ASSIGNMENT 1 (Observations): After arrival, take a seat in a nonintrusive location to begin your

classroom observations. Complete the questions below:

Observation 1: What are your first impressions of the classroom environment? Is it warm, inviting,
organized, etc? Describe the physical environment in detail. >>>

The classroom was warm, inviting, colorful, filled, decorated, “cluttered” but in a good way. There are
five hexagon-shaped tables with six seats per table. The teacher has a desk, there are many
bookshelves, a sink, a drinking fountain, a bookshelf, filing cabinets, and a backpack hanger.

Observation 2: Please describe the student make-up of the class, including gender, ethnicity, ELL,
students with physical challenges, and any other apparent attributes that are important to note. >>>

There is an almost equal amount of boys and girls in the class. There are many different ethnicities.
Mexican, caucasian, Asian, African-American, Korean, Polynesian, etc. There are different races as
well, “white” isn’t the dominant race in this room. There are no physical challenges. Some students
wear glasses, some choose to wear masks, and one student has a hearing aid.

Observation 3: What are the posted class rules in the room? (exactly as written) >>>

1.) Keep Hands to Self

2.) Big Problems (hurt, bullying) VS Small Problems (pencil on the floor)
3.) Try Your Best
4.) Relax and Have Fun Learning

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used
for compliance or noncompliance? >>>

Yes. Students get warned if they are not complying to the rules and told to stop. If they do not comply to
rules then they receive punishments depending on the action.

ASSIGNMENT 2 (Classroom Layout): Use graph paper or drawing software to create an accurate
overhead view, labeled drawing, of your assigned classroom before answering the questions below
Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently? >>>

The space is used efficiently. Students know where to find their supplies and know their way around the
classroom. The tables have lots of space and nothing is a super-tight squeeze.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be
improved? >>>

I like the arrangement of the room as is, it works nicely for the age and size of the kids. But, if
I had to choose something to change, maybe I would suggest getting rid of one bookshelf just
so there is more walking room. Other than that, the flow of the classroom is nice and works
very well.

ASSIGNMENT 3 (Instruction): Observe any instructional time in your assigned classroom, and record
your observations when presented with the questions below:
Instruction Question 1: What is the posted daily schedule for different subjects or periods? >>>

9:10 - Lexia
9:40 - Reading
10:50 - writing
11:25 - STEAM
12:20 - Lunch
1:00 - Specials
1:50 - Math & ST
3:40 - Dismissal

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

Instruction is done in small groups, centers, whole groups, and individuals. It depends on the lesson,
what is being taught, and the subject.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style? >>>

The teacher that I observed uses a mix of different teaching styles. She uses a discussing teaching
Style where she is not just dictating to the students. The students participate in the conversation and
interact with each other throughout the lesson. However, there are times when the teacher is just
strictly teaching. The teacher also uses delegation where she instructs the students what to do and
they work without her. Of course, she always comes around and makes sure every student
understands what their task is.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples. >>>

Yes, the teacher does incorporate the sensory modalities within the classroom. The students vary in the
way they learn, I think it's really smart of the teacher to incorporate these different learning styles. For
example, the teacher has hands-on activities as well as visual activities and verbal activities. There are
many different ways for the students to learn depending on their varying learning styles.

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented?
Please explain. >>>

Yes, these students seem very engaged in the lessons. Of course, every so often some students will
doze off, but Mrs. Akes is good at getting their attention back.

Instruction Question 6: Explain the use of culturally relevant materials, teaching strategies, class décor,
etc. that meet the needs of today’s culturally diverse student population. >>>

There are posters around the classroom including all different types of students of diverse races,
genders, abilities, cultures, etc. Reading passages are often about a different cultures and learning
about differences among people from all around the world.
Instruction Question 7: Is instructional time managed efficiently? Please explain >>>

Yes. There is not a lot of chit-chat during instruction time, but there is partner work included within
instruction time. There is a good balance of just the teacher talking, group discussion, partner
discussion, etc.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period
to another, and are these transitions efficient? >>>

She firsts announce when there are a few minutes remaining, then does an attention grabber. She
allows the students time to put old materials away and grab any new materials so that they can get
ready for the next subject. She even does little games/exercises in between transitions.

