CSN Education Department,: 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: Erin DeSelms CSN Course: EDU 201
Professor: Susan Bridges Professor’s email: Susan.Bridges@csn.edu

CCSD School: Ernest J. May Cooperating Teacher: Oriana Burkhalter
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.
© CSN Education Department, Las Vegas, Nevada 2013 1

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BEFORE ARRIVING ON THE FIRST DAY...
1. Contact your assigned school by telephone and ask the office manager, or other
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:

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Observation 1: What are your first impressions of the classroom/school
environment? Warm? Friendly? Organized etc? Describe the physical
environment in detail.
Warm and inviting, extremely organized, everything is bright and colorful,

and very clean. There are posters all over the walls and everything is
organized on bookshelf and desks by color. The colors in the room include
bright blue, hot pink, lime green, and purple. She has bins in those colors
that hold all her books and some supplies. There are many encouraging
words on the walls. Mrs. Burkhalter is very welcoming and friendly. The
room is somewhat warm in temperature and the lights are a little dim. There
are no windows to the outside in this classroom, just one two-way mirror
that looks out into the hallway. There is a sink in the back of the room as
well as three large wardrobes. The room is fairly large with 6 groups of
desks and empty space towards the rear of the room. On the left side of the
room there are two long white “cube” bookcases filled with guided reading
supplies and textbooks provided by the district. Towards the back of the
room next to the door there is a “class dojo” bulletin board where there are
“star students” who have received the most points for that month. There is a
green class dojo “monster” posted on the wall there as well as the
homework passes available to students who have earned them. Also next to
the door there was a “where are we?” metal cookie sheet with magnets that
had the student’s names on them for when they went to the bathroom. On
the right wall of the room the whole wall was covered in a bulletin board
with the student’s benchmark scores for reading and math. She had the
students labeled with pink, yellow, and orange sticky notes depending on
their level so they knew where they were at. At the front of the room next to
the white board there is a small black bookcase filled with dictionaries.
Next to the bookcase there are two tables with four computers on them. The
teacher’s desk is located at the front left of the room, facing the students.
Behind her desk there was two more bookcases filled with papers and
supplies. The floor was blue/pink carpeting. In the back left of the room, in
front of the sink, there was a reading corner with two bucket seats and a
bookshelf full of leveled books.
*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.
In this particular classroom there are no students with physical challenges

or any English language learners. There are 14 boys and 12 girls totaling 26
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students in this third grade classroom which is about average. The mix of
cultures in this classroom are huge! There are many African American
children as well as Hispanic and Asian. There were more students who
weren’t white than there was white.
*Observation 3: What are the posted class rules in the room? (exactly as
written)
The only class rules that are actually posted on the wall was SHINE. S – Sit
up straight H – Hands folded I – In your own space N – No noise E- Eyes on
the speaker. The teacher uses this when students are getting loud or out of
control she says “shine position”. No other rules are posted anywhere in the
room.
*Observation 4: Does the teacher enforce the rules? Are rewards or

consequences being used for compliance or noncompliance?
Yes, she is very strict with them and they seem to follow directions very
well. She will tell them to get in “shine position” and show her that they’re
ready to learn. They will sit up straight and fold their hands and look right at
the teacher. If any student is not listening she will deduct their “points” from
her class dojo app on her phone and it is displayed on the projector when
she is not doing a lesson. When students are showing exemplary behavior
she awards points the same way. When they reach a certain number of
points they are allowed a homework pass.
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.

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Classroom Layout Question 1: Describe the workflow of the room. Is the

space used efficiently?
When you walk into the room there is plenty of space in the back to walk
around the room. There are six groupings of desks as well as one desk for a
behavioral student located towards the back of the room. Moving between
the desks was difficult as there was nowhere to place backpacks and
jackets so they were hanging on the back of the student’s chairs. The
workflow of the room works nicely and the centers in the room are set up so
they can rotate without difficulty. The space, in my opinion, is used
efficiently. Although I would space the groupings of desk out by a few more
inches.

