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Field Observation Packet

Audrey C. Bennett

College of Southern Nevada Education Department

EDU 201-2001: Intro to Elementary Education

Susan Bridges

December 10, 2023

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ASSIGNMENT 1 (Observations):

After arrival, take a seat in a nonintrusive location to begin your classroom observations.

Complete the questions below:

Observation 1:

What are your first impressions of the classroom environment? Is it warm, inviting,

organized, etc? Describe the physical environment in detail.

>>> This is such an organized classroom! There are clear instructions for good behavior and expectations.

Classroom standards are posted.

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 is a range of diversity in this class. The boy to girl ratio is fairly even. There are a few

ELL learners who are all Asain.

Observation 3:

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

>>> “No pushing, be nice and kind, no fighting, no screaming, raise your hand, no running, no

playing in the bathroom, walk, clean up, take care of things, listen to your teachers.”

Observation 4:

Does the teacher enforce these posted rules? Are rewards or consequences being used for
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compliance or noncompliance?

>>> Ms. Tang reminds students kindly and sternly when rules are broken. She gives verbal reinforcement

when certain students follow directions really well.

ASSIGNMENT 2 (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.

>>>INSERT YOUR DRAWING HERE<<<

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Classroom Layout Question 1:

Describe the workflow of the room. Is the space used efficiently?

>>> Students are moving around the classroom for different subjects. Between subjects, students

have “Brain Breaks” where they can utilize activities around the classroom.

Classroom Layout Question 2:

In your opinion, how can the physical arrangement of the room be improved?

>>> I believe it is perfect! I think it is great that students are able to move around the room to

shift their focus. My only critique is that the board for the story time corner seemed under

utilized, but that was only from my brief observation.

ASSIGNMENT 3 (Instruction): Observe any instructional time in your assigned classroom, and

record your observations when presented with the questions below:

Instruction Question 1:

What is the posted daily schedule for different subjects or periods?

>>> 8:45: Arrival, 9:00-9:30: Read Aloud, 10:00: Reading Centers, 10:30: Intervention, 11:00

Lunch, 11:30: Recess, 11:50 STEAM, 12:35: Specials, 1:25: Writing, 2:00 Math, 2:50: pack,

3:10 Dismissal.

Instruction Question 2:

Is instruction done in small groups, centers, whole groups, individual?

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>>> Most Instruction is done in whole groups. From there, Ms. Tang will occasionally have

students split into pairs to discuss the material, and then return to the whole group. Students will

work individually during STEAM or when they take a test.

Instruction Question 3:

How would you describe your cooperating teacher’s teaching style?

>>> Ms. Tang uses a demonstrator style of teaching. She uses many different mediums, along

with her lectures to teach students. For example, she had students practice math by explaining

addition, having students look at visuals of addition, and students using blocks to do their own

addition.

Instruction Question 4:

Does the teacher incorporate the sensory modalities (learning styles)? If so, give examples.

>>> Ms. Tang uses many teaching styles to make sure her students understand the material.

I give an example of this in question 3. She also uses music in her classroom to help students

focus. She will even take one on one time with students to find their struggles and find which

methods would work best.

Instruction Question 5:

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

>>> At the first half of the day, students were quiet and focused. They are eager to participate.

After recess, they are extremely hyper. Ms. Tang had to repeat herself, and talk to her students

sternly to get them in line. When the students calmed down, they were engaged and respectful.
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Instruction Question 6:

Explain the use of culturally relevant materials, teaching strategies, class décor, etc. that meet the

needs of today’s culturally diverse student population.

>>> The children drawn to show class objectives have different skin tones. Ms. Tang also plays

variety of music genres, usch as, R&B styled ABC’s. She also makes sure that ELL students are

always able to participate.

Instruction Question 7:

Is instructional time managed efficiently? Please explain

>>> Yes, kindergarten has about 20-30 minutes per lesson. I think this is great because it is long

enough to stay focused. There are also moments for students to play throughout the day. These

are 10 minute “brain breaks,” and they are used to manage the students’ focus.

Instruction Question 8:

How does the cooperating teacher handle transitions from one subject or period to another,

and are these transitions efficient?

>>> Ms. Tang has students move from one learning area to another. I think this is effective

because it allows the students to move around, and it shifts their focus.

Instruction Question 9:

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

>>> Ms. Tang will yell “class, class!” and the class will respond “yes, yes!” This is a call-and-

response that is used amongst all kindergarten classes. She also asks kids to touch their heads,

ears, toes, and to jump to know they are listening.