Instruction Question 9: List ways that the teacher attempts any “attention getting” commands? (Ex:
Countdown, Light flicker, Heads on Desk) How effective are they? >>>

-Waterfall: students make a “shhhh” sound then are quiet

-Raise the roof: students do the raise the roof dance and say “whoop whoop” before being quiet
-She calls the class “firsties” and they listen
-Mrs. Akes has a rainstick

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. >>>

-Some students struggle with raising their hand before talking: Mrs. Akes reminds them the rule that
they must raise their hand and they are not allowed to interrupt. She also awards the students who do
listen and are being quiet
-Some students struggle to keep their hands to themself: Mrs. Akes does not let students hurt others
and does not allow students to touch others. The students (for the most part) respect and listen to this
rule. If they don’t, the “Clip Down” on their chart and get warnings before getting calls home.

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. >>>

One policy the teacher has is called “clip up”. If the student is doing good and behaving she will tell
them to “go clip up”. The students then go over to a chart and move a clip with their name on it up a
behavior chart that ranges from “Parent Contact” to “Role Model. This helps instructional time run
smoothly because the students want to e able to “Clip Up” so they listen well. However, at first, I kind of
found it distracting when the teacher had the students get up to go clip up.

Instruction Question 12: What philosophical teaching orientation(s) best describes this teacher? Give
examples. >>>

The philosophical teaching orientation that best describes his teacher is probably progressivism which
is based on the belief that education should be child-centered. These teachers things that effective
teaching takes into account the whole child, that learning is essentially active rather than passive, and
that content of the curriculum ought to be derived from students' interests. While this is not 100% the
teacher that I observed, parts of it are correct. For example, this teacher allows a lot of freedom in what
the students read. Each student can take his or her interest and put it into effect when doing
assignments. There was an activity to find the beginning, middle, and end of a book the students were
able to each choose their own books that interested them the most.

Instruction Question 13: Outline the lesson plan for a teaching lesson you observed. What preparations
in advance were need for teaching the lesson? >>

For reading, the lesson was “Retelling narrative elements by asking and answering questions” First,
Mrs. Akes went through a PowerPoint that went through the elements of retelling parts of a story. For
example, one slide said, “Good readers ask and answer questions in their minds before, during, and
after reading”. The PowerPoint also had videos in it that the students watched. After, the students put
what they just learned into practice by reading a passage and then answering questions and discussing
it with their partners, then doing it again individually. Paper was proved for every student with boxes
containing the question words “who, what, when, where, why, and how?”. Preparations that Mrs. Akes
took were preparing and creating the PowerPoint, practicing going through it, finding an article for the
student to read, printing out the material, and coming up with the questions to ask.

Instruction Question 14: Describe both teacher and student uses of technology in the classroom. >>>

Both the teacher and the students use technology multiple times throughout the day. When the
students first come into class they grab their own class Chromebooks and start working individually on
their own Lexia. The teacher uses the smart board, computer, and projector all throughout the day.
Technology definitely plays a huge part in the classroom.

ASSIGNMENT 4 (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 feels safe and welcoming. The main color of the school is purple. The students are
required to wear uniforms at the school so the uniforms and decoration of the school (both in
and outside) are black, white, grey, and purple. There are trees decorating the exterior of the
school and a school garden in the courtyard. There are many crosswalks all outside and
teachers who help control traffic in the morning. There are many welcoming signs as you enter
the school building.
 2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall
colors and decorations and entrance security. >>>

The walls throughout the whole school are filled with all sorts of stuff ranging from students'
artwork, students' classwork, motivational quotes, painting, murals, etc. There are four “pods”
in each corner of the school and each pod has its own theme. The pod which my classroom
was in had a Star Wars theme. There is students' classwork hanging outside of each
classroom. There are teachers and staff outside in the morning monitoring who comes in. Only
students can enter the building, others must enter through the front office.