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Classroom Layout Question 2: In your opinion, how can the physical
arrangement of the room be improved?
The only thing I would improve is spacing the desk groupings out by a few
inches to provide the students and teacher space to walk around the desks.
There was not enough room for a teacher to walk easily, you had to squeeze
through.
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 issue I could imagine would be during a drill where the students
had to evacuate the room. They could possibly be slowed down by the
backpacks hanging on the backs of their chairs and could potentially be
dangerous during an actual emergency.
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?
The daily schedule is posted on the left side of the white board. 10:00 am –
spelling, reading, and grammar. Recess is at 11:45 and lunch at 12:00. 12:15
pm – is for writing. 1:05 – is for WIN (What I Need). 1:35 – math. 2:40 – 3:20
social studies or science.
Instruction Question 2: Is instruction done in small groups, centers, whole

groups, individual?
The teacher would first start a lesson in a whole group with the class. She
would instruct at the front of the room usually with a visual on the projector.
She would then allow them to work on their own and she would sit at the
back table and if students needed help they would come back to the table.
She said she used the first I do, then we do, next you do method. During
reading Mrs. Burkhalter worked in small groups of 5 or 6 students. She has
them grouped by level and meets with them to read a leveled book

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depending on their level. The other groups go to writing/reading centers
throughout the room.
Instruction Question 3: How would you describe your cooperating teacher’s

teaching style?
I believe that she is a very much hands-on teacher. She is constantly

handing out new worksheets to the students and is doing work on the
smartboard with them to give them visuals. During social studies/science
she allows them to do their own experiments and make/create projects
during that time.
*Instruction Question 4: Does the teacher incorporate the sensory

modalities (learning styles)? If so, give examples.
She used lectures at the beginning of lessons and then was more hands-on
when the students were doing work. She always showed them how to do it
first and then actually had them repeat what she had just done so they get a
hands on experience.
*Instruction Question 5: Do the students seem engaged in the lesson(s) that

are being presented? Please explain.
The students in this class seem extremely engaged. If for whatever reason a
student is not engaged and paying attention the teacher will usually call on
them to answer a question. She keeps a list on her phone of who has
already spoken or answered a question. If they haven’t already done so she
will call on them randomly. This keeps the students on their feet so they are
always paying attention to what she is saying. During group activities the
students were very cooperative with each other and most followed
directions very well.
*Instruction Question 6: Are there any students isolated from the rest of the
class for any reason? Why?
There was one boy isolated from the rest of the class because of behavioral
issues. He has an IEP that classifies his as extremely emotionally disturbed
and he can be a nuisance to other students around him. When they are doing
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group activities he joins a group that the teacher has strategically placed
him in.
Instruction Question 7: Is instructional time managed efficiently? Please

explain
Instructional time is managed extremely efficiently. None of the lessons I

observed went over on time or finished early. Mrs. Burkhalter was
constantly paying attention to time and would transition very smoothly to
the next subject.
Instruction Question 8: How does the cooperating teacher handle transitions

from one subject or period to another, and are these transitions effective?
During transition periods Mrs. Burkhalter would let the students know that
they were going to transition to another subject and give them a couple of
minutes to get cleaned up. During this time there was minimal chatter and
once they were complete some students sat in “shine position” while others
did not. Before moving on to the next subject Mrs. Burkhalter would ask the
students to get into shine position and show her that they were ready to
move on.
*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 only attention grabber I witnessed Mrs. Burkhalter use was “if you hear
me clap once. If you hear me clap twice”. The students would clap once and
the other students who did not hear would hear the clap and also clap
twice.
*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 real behavior problems Mrs. Burkhalter had in her classroom was
one boy who was isolated from the rest of the class. He has an IEP for being
extremely emotionally disturbed. She said he was having behavioral
problems in the past with bothering other children and saying extremely
strange things during class. Since she has moved him away from the rest of
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the students she said he has improved a lot. Other than that, there are no
extreme behaviors in this classroom, just some chatty students.
*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.
Some procedures that I saw that helped instructional time was the
bathroom procedure. Students were allowed to go to the restroom as long as
no one else was out and it was not while the teacher was teaching. They
also do not have to ask to go so it does not interrupt the class. Another
procedure, or rule, that I saw helped instructional time was when students
were supposed to be listening they had their hands folded on top of their
desks to prevent any distractions that would cause the teacher to stop
teaching and tell them to stop.
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.
The school building itself is over 30 years old. There is no landscaping