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 biggest issue found in Ms. Tang’s classroom is that the students love to talk to each

other. Ms. Tang reminds her kids to be quiet. Then she will pick out the kids who are causing

mayhem. If these kids continue to be difficult with her despite her reminders, she will not reward

them with stickers. At that point, she will contact parents.

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.

>>> The only procedures that hinder time are the “brain breaks.” They take away from

instructional time. However, they are needed to keep students focused throughout the day.

Instruction Question 12:

What philosophical teaching orientation(s) best describes this teacher? Give examples.

>>> Ms. Tang seems to have Perennialism as a teaching philosophy. She has students share
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their ideas for assignments, and she will have students build off of that idea. For example, she

had students choose what they want to write about. They decided to write about a pumpkin to

learn colors and sentence structure. Then she had another student pick out to write about a red

stop sign. Then, for their writing journals, students were able to take what they learned and apply

it to their own work.

Instruction Question 13:

Outline the lesson plan for a teaching lesson you observed. What preparations in advance were

need for teaching the lesson?

>>> They did a writing lesson on adjectives. They started with a PowerPoint reviewing a story.

They then used the story to start identifying adjectives. Colors were an easy way to introduce the

Concept. Children tool turns describing what their peers, Ms. Tang, and myself looked like by

pointing out colors. Then, Ms. Tang had students fill out a worksheet (mentioned in the last

question) to formatively assess them.

Instruction Question 14:

Describe both teacher and student uses of technology in the classroom.

>>> Ms. Tang has a chromebook and headphones for every student. She expects students to log

in, and the students have educational games to play independently. She also has two smart

boards to teach her students.

ASSIGNMENT 4: (Culture)
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Physical Characteristics:

Look at the physical areas of the school to determine atmosphere, comfort, and feelings the school creates

for students in the educational setting.

1. Consider the school property: building, grounds, fencing, equipment, landscaping, trees, parking

lot, crosswalks, gates, signs and symbols.

>>> The building follows the same structure as all public elementary schools I have seen around

Las Vegas. The kindergarten grounds were spacious. There were two playgrounds, chalk, grass fields,

and shady spots to sit. The equipment found around the kindergarten area were mostly toys: jumprope,

chalk, and balls. The landscaping was flat; there wasn’t a difference in terrain or anything that stood out.

There were planted trees around the exterior of the school, but none around the playground itself.

The parking lot was spacious, but I found that most parents would park outside the parking lot. That was

probably for convenience when leaving. There were crosswalks around the exterior of the school. There’s

a park and neighborhoods that connected to the school via crosswalks. There were gates all along the

school. No adult is to enter the school unless he or she is faculty or if he or she gets permission from the

front office. There are signs all over the school to show support of students, current events, teachers, and

many others. The most common symbol found throughout the school is the mascot, the firebird.

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

decorations and entrance security.

>>> The halls were easy to navigate, but I have the advantage of having prior knowledge of the school.

The entire floor, besides the cafeteria, was covered in gray carpet. Fluorescent lights illuminated the
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entire building. Doors are a heavy metal, and they lock upon shutting. Most teachers had a door stopper

and a key with them at all times. Every classroom has a window, and there are openings all around the

school’s courtyard. The hall had colors of beige, but they were decorated in red, yellow, and orange

colors and student work. Students enter through the bus opening or they enter through the parking lot.

Like mentioned before, adults are not permitted unless they are admitted through the front office.

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.

>>> Mission: “Mark Fine Elementary School lays the foundation for social and academic growth, develops

personal responsibility and designs positive goals for the success of our students and their future.”

I could not find a motto on the school’s website. The mascot is the Fine Firebird.

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in

other areas of the school.

>>>Staff are very kind to parents, students, and guests. Faculty are always saying hi and exemplifying

kindness to students. If faculty notice a student being extraordinary, they reward the student with “bird

bucks” that can be used at the snack shack.

3. Look at the formal practices: School bell schedule, and the grouping of students. (ie. grades, block

scheduling, periods) Does the school use inclusion, or a pull-out program for special education students?

>>>The school follows the same schedule. About 30-40 minutes per subject, an hour for specials, and
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an hour for recess and lunch. Grades were separated by pods. Every pod had a central area, and there

about 6 classrooms in the pod. The pod I was assigned to had only kindergarteners. There was one

Special Ed child that I spotted, and she was included in the classroom. She had a teacher that would

occasionally check in with her, observe her, and occasionally pull her out.

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

socialize – lunchroom, halls, playground, etc.

>>>Students got along fairly well with each other. They love to talk to each other. They didn’t seem to group

in a particular way besides the usual boy and girl separation. When students would have their “brain breaks,”

they would go to whatever toy they wanted, and play with whoever was also there. It was sweet watching them

help each other when cleaning up. The same applies to playing outdoors during recess.

