FIELD OBSERVATION PACKET: THIRD GRADE CLASS OBSERVATION

Name: Crystal Terwilliger

Professor: Patrick A. Laytham, PhD

CCSD School: REEDOM Elementary

Cooperating Teacher: Ms. Baldwin

Date: April 22, 2015

ASSIGNMENT ONE (OBSERVTION)

Observation 1:

My first impression of the school environment was warm and friendly, the office staff as well as the other teachers were
very helpful and sweet. Walking into the office the ladies were very helpful, and seemed very organized. My first
impression of the classroom, was that it was very neat and organized. The classroom was in a trailer so I was surprised
how organized it was for such a small space. My impression of the physical environment of the school was that it was
amazing. I loved walking down the halls and seeing all the different bulletin boards from all the different grades, some
were of drawings, some of papers the kids were working on, it was neat to see what they were learning in their classes.
The one thing that I loved the most was that they had taken all the class pictures of the students and had used those
pictures to create the word “EXPLORERS” which is their school moto.

Observation 2:

The student make-up of the classroom I was observing was a variety of students from many backgrounds, Caucasian,
Hispanic, Asian, and African American. There was more girls then there was boys, it was a 13/8 ratio. In this class there
was no students with any physical challenges.

Observation 3:

This classroom did not have any posted rules, which I found a little odd.

Observation 4:

The teacher told me that when a child is showing that they are paying attention and getting their work done, she allows
them free time to read, and they also get to choose from the treasure box. The consequences for non-compliance is
either recess detention or loss of job of the day.
 ASSIGNMENT TWO (CLASSROOM LAYOUT)

Classroom Layout Question 1:

As I stated earlier the classroom is in a trailer, so I think the workflow of the room worked really well. The teacher used
all the space in an effective way, allowing enough room for the students to do what they needed but not too much
space where they were able to run around the room. So I would say yes the space is used very efficiently.

Classroom Layout Question 2:

In my opinion the only way I can think that the physical arrangement of the room could be improved, would be to have
the desk in rows instead of being in groups. But I think the groups work better because then the students are able to
help the other students in their groups. But with the class being so limited on space I think it would be hard to change
the physical arrangement.

Classroom Layout Question 3:

In my opinion the only concern regarding safety is that the desk are a little close together. However I was there during a
fire drill, and the students knew exactly what to do and were able to get out of the classroom very quickly. As far as fire
the only part that would worry me would be that there is no windows in the trailer, however in the case of shelter in
place, I think they would be very safe for that reason of no windows, as well as the door automatically locks from the
inside.

ASSIGNMENT THREE (INSTRUCTION)

Instruction Question 1:

In the classroom what I was observing in, there was no posted daily schedule, the only thing that was posted was the
different specials the students went to during the week, science, art, library, PE, music, and math. However it did not
state which days the students went where.

Instruction Question 2:

The instruction that I observed was done in small group (one to one reading) in whole groups with the use of the ELMO
and smart board, and the students also did individual work at their desk, and the teacher did some one on one teaching
with the students(assessment test).

Instruction Question 3:

The teaching style of the cooperating teacher that I observed was very stern. At times in my opinion a little too stern.
There were times that she would “pick” on a student in front of the other students. Which I didn’t like, but each teachers
style is going to be different. For the most part I thought she was a wonderful teacher, she was strict but caring.

Instruction Question 4:

To the best of my knowledge the teacher did not incorporate sensory modalities in her classroom.
Instruction Question 5:

I would say yes the students for the most part were engaged in the lessons that were being taught. There was a few
students who you could tell were not paying attention. Usually once the teacher noticed that she would engage them in
the lesson by asking them questions of what she had just taught. Sometimes they could answer the questions other
times they could not.

Instruction Question 6:

During my observations there was no students isolated from the rest of the class for any reason.

Instruction Question 7:

The instructional time was managed efficiently most of the time. There was a few times that the lesson ran over and the
students were unable to finish the lesson they were working on. With there not being a posted daily schedule it’s hard
to tell what got done and what did not. It just seemed to me that only two subjects got covered the days I was there the
whole day.

Instruction Question 8:

The way I observed the teacher handle transitions from one subject to another was by setting a timer, and telling the
students how much time they had to finish something. She would also sometimes set a different alarm on her phone,
they knew when that alarm went off that there was five minutes before the big alarm went off. The students seemed to
do really well with this method of transitioning from one subject to another.

Instruction Question 9:

One way that I saw the teacher attempt to get the students attention was she would say, “One two eyes on me.” And
the students would reply, “Three four eyes on Youuuuuuuuu”

Instruction Question 10:

During my observation the types of behavioral issues I saw the teacher have to deal with was, students being disruptive
and talking, as well as some students not paying attention to the instruction, and not doing their work. Usually the
teacher was on top of it and would call them out on their behaviors.