anywhere on the campus I could see. Out front it was just cement
sidewalks. On the fields there was also no landscaping and the grass was all
pretty much dead. There is a courtyard in the middle of the school which
houses a school garden and some benches and tables. I did not see any
students or teachers in the courtyard. The gates and signs around the
campus are all very old and starting to fade or peel. Most of the signs on the
outside of the building were unreadable because the paint was almost all
peeled off. The parking lot is incredibly small to the point that parents and
even teachers are parking in the streets lining the school. There is also no
bus area at the school so the buses just pull up next to the curb behind the
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school and there is a large gate that is opened. There were a total of 8
portables, 2 permanent and 6 movable.
2. Next, study the interior of the school: halls, floor coverings, lighting,
doors, windows, hall colors and decorations and entrance security.
The hallways and classrooms of the school are painted in a yellowing cream
color. The floors of the hallways are a white linoleum with black specks. The
floors of the classrooms were a blue and pink speckled carpet. The lighting
in the entire building was extremely dim to the point that I thought some
lights were out. The lighting is old halogen lights that emit a yellow aura.
There are no windows to the outside in the entire school except for the
doors leading to the outside and a grouping of windows in the library that
look into the courtyard. Every classroom also has a two-way mirror located
next to the door that looks out into the hallway. Every hallways was
decorated with student art from the art teacher. The entrance security was
much like other schools I have been too. There is a front desk who must
“buzz” you into the building. You must sign in with the front to get a visitor’s
badges before entering and upon leaving you must sign out.
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.
The school’s motto is I will study and get ready and one day my chance will come. -
Abraham Lincoln. The school is named after Ernest J. May, the first fallen
police officer in Las Vegas. Their mascot is a Marshall, also because of the
namesake. The mission statement is “At Ernest J. May School, opportunities are
provided for all students to succeed in an emotionally healthy environment where high self-
esteem is fostered. All students are given opportunities to develop and display individual
talents and to acquire the capacity to articulate ideas, respond to change, and become lifelong
learners.”
2. Analyze staff and visitor interactions in the main office. Note student and
faculty interactions in other areas of the school.
All of the interactions I saw between the front office staff and the parents in
the front office were very positive. The women at the front desk were very
warm and inviting and extremely helpful. I did not witness many student’s

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interactions with the staff, but all interactions I had with students were very
positive.
3. Look at the formal practices: school day schedule; ages of students;

calendar of events; size of school; grouping of students.
The school day schedule was based upon grade levels. Each grade level had
a different daily schedule, but for the most part a particular grade level had
the same schedule. Ernest J. May houses 4 classes each of kindergarten
through fifth grade. The school was not extremely large and they did have a
total of 8 portables outside to house even more students. The class size was
average for most schools in Clark County. The next major event coming up
at the school is May Day which is on May 1st. On May Day the students
participate in a field day where officers from Metro Police come down to
play with the kids. There will be a performance by the school’s choir singing
a song about fallen office Ernest J. May. This is a yearly tradition at this
school.
4. Observe student to student interactions, inside and outside the building.

Observe where students gather to socialize – lunchroom, halls, playground,
etc.
I did not observe the lunch room; I did however observe outside at recess.
Older students group out in the grass field where there are a few benches,
or on the basketball and foursquare courts. A lot of students were playing
foursquare. In the hallways there was no student’s interactions that I saw.
When walking in the halls the students were extremely respectful of other
classes.
5. Explain how the school is organized - by grades, departments or not. Are

hallways/classroom labeled?
The classrooms were not organized in any particular way. When you walk
through the halls there are no “pods” or “qauds” with multiple grade levels
or singular grade levels. There are classrooms directly off the hallways with
no multipurpose rooms. The classrooms were not organized by grade; they
were scattered throughout.
6. Examine school traditions, achievements and awards; community

recognition or community partners; extracurricular activities/clubs and

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athletics. Look for and document sources of community pride and sense of
identity through ceremonies, assemblies, trophies, and artifacts.
Ernest J. May elementary school is known for being named after the first
fallen officer of Metro Police in Las Vegas. They have the May Day tradition
which is a field day for kids where Metro officers come down to play with
them. The have a lot of pride for being named after Ernest J. May and
display pictures of all the fallen officers from Las Vegas throughout their
school. They also have honors in the front office from Metro because of all
the money they raise the police department every year. There was an art
club after school, as well as a choir that practiced before and after school.
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.
Mrs. Burkhalter expects the students to be ready to learn at all times while
in her classroom. She expects them to know what shine position is and how
to execute it. The students in her class know her expectations very well and
she does no often have to ask them to participate or follow directions. Her
interactions with students are very appropriate and positive. When a
student is acting negatively or not following directions she responds very
appropriately and never puts a student on the spot. Her personality is very
warm and welcoming. Mrs. Burkhalter truly loves what she does and you can
tell by her interactions with students.
*2. Evaluate the level of student participation in the class. Who

