialist teacher’s instructional style.
His instruction was so laid back that it almost seemed like he was not teaching at
all but simply watching them.
5. What different strategies do you notice this teacher using that are successful?
His strategies were not successful.
6. What are the challenges the specialist teacher has to deal with?
Special Education students were even more wild than the regular students so he
put most of his focus into watching and teaching them.
7. How are student needs being met?
They have a lot of different equipment. Their needs are being met well.
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.
1. Do you notice any social and academic differences between the kids in this class
and in the regular education classes?
The kids seem to be a lot more independent in this class than in their regular
class. They were much more capable in this class than a regular classroom.
2. What is the curriculum like in comparison to the regular education class?
The curriculum was a lot harder and much more in depth than in the regular
classroom.
3. Describe the GATE/AP teacher’s instructional style.
Because these kids were so smart, it almost seemed like the kids were there to
teach her more than she taught them. It was much more of the teacher brought
up a topic and the kids had an in depth conversation about that topic.
4. Would you rather be in this class or the regular education class? Why?
I would like to be in either honestly. I feel like I would do well in either because I
just want to help students learn more than they knew when they come into my
class.
Very well. They are getting more personal learning time that will help them learn
more.
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.
1. Do you notice any social and academic differences between the kids in this class
and in the regular education classes?
Yes. All of these students have trouble reading.
2. What is the curriculum like in comparison to the regular education class?
It is a much more personal and technology focused class
3. Describe the SPED teacher’s instructional style.
He pulls one student over to him at a time and gives them a personal lesson
while the other students read to themselves following along with an audio book.
4. What are the challenges these students possess?
They just have struggle getting on grade level with their reading.
Very well. I think the individual work helps them learn.
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.
On the day that I went to go observe my teacher I observed a student who is on task the entire
time that the teacher was giving a lesson. The lesson that was being taught was on the mannerisms
and how you should behave during a play. The students were going to a play as a field trip the next
day. A particular student was very attentive and was taking notes without even being asked to do so.
This made me very intrigued by the student so I watched her for the rest of the day. It turns out that the
student is actually a gate student and being asked to do so. This made me very intrigued by the student
so I watched her for the rest of the day. It turns out that the student is actually a gate student and I
could see why. She went above and beyond the standards that the teacher put out for her and was a
very impressive student to me. She made me have hope that this is how my classroom will work when I
have my own classroom. It Made me feel a lot more confident that I could successfully provide a lesson
and have children learn something from it. Overall I just loved observing the student she was very
impressive to me and made me enjoy observing their classroom. It made me hopeful that all of my
future students could be like her.
ASSIGNMENT TEN (Summary):
Thoroughly summarize and reflect upon your entire 10-hour Field Observation Placement.
Overall my experience with observation was amazing. When I first walked in I was a
little nervous because my principal hadn't worn anybody that I would be there on that day. I
thought that I wasn't going to be able to observe that day but it turns out that I had an amazing
fifth grade teacher that took me in and let me observe his classroom. I chose the school
because I had gone there as a third grader and was really excited to go back. I got to visit
some of my old teachers who really appreciated seeing me. I got to talk to some of them about
my schooling and where I went after Hayden. It was really amazing to see that they still cared
about my education. They were so welcoming to me and made me feel at home. My
corresponding teacher was amazing. He gave me the best advice and helped me understand
what it took to be an amazing teacher. His classroom management was impeccable. He made
sure that every student understood his expectations for them and if they did not meet his
expectations that he would be very disappointed which scared the students. Some of the
specials classes were not as up to par as my corresponding teacher's class was. The PE class
was so chaotic that I didn't think the teacher actually taught anything. The gate class on the
other hand was amazing. I got to help students learn about the Fibonacci sequence which I
had never even heard about. They made me feel silly that I didn't know these things but they
did. They were so smart and so dedicated to their work that they inspired me even more to
become a teacher. I really overall loved my observation. However I did not get to meet with an
administrator because they were also busy every time I went in. I try to arrange a phone called
interview however they never got back to me and I was forced to not do the interview with
them. This was upsetting to me because I was really looking forward to talking to an
administrator however I still loved my time there. If I get the chance when I become a full-
fledged teacher I would love to teach at Hayden elementary school. They just made me feel so
welcomed and like I was one of their peers. They didn't treat me like a younger student but
saw me as an equal. The students were also kind to each other and to their teachers that it
really made me appreciate how well the school is enforcing their standards. I couldn't be more
thankful for the school that I was assigned to.
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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 Activities Packet

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Field Observation Activities Packet

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CSN Education Department, Field Observation Activities Packet

Greetings Future Educator,

One of the most rewarding

Name: Macy Hendrex CSN Course: Education 201

Professor: Mrs. Bridges Professor’s email: susan.bridges@csn.edu

CCSD School: Don E. Hayden Elementary Cooperating Teacher: Mr. Waite

BEFORE ARRIVING ON THE FIRST DAY...

UPON ARRIVAL THE FIRST DAY…

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

© CSN Education Department, Las Vegas, Nevada 2013 2

Desk Desk Cabinet

© CSN Education Department, Las Vegas, Nevada 2013 3

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

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

© CSN Education Department, Las Vegas, Nevada 2013 7

ASSIGNMENT SIX (Classroom Interactions):

*Summarize your Classroom Interactions data from above:

ASSIGNMENT SEVEN (Administrator Interview): The prewritten student created

© CSN Education Department, Las Vegas, Nevada 2013 9

CSN Student Created Open Ended Question # 1 for Administrator:

ASSIGNMENT EIGHT (Specialist Classroom Observations): Remember… some schools do not

1. Do the students participate or behave differently in these classes in comparison to

ASSIGNMENT NINE (Observing a student): Discretely observe one student in your

© CSN Education Department, Las Vegas, Nevada 2013 11

ASSIGNMENT TEN (Summary):

© CSN Education Department, Las Vegas, Nevada 2013 13

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