Culture of the School: Read, listen and observe to determine the climate, values, and atmosphere within
the school.

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

Mission Statement: “We at Gordon McCaw Elementary School, in partnership with parents,
families, and the community, are dedicated to creating an environment that ensures that all
students achieve the highest standards both academically and socially to become lifelong
learners and productive members of our global and diverse society.”
Motto: “Dedicated to giving our best every day in everything we do!”
Mascot: Gordy the Dragon

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in
other areas of the school. >>>

The office staff is amazing. They are super friendly and kind. They welcome the visitors and are
so sweet to the students. As staff and faculty pass other students and faculty within the school,
they always say hi. The students all love the office staff and say hi at every opportunity they
get.

3. Look at the formal practices: School bell schedule, and the grouping of students. (ie. grades,
block scheduling, periods) Does the school use inclusion, or a pull-out program for special
education students? >>>

The school is shaped like a square with a courtyard in the middle. At each corner, there is a
pod with a group of about 6 classes. Each of these classes is a different grade. The
kindergarten and pre-k students have their own hallway. There are two bells: one indicates
when school starts and one when school is dismissed. There is a teacher that pulls mids out to
help them with reading and sounding out words. There is also an ALM program.

4. Observe student-to-student interactions, inside and outside of the building. Observe where
students gather to socialize – lunchroom, halls, playground, etc. >>>
 From what I have observed, the student-to-student interactions are positive inside and outside
the building. Students are quiet and respectful in the hallway but wave to each other. Students
laugh and hang out with their friends both inside and outside of the classroom. They get along
with all of their classmates in the classroom and are respectful. Some students are especially
good at being inclusive.

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

partners; extracurricular activities/clubs and athletics. Look for and document sources of
community pride and sense of identity through ceremonies, assemblies, trophies, and artifacts.
>>>

The school has traditions, posted achievements, and awards. A lot of the school awards are
posted and are hanging up in the front office were visitors enter in. Each classroom that has
Awards also has those hanging up inside of their own classroom. They have a community
partner which is Lucky Little Chapel owned by Henry Sneed. The school doesn't have any
Athletics clubs oh, but they do have run a font used for fundraisers. there is a lot of community
and school pride. They celebrate and honor #VegasStrong from October 1st especially.

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

Schools in the past mainly used textbooks, in the school today they mainly use Chromebooks
and other electronic devices. In the past, schools were segregated and not as inclusive. In the
school today, there are posters and words of encouragement about inclusiveness all around
the school and classrooms. Both in the past and today have the goals that school priority is to
teach children.

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. >>>

The teacher I observed has high expectations for her students in regards to their behavior,
learning, and interactions. I believe the other teachers at this school have the same high
expectations. Mrs. Akes has a loving personality and truly cares about each of her

2. Evaluate the level of student participation in the class. Who participates? Who does not? What
modifications, accommodations, and/or inclusion techniques were observed? >>>

There is a lot of participation in this class. Almost all of the kids participate, some are just more
voluntary than others. If the teacher chooses a random student, the student will participate in
answering the question. One time Mrs. Akes called on the student who seemed really shy to
answer the question. The teacher was very inclusive and encouraging in trying to get an
answer out of her. She acknowledged her for her good work after she had answered it.
 3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of
power, tone, frequency and reinforcements. >>>

The interactions between teachers and students at the school are positive and respectful from
what I saw. The students understand that the teachers are in charge and they look up to them.
The teachers understand that the students are young but they still treat every student with
respect. The teacher is clearly the one in charge in the classroom in the students respect that.
The teachers talk to their students in a kind tone. Even when there is a behavior problem, the
teacher is still kind and dealing with it and does not yell or get out of control.