Instruction Question 11:

The only procedure I saw in play to help with instructional time was the use of the ELMO and SMART boards, she would
use those when she was doing group learning. I think those instruments for teaching are essential for all classrooms. She
was able to do worksheets as a class, another thing she was able to do with the help of the smart board was, the class
was practicing for the state testing and she was able to do practice questions on the smart board and show the students
what they would have to do when it came time for them to take the test on their own.
 ASSIGNMENT FOUR (CULTURE)

Physical Characteristics:

1. Walking around the school grounds, everything is neat and bright. There are trees, flowers, and landscaping. The
school is very inviting looks wise. The school is totally fenced all the way around. All the windows were decorated
(professionally) for spring. The playground was huge, and had lots of grass and running areas for the kids. It had tether
ball courts, four square courts, big play structure and a hand ball wall.

2. The inside of the school was also very clean and bright. All the walls had things on them. From bulletin boards from all
the different classes, to the students of the month (EVERY class had a student of the month) there was a staff board that
showed all the teachers with their pictures. There was the wall with the students pictures made out to spell explorers
(the pictures were wallet size so you can imagine how big it was.)

Culture of the School:

1. The schools mission statement for Reedom elementary school is “The Explorers.”

2. When you first enter the school you are greeted by the office staff, if you are going to a classroom you have to sign
into a computer which you have to run your driver’s license through. It takes your information and then prints you a
pass with your picture on it. When you walk around the school the other teachers are very friendly and greet you. When
I went with the students to the Art class, the teacher was so sweet and engaging.

3. In the beginning of the school day before the students go to their classrooms. The whole school does the pledge of
the allegiance, and the morning messages, they announce any birthdays and then the students go to their classrooms
with their teacher. At this school there are 963 students enrolled, there is 3 administrators, 4 office staff, 5 special
education teachers, 5 kindergarten teachers, 9 first grade teachers, 10 second grade teachers, 8 third grade teachers, 6
fourth grade teachers, 6 fifth grade teachers, and 14 specialist teachers. There is a calendar of events in the office, and
you can also see the events online on the website.

4. There are no lockers in this school, students are allowed to carry backpacks. I helped the teacher on guard duty and
was able to observe the students on the playground. For the most part it seemed the students got along pretty well. The
kids were all over the playground, not just in any particular location.

5. It seemed that all the grades (except the kindergarten classes) were scattered throughout the school. There was
about 15 trailers outside for classrooms as well. Same for the specialty classes, they were not in just one particular area
of the school. You knew what the class was and who the teacher was by the chalk board hanging outside the classroom
door.

Culture of the Classroom:

1. The teacher I observed ran a pretty strict classroom. I would say her expectations were for the students to come to
school ready to learn. She didn’t want them messing around. For the most part her interaction with the students was
fun and upbeat, but when she got upset it would turn more towards cross and stern.

2. While I was observing there was a few students who didn’t try to participate at all. And there was other students
whose hands went up every time. One thing I liked about this teacher was she would choose students whose hands
weren’t up and give them time to come up with an answer before moving on to one of the students whose hands where
always up.
3. The interaction between most of the students with the teacher was really good. You could tell the students wanted
very much to please the teacher. They would get her things she needed, carry things for her, and just give them her full
attention. There was some students though that you could tell pushed her buttons.

ASSIGNMENT FIVE (COOPERATING TEACHER INTERVIEW)

1. What was the primary reason you became a teacher?

“I didn’t like wall street. I felt I could be more effective working with children then I was working with adults and money.

2. What is the main challenge(s) you face as a teacher?

Dealing with the parents and their expectations or lack of for their children.

3. What is the best part(s) of being a teacher?

Summers off …haha just kidding, the best part is working with the children and watching them grow and learn it’s just
amazing.

4. How do you determine where students sit in the classroom?

I move them around a lot. Based on how much the student talks, needs help or if they are able to see the board from
where they are sitting.

5. How do you determine the members of any flexible group?

By data collected by test, AMS web (for math), QRI (spelling) DRA (reading group). Buddies and peer tutoring.

6. Beyond standardized testing, what assessments do you use regularly?

I use what comes with the curriculum, books, formative groups, and curriculum engine.

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

I give reports every three weeks. 1 summative 100% and 2 formative 10%

8. How often do you interact with a student’s parents in person?

Some parents volunteer, but mostly on a daily basis, (as long as student isn’t picked up by a bus or other person) I have
conferences once a year, and if there is a behavioral issue I stay in contact with the parent by email or phone pretty
regularly.