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

extracurricular activities/clubs and athletics. Look for and document sources of community pride and

sense of identity through ceremonies, assemblies, trophies, and artifacts.

>>> I had the ability to complete my observations while it was spirit week! It was crazy hair day,

and it was fun tolook at how students and staff creatively participated. Some school traditions include

saying their motto and goals every morning during morning announcements. At the front of the

school, they have milestones that the school has completed. I did not notice many extracurriculars

for kindergarteners, but I am sure there are more opportunities for participation for older students.

6.Compare and contrast the current school environment and culture with schools in the historical past.

>>> Compared to the historical past, I loved seeing the diversity of children and staff. There were a
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variety of students with different cultures and backgrounds. There was an ELL student. Ms. Tang,

herself, was an ELL learner when she was an elementary student. Along with that, teaching remains

a female-dominated field, so I felt really safe with who I was learning with and within the atmosphere.

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.

>>> Ms. Tang’s biggest expectation is to teach students how to follow directions, be kind, and

understand material. She has a good relationship with every student, and you can tell that the

students trust her. She is a type A person, and she is always staying busy to keep her classroom the

best it can be. She explained to me that she loves to stress shop for her classroom, so it is always on

her mind. She has been in the industry for 12 years now, so she has a good sense of what she needs

to do with her students.

2. Evaluate the level of student participation in the class. Who participates? Who does not? What

modifications, accommodations, and/or inclusion techniques were observed?

>>> Students are eager to shout out answers. The ELL learners tend to be more quiet. Ms. Tang has

these students practice raising their hands to correct behavior.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of

power, tone, frequency and reinforcements.

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>>> Ms. Tang is patient with chatty students. The English speakers play with ELL students. Ms.

Tang speaks with kindness. She has a stern voice to correct bad behavior.

ASSIGNMENT 5 (Cooperating Teacher Interview): Complete the questions below by

interviewing your cooperating teacher during a convenient time. Include any school documents

that your cooperating teacher will allow you to photocopy for your packet.

Interview Question 1:

What was the primary reason you became a teacher?

>>> She had great models, and she wanted to get back to society. She wants to raise the next

generation to be good people.

Interview Question 2:

What are the main challenges you face as a teacher?

>>>There’s many! Time management because there’s a lot to do. Every second counts, and the

kids need breaks throughout the day, too. That takes up lots of time.

Interview Question 3:

What is the best part of being a teacher?

>>> Watching students grow. Noticing changes from the beginning of the year to the end.

Interview Question 4:

How do you determine where students sit in class?

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>>> Behavioral needs, academic needs, and personal needs influence seating arrangements.

Behavior seating comes first.

Interview Question 5:

How do you determine the members of any flexible groups?

>>> It is all based on academic levels. Each table is balanced by low, medium, and high

academic, and one little behavioral “squirrel.”

Interview Question 6:

Beyond standardized testing, what assessments do you use regularly?

>>> Formative assessments are walking around and watching them learn to see what they are

struggling with. At the end of the unit, they take a small test for their summative grades.

Interview Question 7:

What requirements are placed on you for reporting progress to parents?

>>> Progress reports are quarterly. It varies from school to school. Parents can request to meet

with teachers to assess performance.

Interview Question 8:

How often do you interact with a student’s parents in person, and what type of discussions do

you typically have?

>>> After school during dismissal is when the teacher interacts with parents. Otherwise, emails,

phone calls, and Class Dojo are the most efficient ways to get back to parents.
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Interview Question 9:

How much grading do you complete on a daily/weekly basis?

>>> She grades as she goes, but she can’t get through all of it. Summative assessments are the

biggest priority. She grades what she can to discuss performance with other teachers in meetings.

Interview Question 10:

How long does it take to prepare lessons for the day/week?

>>> Her personal lessons take longer to prepare. Her program guides have little prep. All she does

for those is read through them. Most of the time, teachers follow the given program. She has a lot of

personal lessons, but the programs change every year. It is a little frustrating as a teacher. Programs

are great for new teachers, but experienced teachers sometimes do not enjoy teaching the program.

Students will pick up on the teacher’s attitude, so the teacher has to have a good attitude while

teaching. She implements her own teaching strategies while in small groups as a back-up if the

current program is not working.

Interview Question 11:

What procedures or strategies do you use to maximize instructional time?

>>> You have to have strong classroom management. You have to redirect the “squirrels” as quickly

as you can. When the whole class is not paying attention, you have to bust out all the attention-getters

to make sure everyone stays focused.