ASSIGNMENT 5 (Cooperating Teacher Interview): Complete the questions below by interviewing your
cooperating teacher during a convenient time. Include any school documents that your cooperating
teacher will allow you to photocopy for your packet.

Interview Question 1: What was the primary reason you became a teacher? >>>

I enjoyed learning and I’ve always been curious about how things work. I wanted to help children learn
and grow. I loved going to school when I was a kid.

Interview Question 2: What are the main challenges you face as a teacher? >>>

Behaviors can be a challenge. Trying to find what works to encourage and motivate each different child.
Teaching certain concepts to children who face extreme difficulty and trying to figure out how to help
them when everything you try seems to not work. A lot of paperwork that keeps increasing demands on
our time. Not having a lot of help at school…behaviors, interventions, it’s all on our shoulders.

Interview Question 3: What is the best part of being a teacher? >>>

Seeing the kids learn and grow. Talking with them about their curiosities. Working with them on
concepts and they get so excited! Their enthusiasm is infectious! I enjoy working with them because
they are so optimistic. I think they help to keep my attitude positive. This year, especially, they are kind
to each other and so great!

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

At first, I place them alphabetically with a mix of boys and girls at each table. As the year goes on, I
rearrange seats based on behaviors of who would best complement each other, taking into account
misbehaviors.

Interview Question 5: How do you determine the members of any flexible groups? >>>
Based on formative assessments, I notice who needs particular help with various ideas.

Interview Question 6: Beyond standardized testing, what assessments do you use regularly? >>>

We have assessments for each of the standards based on what they need to learn. We use the math
assessments given to us in the math program. We use other assessments we create to check for
understanding of standards.

Interview Question 7: What requirements are placed on you for reporting progress to parents? >>>

We must send student filled out progress reports every 3 weeks with updated grade progress report
from Infinite Campus. Students fill out a report where they list their progress on our school-wide
programs and goals. I also use Class Dojo only for communicating (not behavior) where I can report
progress on programs as well as behavior. I also tell parents big concepts we are working on in class
so they can support at home and discuss with their children.

Interview Question 8: How often do you interact with a student’s parents in person, and what type of
discussions do you typically have? >>>

When families pick up at the end of the day, I get to interact in friendly ways. Sometimes they ask
questions and we have mini-conferences. Since COVID, we have to have parent meetings online and
parents coming into school is not typically allowed. I try to be friendly at the dismissal times, not seeing
them and immediately telling them what a bad day they had. Sometimes I bring up if they had a tough
day with something, but I try not to overdo it. Everyone has rough days, so I remember that and tell the
kids tomorrow will be better.

Interview Question 9: How much grading do you complete on a daily/weekly basis? >>>

It depends, but it can be about 2-3 assessments per week. Some weeks it’s more and others it’s less
depending on our class activities. Writing assignments take longer to grade. Each week I probably
spend between 1-3 hours grading.

Interview Question 10: How long does it take to prepare lessons for the day/week? >>>

I’ve gotten better at being able to create lessons with my years of experience. If it’s something new
such as a new program, it takes a bit longer. Each week, it can be 1-2 hours of lesson planning then
prepping (copying, gathering materials, creating Slides) takes 1-3 hours. I’ve created so many Slides
now, I usually check my slides from previous years and adjust/update as needed.

Interview Question 11: What procedures or strategies do you use to maximize instructional time? >>>

I try not to do too much where students have to cut, color, glue, etc. Those take longer and can usually
be modified. The cutting and gluing is important for gross motor, but it takes so much time, it’s not
usually worth the trade off as the year progresses. I try to make sure I have materials ready to go
before the lesson, so I’m not searching for items. I create routines where students are responsible for
getting and putting away materials. Their items are organized so that we can get right to work.
Interview Question 12: What positive reinforcement programs have you had success with, and what
behavioral consequences seem most effective with this age group? >>>

As a school, we were expected to use a clip chart for behavior. My students seem to be happy clipping
up. When they need reminders, they clip down the chart. At the end of the day, they color their clip
color on a monthly calendar. This goes home everyday for families to see. I also use team points and
reward winning teams with candy. Other times, I give bookmarks, stickers, etc to help motivate. We use
GoNoodle for brain breaks and when we level up our character, we can print bookmarks to write about
how they were champs.