9. What type of discussions do you typically have with parents?

Behavioral and academic discussions, or just daily talk (How are you, how’s your day going)

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

Not enough, I come in early, and take papers home. I do some on the weekend, just depends on the week.

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

Usually I do one subject during my prep time. So around 1 ½ hours to 4 ½ hours a week depending on the extent of the
lesson that week.
12. What procedures or strategies do you use to maximize instructional time?

CHAMPS, (which stands for Conversation, help, activity, movement, participation, success)

Class group, Email text to parents (Class DOJO)

13. What positive reinforcement programs have you had success with?

School wide pints, prizes, sight word solders, math facts both give out dog tags when completed. Notes and emails to
parents, jobs, treasure box.

14. What behavioral consequences seem most effective with this age group?

I have third graders so the big one is recess detention, phone call home or in rare occasions a behavioral chart that they
have to give to their parents every day. (This is tailored to the child)

15. How are specialist teachers involved in the instructional planning process?

They try to teach common core in their specials so that the teachers are all sort of on the same page.

16. How often are you evaluated, and what measurement tools is used by the administration for determining your own
performance?

They use the NEPF (Nevada Educator Performance Framework) validation study. There is five standards, they pick a
standard to look and see if you have improved from the last time. You are tested once a year for post teachers, and
three times a year for preteachers.

17. What consequences are there if your evaluation is not favorable?

They tell you what isn’t right, and then they aid you in learning how to fix what you didn’t pass. They do this with
modeling, mentor teachers.

18. What types of support do you receive instructionally, financially or professionally from the school, parent
organization or school district to enhance instruction?

SD coaches, PTA- pays for technology (ELMO’s and Smart boards), ECA, helps with fund raisers, field trips. We don’t get
money per classroom anymore, just as a school. The district pays for most things, but some things I pay for myself, copy
paper, treasure box, extra things that I need.

19. What surprised you most about teaching as a profession?

PARENTS, the way the present their children. I didn’t know parents were so lacked on the way their children behaved.
The first school I worked at the children were very poor and the way they came to school just made me want to cry. I
had to wash one boy’s shirts in the sink just so they were a little cleaner for him to wear. Some of them hardly ever took
a bath. Then I was surprised at the better school how rude the kids and the parents were, no manners at all. Now it’s not
all kids and parents just some of them. But that was the biggest shock to me.
 ASSIGNMENT SIX (CLASSROOM INTERACTIONS)

During this part of the observation, the class was doing a work sheet on the ELMO as a class. The tally marks showed
that the teacher seemed to do really well about going back and forth between the boys and girls. I recorded seven marks
for the girls and eight for the boys in the twenty minute period. I noticed she would try to go back and forth between
the boys and girls. What I mean by that is she would ask a boy then she would ask a girl until all the questions were
answered. She didn’t seemed to choose one sex over the other.

ASSIGNMENT SEVEN (ADMINISTRATOR INTERVIEW)

I was able to interview Mr. Owen Kelsall the Assistant Principal. These are the questions I asked him.

1. Why did you choose to work in education?

“I always enjoyed school, science was my favorite. I worked as a High school science teacher for 17years. I have worked
in all the different school levels (elem. Through high) since 2008. I liked working with the older children. But as I got
older I decided to branch out and work for administration. I think in order to work with the high school students you
have to be younger and I’m not anymore.”

2. What is the most challenging for you as an Assistant Principle?

“Oh there are so many things. Funding for the different programs is one of the top challenges. Then you have discipline
of the students, and trying to please everyone. Which doesn’t work out so well most times.”

3. How do you address the subject of bullying at your school?

It is a long process usually takes a few hours, first we bring in the counselors to try to get all the information. If it is
deemed to be a “bullying” situation then the next step would be for me to talk and interview the students involved.
Anytime a bulling situation happens, a stock letter from the district is sent home to all parties involved. Luckily here the
bullying situation is not that big of a deal. But in the rare occasions that it is a bigger deal then someone said this…then
we have a parent conference, and if it goes beyond that then you’re talking suspension, expulsion and police
involvement. Every situation is different and just depends on what has happened.

4. What changes would you like to see in education?

Money would be a big change, having enough money to have the new technology installed in all the classrooms, to be
able to take the students on fieldtrips as well as being able to just get the teachers the supplies that they need instead of
them spending their own money. I would also like to give teachers more freedom with their classrooms. Instead of it
having to be so much about the test scores and standard test. I would like to see the parents get more involved and for
there to be more fun activities with family participation.

5. What is the most rewarding about your job?

Seeing the kids every day. Seeing them smiling, helping other students, getting involved in the extracurricular activities.
Seeing how happy they are when they achieve a goal (The dog tags for reading and math, and the quarterly awards). The
children are why I do what I do. I think that it’s up to us to form and change their futures. One of my favorites is walking
down the hall and a child sees me and calls my name, then comes up and gives me a hug or a high five, which makes my
day.
6. What would be the best advice you could give to a student who is considering becoming a teacher?