participates? Who does not?
The level of participation during class was extremely high. The only student
who was not consistently participating was the friend in the back who was
isolated. He would participate to an extent but would not read or answer
questions. After asking once, Mrs. Burkhalter would not push him to do so.
The rest of the class is clearly excited about being in class and participates
very well. Some of the students in lower reading levels do not read as much,
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*3. Evaluate the interactions between teachers and students, rapport,
cohesiveness, distribution of power, tone, frequency and reinforcements.
Mrs. Burkhalter’s tone and rapport with her students was phenomenal. She
had a sweet and caring tone and always gave positive reinforcement after
every single student answered a question. When she was not teaching there
was always a student telling her a story or talking to her and she was
always listening intently like she truly cared about what they had to say. Her
distribution of power was also amazing. The students knew what they were
supposed to be doing and all she had to say was “shine position!” and they
students knew what they needed to do.
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?
“Because of my third grade teacher. My third grade teacher inspired me to

do this job. I loved that she would read aloud to us and made teaching seem
fun. I loved learning so I wanted to make learning fun, too. I chose
elementary because I like the smaller kids. They’re more fun and excited
about learning.”
Interview Question 2: What is the main challenge(s) you face as a teacher?
“Meeting all of their needs. They are all so different.”
Interview Question 3: What is the best part(s) of being a teacher?
“When you get them excited about something and they take off on it. Having
them share personal stories and share things with you.”
Interview Question 4: How do you determine where students sit in class?
“They are grouped by level. There is one high, high medium, medium,
medium low, and low in a group. Our severe emotionally challenged does
better by himself. Behaviors sit alone. Children who need extra focus
sometimes need to sit alone, too. I am constantly moving them.”
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Interview Question 5: How do you determine the members of any flexible

groups?
“All based upon assessments.”
Interview Question 6: Beyond standardized testing, what assessments do

you use regularly?
“AIMS oral reading I do monthly and STAR monthly. QSI spelling inventory
every quarter.”
Interview Question 7: What requirements are placed on you for reporting

progress to parents?
“Progress reports are sent every two weeks and yes they are mandatory.
But I would send them either way. They include STAR reports and AIMS
reports.”
Interview Question 8: How often do you interact with a student’s parents in

person?
“Not very often. I use class dojo. I think it’s more convenient to talk to them.
I don’t face to face a lot because of dojo. It’s easier for parents to just
message.”
Interview Question 9: What type of discussions do you typically have with

parents?
“It could be anything. Behavior if I’m concerned. When progress reports go

home I get communication from concerned parents. We talk about ways to
improve their proficiency. Right now they’re all asking me questions about
registration because we sent home the packets yesterday.”
Interview Question 10: How much grading do you complete on a daily/weekly

basis?
“Whatever we do during the week I try to grade on the weekend.”
Interview Question 11: How long does it take to prepare lessons for the
day/week?
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“It’s time consuming. Our school doesn’t have a ton of resources. It is not a
quick grab I make everything myself. Usually I spend a whole day on the
weekend to plan.”
*Interview Question 12: What procedures or strategies do you use to

maximize instructional time?
“Time structured. We use different blocks, writing blocks, etc. I try to do

whole group instruction. I do: me model, we do, then they do themselves. I
spread that throughout the week so that by the end of the week they’re
working independently. I also try to do a review, then execute, then practice,
and exit ticket. We also self-monitor.”
*Interview Question 13: What positive reinforcement programs have you had
success with?
“Class dojo for sure. They get coupons when they reach a certain number.
They can choose a coupon. On the back of the homework folder they have a
chart so they can’t keep getting homework coupons.”
*Interview Question 14: What behavioral consequences seem most

effective with this age group?
“You can take points away in Class Dojo and parents can see what their
students points and reports are for when they lose of gain them. It doesn’t
have to go further than that. I don’t call home I just text through Class Dojo.”
Interview Question 15: How are specialist teachers involved in the

instructional planning process?
“The computer teacher is really involved during SBAC and testing times and
she helps the school out a lot with class dojo. Other than that not at all. We
don’t collaborate with the art teacher or anything. If they plan stuff outside
the classroom they might invite teachers.”
Interview Question 16: How often are you evaluated, and what measurement
tool(s) is used by the administration for determining your own performance?

