FIELD OBSERVATION

ASSIGNMENT ONE:

Sommers-Art/Ceramics

1. My first impression of Mr. Sommers's class was a warm and friendly one. He
allows his students to work freely offering input when needed.
2. The classroom is a large square. Mr. Sommers has decorated all of the walls with
students's artwork and artwork from professional artists. The floor is barely
visible due to the amount of clay dust on the floor from his ceramics class.
3. The student body is diverse. There was almost an equal amount of males to
females in the class. The classroom is also ethically diverse with students from all
cultures.
4. There are no posted rules for the classroom, however he did have posted
guidelines for his drawing classes. They were as follows:
Drawing II:
-Principals of Design
-Balance
-Movement
-Emphasis
-Rhythm
-Harmony

Color Harmonies:
- Complimentary
-Analogous
-Triads(Primary, Secondary, Tertiary)
-Monochromatic
-Neutral
-Warm color
-Cool color

5. There are no posted rules in the classroom. However, Mr. Sommers was very
lenient with his students. The students do listen to Mr. Sommers when he
addresses the classroom. This is likely due to the fact that he doesn't speak often
and allows his class to work freely.
ASSIGNMENT ONE:

Limbert-Art/Drawing

1. My first impressions of Ms. Limbert's classroom were good ones. The classroom
is very well organized and clean. She also has art decorating her walls from
present and past students, as well as famous artists. Ms. Limbert also has a record
player in her classroom and allows her students to choose records to listen to as
they work on their projects. In my opinion, this is a very personal touch and a
great way to relate to her students.
2. Ms. Limbert's classroom has excellent natural light. She has large desks grouped
together. Her class is one of the largest in student size that I've seen.
3. Once again, the classroom student body is very diverse. There were slightly more
males than females in this class. However, the cultural diversity in this class was
still prominent with students of all races. She also had two special needs students
in her classroom.
4. Similar to Mr. Sommers's class, there were no posted rules in this classroom.
5. Although there are no posted rules in the classroom, Ms. Limbert has an unspoken
rule against cellphone usage unless she explicitly states that you may use them. As

a reward for this, she does allow some students to listen to music on their phones
while they work on their drawings. She also allows students to look at pictures on
their phones for inspiration.
ASSIGNMENT ONE:

Scorpiniti-Photography

1. My first impressions of Mrs. Scorpiniti's classroom were pleasant ones. Although

her classroom was not as big as the others, she utilized the space in the room well.
2. Unlike the other two classrooms, Mrs. Scorpiniti's classroom is a rectangle room
with no window. It is also the smallest of the three classrooms that I got to
observe. Connected to her classroom, she had a digital photo lab and dark room
for processing film photographs.
3. Much like the other two classrooms, the student body was diverse. There were
nearly equal amounts of males to females as well as students of all races.
4. Mrs. Scorpiniti also did not have any posted rules in her classroom.
5. Although Mrs. Scorpiniti did not have any rules posted in her classroom, she still
enforces a no cellphone policy. She is fairly strict with this policy. If students do
not obey the policy, then they are likely to have the cellphone taken until the end
of class. Students do not seem to offer much resistance to this. This could be due
to the fact that she actually enforces it and students do not want their cellphones
taken.
ASSIGNMENT TWO:

Sommers-Art/Ceramics

1. There is no posted daily or weekly schedule in Mr. Sommers's classroom.

2. Mr. Sommers delivers instruction to the entire class. However, students are
grouped together and rely heavily on their peers for input on their artwork.
3. Mr. Sommers's teaching style is helpful but not overbearing. He happily offers
assistance whenever students inquire in a very calm demeanor. He also allows
students to work at their own pace typically only offering direction when students
ask for it.
4. Mr. Sommers did not give much, if any, instruction during the classes that I
observed. Since he is an art and ceramics teacher, all of his students had projects
that they were already working on. But, Mr. Sommers was constantly walking
around and ensuring that the students knew that he was available if they needed
help. Mr. Sommers also played music during his class to help inspire his students
while they created their artwork.
5. Since the students were already working on projects it is hard to gage their
attentiveness during Mr. Sommers's lessons. However, Mr. Sommers did get the
class's attention to remind them of art supplies fees that were due. The students all
stopped what they were doing to listen. This is clearly a sign of students that
respect their teacher and listen when he addresses the class.
6. Mr. Sommers did not transition between subjects and activities because the
students were already working on projects.
7. Mr. Sommers addresses is class by talking over the noise of the students until they

stop what they're doing. This did not take long. Students seem to respect him.
8. There were no specific issues that the teacher had to address for the short time I
was observing the class. Mr. Sommers encourages a mature learning environment
and his students seem to genuinely enjoy his class.
ASSIGNMENT TWO:

Limbert-Art/Drawing

1. There is no posted daily or weekly schedule in Ms. Limbert's classroom.

2. Ms. Limbert delivers instruction to the entire class.
3. Her teaching style is calm and intuitive. She always seemed to be aware of her
class's activities and cellphone usage.
4. Ms. Limbert uses both auditory and visual sensory modalities. She explained to
the class different shading techniques for their drawings. She also used some
Power Point presentations to show the class other drawing techniques.
5. Her students seemed semi-engaged in her lessons. I would say approximately half
of the class was paying attention during her lesson. The other half were
preoccupied with their cellphones.
6. Ms. Limbert handled the transitions in her lesson plan well. She had picture
examples of shading and drawing techniques readily available. She was also
willing to demonstrate those techniques to students that needed further help. She
had definitely planned her lesson plans in advance.
7. Ms. Limbert used a voice magnification device when addressing the class. Her
class was the largest in size and student size that I had observed. This microphone
served her well. All students were able to hear when she spoke. Ms. Limbert got
the class's attention typically by saying attention class.
8. The most prominent issue that Ms. Limbert had to face was the use of cellphones
in her classroom. Since she teaches a drawing class, she does allow students to
use their phone to look at pictures. However, some students take advantage of
this.
ASSIGNMENT TWO:
CLASS:

Scorpiniti-Photography

1. Mrs. Scorpiniti's looked as follows:

PROJECT(IN CLASS):
HOMEWORK:
DUE DATE:
-TSW take notes on
-Take 30
architecture photography
architecture photos
Photo 1
-TSW review
using worms eye,
May 1st
architecture photo
birds eye, and
terms
street vies.
-TSW create an interior
architecture collage
-TSW edit collage daily
using CS6
Photo 2

-TSW photograph
portraits using wow!!

-Take wow
factor images

April 24th

factors to compose
more creative images.
-TSW create 4 contact
sheets.
-TSW turn in 4 final
prints/projects.
2. Mrs. Scorpiniti delivered instruction to the class as a whole. She also made a point
to offer individual help to the students that needed it.
3. Mrs. Scorpinit is very warm and helpful with her students. She is more of a visual
instructor and uses Power Point slideshows and other photographic images to help
her students understand certain photography lessons.
4. She did include visual and auditory teaching styles in her classroom with the help
from her slideshows and textbook lesson plan.
5. The students did seem engaged in the lesson. The first class I observed was the
first class of the day so most students were not fully awake yet. However, as the
day period moved on, students became much more engaged in their projects.
6. Mrs. Scorpiniti handles transitions seamlessly. She is direct with where her
lessons are going as not to confuse her students. It seems to be very affective.
7. Generally Mrs. Scorpiniti addresses the class as a whole.
8. From what I witnessed in the class, Mrs. Scorpiniti has little to no disruptions in
her class. The use of student cellphones was the least prevalent in her classroom.
ASSIGNMENT THREE: Sommers-Art/Ceramics; Limbert-Art/Drawing; Scorpiniti-Photo
-Please see additional attachments for classroom layouts.
ASSIGNMENT FOUR:
A. Physical Characteristics:
1. The school grounds are very well kept. The fencing, equipment,
landscaping and trees are all neat and trimmed. There are many orange
cones in the school's student parking lot. It seems as though the school has
experienced problems with students parking in visitor parking.
2. The interior of Cimarron Memorial High School is also neat and very
clean. The entire school is trimmed with red trim. It runs the length of the
hallways and is also the color of classroom doors.
B. Culture of the School:
1. Cimarron Memorial High School's mission statement is Commitment,
Motivation, Honor, Success. This is also their motto. Their mascot is the
Spartan. The school is very proud and displays their students's
achievements throughout their administrative offices.
2. The staff interactions were very pleasant. The administrator in the front
was always very helpful when I needed directions. The student aids were
also helpful in showing me around. Teacher and student interactions
always seemed good and sometimes playful. The students genuinely seem

to enjoy their teachers.