The biggest thing would be to make sure you like working with children. If you’re doing it for the summers off or the pay
then you are going after the wrong field. You have to know what you are getting yourself into. This is not an 8-4 job.
Most teachers are here before school, after school and even sometimes on the weekend. You have to be responsible
after all you are going to be responsible for the minds of all the students in your care. Being a teacher is one of the
hardest but the most rewarding jobs there is. IF you are willing to put in the work and as long as it’s the field for you.

ASSIGNMENT EIGHT (SPECPECIALIST CLASSROOM OBSERVATIONS)

Being that I spent two full days on my observation, I was able to attend both the computer lab and the art class. I will be
answering the questions on the art class, because in the computer class, it was still my cooperating teacher who taught
in the computer lab.

1. Did your students participate or behave different in these classes in comparison to their regular academic classes?

In the art class the students seemed more engaged. They all participated where as in the classroom some of the
students did not want to participate with the ongoing lesson.

2. Does any student seem to have a particular talent?

In the art class they were learning to weave. This was the first day, so some of the students seemed to get the hang of it
quicker than other students, but I wouldn’t say one student exceled about the rest.

3. What is the curriculum like in comparison to the regular education class?

I am not sure what the curriculum in the art class was, so I am not sure how to respond to this question. Except to say
that it was more hands on in the art room, as opposed to the general education classroom.

4. Describe the specialist teacher’s instructional style.

She was very outgoing and loving. Never talked harsh to the students, and you could tell she really loved what she did.
She smiled the whole time we were in there. Also she made sure to thank me for joining them, and pointed out some
fun things the students would be doing the following week if I wanted to come and watch.

5. What different strategies do you notice this teacher using that are successful?

Using and keeping a calm voice. Interacting with the students and listening to what they had to say.

6. What are the challenges the specialist teacher has to deal with?

On this day I did not see any challenges.

7. How are student needs being met?

She walked around the class and aided the students on the weaving project. She had lots of patience when she was
explaining what to do, and helped the students who were having a little bit of a tough time.
 ASSIGNMENT NINE (OBERVING A STUDENT)

The little girl who I observed, seemed to be having a hard day. She was one of the students who for some reason that
day did not want to pay attention to the teacher at all. (The teacher told me this was an ongoing issue) While the
teacher was going over one of the lessons, I watched the child play with her shirt, doodle on a piece of paper, and keep
trying to talk to the student next to her. The rest of the class was trying to do the assignment. When the timer went off
and the teacher asked what she had answered (she had been watching her as well) the student didn’t have any of the
answers. At that time the teacher was pretty upset and the student didn’t have any answers. At one point later in the
day I noticed that the student was squinting when she was trying to read the board. I pointed it out to the teacher and
she asked the student if she was able to see the board. The student told her no. So she was moved and then she seemed
to do the work a little more. The lesson that the students were working on was finding the prefix of a word. I think the
student was having a hard time understanding what that meant. But I think she was a little afraid to ask the teacher for
help because the teacher had been on her case most of the day. Even when she couldn’t see the board she never said
anything to the teacher. My heart kind of went out to that student. I remember what it felt like to think that the teacher
was always picking on you.

ASSIGNMENT TEN (SUMMARY)

During the 10+ hours of my observation, I was able to learn and see so much. I was able to watch the students practice
for the state testing. I was able to learn a little about each student. Learning what they liked what they didn’t like. I was
able to see the stresses, and joys of a teacher’s day. I was with the teacher when she has to talk to one student’s parent
at the end of the day, because their student wasn’t completing the homework. I saw how hard that conversations was
for all three involved (parent, student and teacher) I got to walk around the school and see the different specials the
students got to engage in. I loved seeing all the bulletin boards around the school. I enjoyed talking to the assistant
principle and getting his perspective of what it’s like to be in charge of so many little lives.

But more than anything doing the observation just showed me why I am going to school. My heart was so full of the
love of teaching when I left, that I know this is the field for me. I know it will be a lot of hard work but I also know it will
be so rewarding. Just that day, I had helped that one student feel that someone was listening to her, that I cared. (The
one who was having a hard day paying attention) She came up to me at the end of the day and gave me a hug, and gave
me the weaving project she has worked on in art class. I told her she should give it to her mom and her words were “I
want you to have it because you made me smile today.” I want to be able to be that teacher for students, the one who
leaves a legacy behind, leaving her student’s with the feeling that someone cares.

Thank you for allowing me the privilege and honor to observe in a classroom.