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“I’ve had 3 observations this year. We use the Nevada Education
Performance grade scale. We have professional standards and instructional
standards. There are 5 standards with 4 indicators each. We have to meet or
exceed all indicators or they will keep coming back until it is met. For
professional there are 5 standards. We use NEPF standards and that is how
they rank you.”
Interview Question 17: What consequences are there if your evaluation is

not favorable?
“Probably more intervention, I’m not sure because I’ve never had a bad
evaluation.”
Interview Question 18: What types of support do you receive instructionally,

financially or professionally from the school, parent organization or school
district to enhance instruction?
“We have trainings every week for different things and they are mandatory.
We had a lot of training on NEPF last year. We are also provided different
training for other skills like right not for dyslexia or struggling readers. Some
are mandatory and some are voluntary. The district gives us $123 at the
beginning of the year to spend on resources. I haven’t had a lot of
participation from parents this year.”
Interview Question 19: What surprised you most about teaching as a

profession?
“The work amounts. The amount of work you have to put in. They also
change things all the time and we have to start over.”
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.

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*Summarize your Classroom Interactions data from above:

In this particular third grade classroom there were 26 students, 14 boys and
12 girls. I observed Mrs. Burkhalter’s interactions to the students during a
math lesson while they practiced SBAC questions. When making a decision
on who to choose to answer a questions she used the class dojo to
randomize it. She would also address individuals who were not following
directions and who were acting positively by awarding points and giving
positive feedback. When a student would answer correctly answer a
question on their own and show her how they got the answer she would
allow them to choose something from her treasure box. Ultimately during
this about 30-minute lesson, Mrs. Burkhalter interacted with 9 boys and 8
girls. There are more boys than girls in the classroom so it would make
sense that she would interact with boys slightly more. It seems that she
interacted with each group almost 50/50.
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?)
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CSN Student Created Open Ended Question # 1 for Administrator:
What is the primary reason you wanted to be in the education field?
What was the reason you wanted to become a principal?
Why did you choose elementary?
What is the most challenging part about being an administrator?
What is the most rewarding part about being an administrator?
_______________________________________________
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?
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Students behave extremely different when in a specialist’s class.

During the music class I observed the class was more outgoing it
seemed. They were not out of control or talkative but I think that is
because the music teacher was very strict.
2. Does any student seem to have a particular talent? Describe.
The class I observed was music and what she had them do was a
rotation around the room with different instruments. There was one
boy in the class that was very good at playing the drums.
3. What is the curriculum like in comparison to the regular education

(cooperating teacher’s) class?
The curriculum is a lot less structured and I think that behavior

management in a specialist class has to be stricter because when the
students go to specials they feel like it’s a mini vacation and want to
act crazy.
4. Describe the specialist teacher’s instructional style.
I observed Mrs. Lewis, the music teacher at May elementary. She was
extremely structured when it came to behavior management. She used
class dojo, as well as a sticker chart for rewards. The curriculum is a
lot less structured, but before every class she has the students tell
their shoulder partner what their goal is for that day and what the
want to achieve. At the end of each class she has them reflect about
what they learned and gives them a “pop quiz” and awards dojo points
for correct answers.
5. What different strategies do you notice this teacher using that are
successful?
At the beginning of the class she asks the students to set a goal for
themselves and discuss it with their shoulder partner. At the end of
class, they again discuss with their shoulder partner if they met their
goal, what they will do next week to meet it if they haven’t, and what
they learned in class. I think this puts the students in charge of their
own learning and goals and holds them accountable for it.