3. The students seem to stay within their group of friends to socialize. Not
many students venture outside of their group of friends. Most students
gather in the courtyard in front of the lunch room during break periods.
4. Overall the school is very well organized. The offices are clearly labeled
as well as the lunch rooms, theatre, and restrooms. The class numbers are
not the easiest to follow, however students and school security were
always more than willing to show me to the classrooms I was looking for.
C. Culture of the Classroom: Sommers-Art/Ceramics
1. Mr. Sommers appeared to have high expectations for his students's
success. However, he allowed his students to work on their own offering
little direction.
2. There was a very high level of student participation in Mr. Sommers's
class. All students I observed during my time there were working on their
projects with little distraction.
3. All student interactions with Mr. Sommers were positive. Any student who
approached him did so respectfully. Students seem to respect his approach
on minimal supervision.
C. Culture of the Classroom: Limbert-Art/Drawing
1. Ms. Limbert had high expectations for her students who chose to
participate. However, the students that chose not to participate, seemed to
have lost her attention.
2. Student participation in Ms. Limbert's class is about equally divided.
During my observation time in her class, approximately half of her
students worked on projects while the other half sat around or talked with
their neighbor.
3. Ms. Limbert's interactions with students are generally pleasant when she
isn't reprimanding them for their use of cellphones in the classroom. She is
very approachable and more than willing to answer any questions that her
students may have. She will even demonstrate drawing techniques to
students who are struggling to grasp the concepts.
C. Culture of the Classroom: Scorpiniti-Photography
1. Mrs. Scorpiniti has high expectations for her students. She encourages
their creativity without coming off forceful.
2. During the warm up in Mrs. Scorpiniti's class there was not much class
participation. However, once students were instructed to work on their
projects, their participation increased drastically.
3. The interactions between the teacher and students seemed natural. The
students respect Mrs. Scorpiniti. For example, a student was using their
cellphone and the teacher asked her if she was done with her project. The
student promptly put her phone away and began working without any
resistance.

ASSIGNMENT FIVE:
Limbert-Art/Drawing
1. Ms. Limbert wanted to become a teacher to share knowledge. She also had other
teachers in her family.
2. The biggest challenge Ms. Limbert faces as a teacher is managing behavior when
she,s trying to teach. This is mainly due to the size of the class.
3. The best part of being a teacher for Ms. Limbert is having significant moments
with students where they thank you for something specific.
4. Ms. Limbert lets her students choose where they want to sit. However, they lose
this privilege if they misbehave.
5. Ms Limbert usually lets students work with the students at the tables that they're
sitting at.
6. Ms. Limbert does not interact in person much with parents. Generally these
meetings are set up by the counselors.
7. Ms. Limbert completes most of her during class and her prep periods.
8. Generally it takes Ms. Limbert approximately one hour per week to prepare her
lessons for the week.
9. The behavior consequence that seems most affective for Ms. Limbert is having
students move away from their peers when they misbehave.
10. Ms. Limbert is evaluated three times per year.
11. What surprised Ms. Limbert most about teaching is the amount of interactions
that you have in a day's work. Also how flexible you must be to handle all of the
different personalities.
ASSIGNMENT FIVE:
Scorpiniti-Photography
1. Mrs. Scorpiniti wanted to become a teacher because she came from a family of
teachers.
2. The biggest challenge that Mrs. Scorpiniti faces as a teacher is her students's lack
of motivation.
3. The best part of being a teacher for Mrs. Scorpiniti is the reward of having a
student come back to tell her how she changed their life and outlook on art.
4. Mrs. Scorpiniti does not assign seats. Students are rarely in their seats and usually
working on projects anyways.
5. Mrs. Scorpiniti allows her students to pick their own groups for flexible grouping.
6. Mrs. Scorpiniti generally only meets with parents twice a year. The main reasons
for meetings are usually open house and parent/teacher conferences.
7. Mrs. Scorpiniti generally spends approximately 2-3 hours per week grading
assignments and completes it at school.
8. It takes Mrs. Scorpiniti about 30 minutes to prepare her lesson plans for the week.
9. The behavior consequence that seems most affective for Mrs. Scorpiniti is writing
referrals or calling parents.
10. Mrs. Scorpiniti is evaluated once per year. This generally entails one and a half
hours of observation by an administrator.
11. Mrs. Scorpiniti was not surprised by any aspects of teaching. Her parents are both
teachers and she has grown up hearing every type of story.
ASSINGMENT SIX:

Sommers-Art/Ceramics

This student arrived to class early. She began socializing with the other students at her
desk. There is no instruction during this class. The students all have projects that they have been
working on. This particular student begins to stab the art supplies at their table with a sculpture
tool. She is also very talkative. She collects her sculpture and begins working on it. At this point,
twenty minutes have passed since the start of the period. The other students in this student's
group begin working on the project. The student I'm observing then goes back to doing nothing
and playing with art supplies. It is hard to judge this students learning style, as no instruction was
given during this class. However, she does seem easily distracted and would most likely benefit
from a hands or physical exercise.
ASSIGNMENT SIX:
Limbert-Art/Drawing
This particular student arrived to class early and took her seat in front of the classroom.
Ms. Limbert gave a short presentation of comic strips and what she expected the students to be
able to do on their next project. The students then began working on the final draft of a previous
project that was assigned. Mrs. Limbert walked by and offered her some instruction on shading
techniques. The student was open to her suggestions and began utilizing the technique that Ms.
Limbert had showed her. The student is talkative with her neighbor but remains productive with
her drawing. The student works on her drawing until the end of the class. Towards the end of the
class, Ms. Limbert addresses the class in regards to shading pencils. The student appears visibly
upset at the progress of her drawing, but does as the teacher asks anyways. The students learning
style is clearly a visual one. She needed to be shown techniques before she was able to
understand them.
ASSIGNMENT SIX:
Scorpiniti-Photography
The student arrived to class barely on time. She was promptly caught by Mrs. Scorpiniti
using her cellphone. She was told to put her phone away and she abided. After a short warm up
in which this student did not participate, she got up to retrieve the architecture project that she
had been working on. She looks at the project visibly unsatisfied. The student then rips up her
piece in anger. Mrs. Scorpiniti asks her why she ripped it up and she stated that she was not
happy with the way that it was turning out. Mrs. Scorpiniti informed the student that she did not
have to rip it up and that she would have helped her fix it. Student then gets to work looking for
new material to re-start her project. Once she finds the materials, she returns to her desk. She
works on her piece while quietly talking with her neighbor for the remainder of the class. Little
instruction was given during this class so it is hard to tell what kinds of learning styles that this
student possessed. However, she does seem like a student who acts in haste. This may lead one to
believe that it would be hard for a teacher to be able to hold her attention for long.
ASSIGNEMENT SEVEN:
Over my ten hours of field observation I realized multiple things. I was lucky enough to
have the opportunity to observe three different teachers and a total of approximately 6 different
classes. It was extremely helpful to observe different teachers and different teaching styles. I
observed teachers who were very relaxed with their students as well as a teacher that some might
consider strict. I observed high school children and how they interact with one another. One
thing I realized about teaching is that everyone does it differently. There is no black and white
teaching style. It is all in what you create. It is almost an art form itself. Cimarron Memorial
High School's environment is very lively. The students and teachers alike seem happy to be there.

This observation has taught me that as a teacher I need to be flexible. There are no two days that
are the same. Every day is a new opportunity to change how you work or how you impact your
students. You are the authority in your classroom and that is very powerful. Our text and
discussions have definitely given me great insight on what to expect once I was in a classroom.
Of course, nothing could have fully prepared me for what to expect in a classroom except being
in a classroom. However if not for the text, it would have been difficult to understand why some
students react a certain way. Based on what I had observed, I feel as though the biggest thing I
will take away form the field observation is the knowledge of choosing your battles. As a teacher
you will constantly be pushed out of your comfort zone by your students. Some rules are worth
having and sticking to. However, militant strictness in a classroom seems to be a dying idea. It
seems as though teachers are growing more accepting of students and their opinions. It is
important for our students to feel as though they can express themselves without the fear of
constantly being stifled by the teacher.