Interview Question 12:

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What positive reinforcement programs have you had success with, and what behavioral consequences

seem most effective with this age group?

>>> Kindergarten rewards include stickers to gage how the student behaved throughout the day.

Exemplary students get two stickers. Having lots of reminders gets one sticker. If the student is not

doing well at all, they get no sticker. That’s a contact parents kind of day. Dojo Points follow a

similar formula, but it requires a lot of time. Some parents also do not like Dojo. “Calming objects”

or fidgets are found in the “calming corner.” It is used to give a student time to regulate their

emotions. Treasure boxes are used for academic rewards, but some teachers use the treasure box

for behavioral rewards.

Interview Question 13:

How are specialist teachers involved in the instructional planning process?

>>> Specialist teachers will reach out to integrate learning into their lessons. For example, the

library teacher finds out what letters the kindergarteners are learning, that way she can teach

something that is relevant to the students.

Interview Question 14:

How often are you evaluated, and what measurement tool is used by the administration for

determining your teaching performance?

>>> Administration will come in. That day, the admin did an informal observation. They follow a

rubric when evaluating teachers.

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Interview Question 15:

What consequences are there if your evaluation is not favorable?

>>>Going back to the rubric, they grad from 1-4. You want to have consistent 3 or 4. Occasional 2’s

is okay. There are resources for teachers that struggle. Admin will also observe newer teachers a lot

more often. If things are not getting better, the school will not rehire the teacher.

Interview Question 16:

What types of support do you receive instructionally, financially, or professionally from the school,

parent organization or school district to enhance instruction?

>>> Teachers get programs from the school to teach. Schools will vary on how much funding a teacher

gets. Admin at Mark Fine give lots of opportunity to pay back teachers, and they can pull grade-level

funds. Some teachers are okay with spending their own money. Teachers can sometimes get grants and

donations from charity.

Interview Question 17:

What surprised you most about teaching as a profession?

>> There are a lot of meetings for teachers that take away time for other things. There are many things

for teachers to do in such little time. The classroom has to be clean, and students and parents have to be

happy. For example, the teachers have to change the passwords for students when CCSD got hacked.

That is a lot of time for students to relearn how to put in a password. Teachers also work at home to

make up time lost.

Interview Question 18:

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What collaboration and planning do you do with your grade-level team or subject-department?

>> Ms. Tang is good friends with all the other kindergarten teachers. She is always talking to her

team, and eating lunch with them. Meetings help with collaborations for other grade-levels. The

other kindergarten teachers love to talk to each other outside of work, and that helps them work

together so well.

ASSIGNMENT 6 (Observing a student):

Discretely observe one student in your assigned classroom during an extended period of direct

Instruction. Detail what was going on in the environment, and what you observed the student doing

while the lesson was being given. Make sure to document ALL behavior in relationship to what was

being presented by the classroom teacher. Please describe the setting, the lesson that was given, if the

student was on task and engaged in the lesson, and what you uncovered about putting yourself in a

lesson from the student’s point of view.

>>> I observed a girl named Lorelai. She loves to sit in front of the smart boards while over at

the sitting spots. When students began doing the Action Alphabet, she immediately stood up and

performed the actions enthusiastically. Her spirit day hair distracted her, so she had me fix her

hair to prevent any future distractions. When the alphabet was done, Ms. Tang instructed

students to move back to their seats. She quietly moved back to her seat, and she got her white

board and marker out for the next activity. The students were learning about the letter “O.”

Lorelai listened and followed the directions quietly while making her “O” circle map. She

demonstrated great motor skills while drawing her animals. She gets along with her peers, and

she is friendly to everyone. She also is great at participating by raising her hand.
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ASSIGNMENT 7 (Summary):

Thoroughly summarize and reflect upon your entire 10 hour Field Observation Placement.

>>> Overall, I had such a great time with the kindergarteners! I got to experience how Ms. Tang

teaches her students along with how she manages her class. I got to see how kindergarteners

utilize technology with their learning. They use chromebooks, interactive smart boards, and

watch videos to learn. Ms. Tang guides them through these instructional times. I also got to see

how Ms. Tang initiates “brain breaks” to enhance learning time. She does this by having play

stations. She rewards students’ behavior by giving stickers. She rewards students’ academics by

letting them go to the treasure chest.

Teacher’s comments/Confirmation:

“My name is Mabel Tang and I am contacting you in regards to verifying the field observation

hours for Audrey Bennett. As of today, she has completed her 10 hours of field observation for

her EDU201 course. It has been a pleasure hosting Ms. Audrey and I hope she continues to learn

and excel in the field of education. Please contact me if you need any further information or have

any questions. Thank you!”

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