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6. What are the challenges the specialist teacher has to deal with?
At this title 1 school music does not get certain funding that other
schools get. Mrs. Lewis purchased almost everything that is in her
classroom on her own. She also has to deal with not having chairs
(which is best for a music room), but this makes it more difficult to
deal with behaviors who get up and walk/run around.
7. How are student needs being met?
Mrs. Lewis’ takes the time to individually listen to each child’s

concern. At the end of class before her “pop quiz” she asks them if
they have any questions. Once she gives the pop quiz she asks them to
reiterate what they have learned today. I think this is giving them what
they need to succeed in music class.
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?
There were significant differences between GATE and the regular

classroom. There was a much smaller group, about 12 students, and
they were much more engaged in what was going on in the classroom
and a lot less talkative.

class?
The curriculum isn’t as structured in GATE as in the regular classroom.

There is no schedule posted, they don’t work specifically on a subject
like English or math, and they do not have assigned seats. The GATE
teacher was currently teaching the classifications of animals and the
students were working on a poster in small groups about their animal
classification. They also do a lot of artwork and projects during their
lessons.
3. Describe the GATE/AP teacher’s instructional style.

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The GATE teacher was very much a hands-on style teacher. She did not
spend any time at the front of the room speaking or lecturing. The kids
came right in, sat down, and they knew what they needed to work on.
While they are working, the teacher would come to each table (there
were two tables) and sit with them and help them with their work. The
students in this class did not require much help.
4. Would you rather be in this class or the regular education class?

Why?
I would prefer to be in a GATE classroom both for learning and for

teaching. I enjoy the teaching style of the GATE room where it is a lot
more hands-on and think for yourself kind of class. I myself was a
GATE student growing up and would like to teach the curriculum that
GATE teachers are teaching.
The GATE teacher was constantly available to any student who needed
her. She walked around to every student and was checking in with
them individually since there was no formal lesson. While they were
working she would talk to them about upcoming projects and also let
them know how their past projects came out and talked about their
grades in class.
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?
class?
3. Describe the SPED teacher’s instructional style.
4. What are the challenges these students possess?
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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.
I chose to observe a student during a lesson in Mrs. Burkhalter’s room. I was

sitting towards the back of the room and I observed a student who was
sitting directly to my right. The lesson Mrs. Burkhalter was giving was a
whole group lesson about compare and contrasting information in text. She
was using text on recycling as her examples and each student had 2 hand-
outs about recycling they were supposed to highlight information to
compare and contrast. She also had them working in groups to come up
with information that contrasted between the two articles and then created
a Venn diagram on the board. The student I observed was a girl who seemed
very engaged during other lessons. She sits at a table with 4 boys and she is
the only girl. The other boys at the table, Mrs. Burkhalter later told me, were
having some behavior issues and she needed to separate them. From my
previous observation of small reading groups earlier in the day, I knew that
the girl I was observing was in the second highest reading group in her
class. During the beginning of the lesson she was very engaged and was
highlighting information as Mrs. Burkhalter was instructing. Once Mrs.
Burkhalter stopped the whole group lesson and let them work in groups, the
boys at this table began playing with something that looked like silly putty.
The girl I was observing began playing with it, too. I do not believe her or her
group was able to finish their highlighting they were supposed to be doing to
create a Venn diagram. Although, Mrs. Burkhalter called on the girl to give
an example of contrasting information and she was able to give a correct
answer. After they completed the Venn diagram, Mrs. Burkhalter handed out
another worksheet where they had to fill in the blanks for what information
was what. During this time the girl I was observing completed her work
rather quickly, while the boys around her did not, and had to talk to Mrs.
Burkhalter at the back table. She read a book that she had on her desk until
the end of the block and they went to recess. From this student’s point of
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view, I think this lesson went really well. There was a whole group lesson
that involved participation and then small group work. I do think the lesson
could’ve been a tiny bit longer to prevent so many students from finishing
early.
ASSIGNMENT TEN (Summary):
Thoroughly summarize and reflect upon your entire 10-hour Field

Observation Placement.
To summarize, I spend two days at 5 hours each in a third grade classroom

with Mrs. Burkhalter. Mrs. Burkhalter is an eighth year teacher who teaches
third grade at Ernest J. May elementary school. I chose third grade because
from my personal experience I love that age and would prefer to teach third
grade. Overall Mrs. Burkhalter was extremely kind and friendly and she
seemed very organized. When I first walked into her room it was a bit dim,
but once I got adjusted and explored the room I saw that everything was
very neatly organized and in its spot. The flow of Mrs. Burkhalter’s room
worked very well with the space she had. I feel like overall she had
wonderful control in her classroom. She was never negative with her
students, even when she had to take points away from them in Class Dojo.
She was always giving positive reinforcements to her students as well. Her
teaching style was a very hands-on style where she had the students
constantly working on something even if they were doing it together on her
smart board. She was very attentive with her class, too. She walked around
while she talked during lessons and gave individualized attention to the
students who needed it. One thing I really liked that she did was self-
monitoring. After giving a lesson she would say “Okay let’s self-monitor” and
because I was there she explained it every time. Raise 1 finger in the air if
you don’t understand and you need help. Raise two fingers in the air if you
think you got it but you want to try it on your own first before asking for
help. Raise three fingers in the air if you got it and are ready to teach
someone else. After the self-monitor, any students who were a 1 would
come back to the u-shaped table in the back of the room where Mrs.
Burkhalter would re-state the lesson to a smaller group and help more one-
on-one. Overall I thoroughly enjoyed my experience doing a field observation
and I enjoyed Mrs. Burkhalter’s class very much. I feel like I learned a lot

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from procedures and practices she uses in her classroom that I can now
utilize in mine.
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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)

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CSN Education Department, Field Observation Activities

One of the most rewarding aspects of EDU

Name: Erin DeSelms CSN Course: EDU 201

Professor: Susan Bridges Professor’s email: Susan.Bridges@csn.edu

© CSN Education Department, Las Vegas, Nevada 2013 1

BEFORE ARRIVING ON THE FIRST DAY...

3. The first half of your field observation/experience will be centered around

UPON ARRIVAL THE FIRST DAY…

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

© CSN Education Department, Las Vegas, Nevada 2013 2

Warm and inviting, extremely organized, everything is bright and colorful,

*Observation 2: Please describe the student make-up of the class, including

In this particular classroom there are no students with physical challenges

*Observation 4: Does the teacher enforce the rules? Are rewards or

ASSIGNMENT TWO (Classroom Layout): Use graph paper or drawing

© CSN Education Department, Las Vegas, Nevada 2013 4

Classroom Layout Question 1: Describe the workflow of the room. Is the

© CSN Education Department, Las Vegas, Nevada 2013 5

Classroom Layout Question 3: In your opinion, are there any concerns

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

Instruction Question 1: What is the posted daily schedule for different

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

© CSN Education Department, Las Vegas, Nevada 2013 6

Instruction Question 3: How would you describe your cooperating teacher’s

I believe that she is a very much hands-on teacher. She is constantly

*Instruction Question 4: Does the teacher incorporate the sensory

*Instruction Question 5: Do the students seem engaged in the lesson(s) that

Instruction Question 7: Is instructional time managed efficiently? Please

Instructional time is managed extremely efficiently. None of the lessons I

Instruction Question 8: How does the cooperating teacher handle transitions

ASSIGNMENT FOUR (Culture): Using the information provided below,

Physical Characteristics: Look at the physical areas of the school to

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

The school building itself is over 30 years old. There is no landscaping

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

© CSN Education Department, Las Vegas, Nevada 2013 10

3. Look at the formal practices: school day schedule; ages of students;

4. Observe student to student interactions, inside and outside the building.

5. Explain how the school is organized - by grades, departments or not. Are

6. Examine school traditions, achievements and awards; community

© CSN Education Department, Las Vegas, Nevada 2013 11

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

© CSN Education Department, Las Vegas, Nevada 2013 12

ASSIGNMENT FIVE (Cooperating Teacher Interview): Complete the

“Because of my third grade teacher. My third grade teacher inspired me to

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

“Meeting all of their needs. They are all so different.”

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

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

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

“All based upon assessments.”

Interview Question 6: Beyond standardized testing, what assessments do

Interview Question 7: What requirements are placed on you for reporting

Interview Question 8: How often do you interact with a student’s parents in

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

“It could be anything. Behavior if I’m concerned. When progress reports go

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

“Whatever we do during the week I try to grade on the weekend.”

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

“Time structured. We use different blocks, writing blocks, etc. I try to do

*Interview Question 14: What behavioral consequences seem most

Interview Question 15: How are specialist teachers involved in the

© CSN Education Department, Las Vegas, Nevada 2013 15