Interview Question 13: How are specialist teachers involved in the instructional planning process? >>>

Some of them try to see if they can integrate some activities, but overall we plan separately. They see
our standards and decide what lessons may go well with our units.

Interview Question 14: How often are you evaluated, and what measurement tool is used by the
administration for determining your teaching performance? >>>

Our administration comes in for observations and various times. They use the NEPF to evaluate us. It
seriously seems to have been changing over the years so often! In my 22 years of teaching, I’d say it’s
changed probably 10 times. Now we have the teacher instructional and performance standards which
overlap and we have to notice ways we meet those standards in our classrooms.

Interview Question 15: What consequences are there if your evaluation is not favorable? >>>

I’m not sure…it’s been so long since I was probationary. I think you have to get evaluated more often
and meet with admin. If they notice a teacher losing their luster, they have been known to visit them a
lot more often. I think if you’re probationary, they can choose not to make you post-probationary.

Interview Question 16: What types of support do you receive instructionally, financially, or professionally
from the school, parent organization or school district to enhance instruction? >>>

Our admin is very good about buying us items we need. We do not have a parent organization at our
school. CCSD is more about pushing programs we didn’t ask for on us right now. It’s a weird time. They
just sent us new science resources when we already have so many wonderful resources we use. I’m
sure it cost way too much. The State of Nevada did offer us DonorsChoose grants up to $1000 this
year for resources, but that’s the first time they had ever done that before.

Interview Question 17: What surprised you most about teaching as a profession? >>

How cranky some colleagues are…I try to stay away from them! ;) How much redundant paperwork
there is and how many different places we are expected to type in our data. They add new ones all the
time…school, district, state…etc. How teachers are mostly on their own without much support, so when
you find a team or person you enjoy working with…you try to hold on to them and work together to
support each other!
Interview Question 18: What collaboration and planning do you do with your grade-level team or
subject-department? >>>

We meet weekly as a grade level, although not all of our grade level agrees on how to do it, which is
fine. We plan out the objectives and standards for the week, then teachers use what they’d like to teach
their students. We also get to meet once per year to plan out our long-range plan, and we just did that
this week. Our admin provides subs for our classrooms so we can work together. We informally talk
every day about what we are doing and if we need help with something. We have a good team overall.

ASSIGNMENT 6 (Observing a student): Discretely observe one student in your assigned classroom
during an extended period of direct instruction.

Detail what was going on in the environment, and what you observed the student doing while the lesson
was being given. Make sure to document ALL behavior in relationship to what was being presented by the
classroom teacher. Please describe the setting, the lesson that was given, if the student was on task and
engaged in the lesson, and what you uncovered about putting yourself in a lesson from the student’s point
of view. >>>

The student that I chose to observe was a female student named Valentine. The lesson that
was being given was on identifying story elements. The teacher had all of the students sit on
the floor as she went through a PowerPoint giving details on how to identify elements in a
story. After presenting the PowerPoint lecture, the teacher read a short story to the class, and
together, as a class, they identified the story elements. After that, each student had to choose
a book to read and then identify story elements on their own. During the PowerPoint,
Valentine was paying attention the whole time. She wasn't talking with any of her other
classmates, however, at times I could tell she was kind of zoning out. Then quickly she would
regain focus. When the teacher was identifying the story elements with the whole class,
Valentine participated in giving answers and seem to really understand what the lesson was
on. When is time for independent work, Valentine knew exactly what to do. She grabbed a
book and set up her paper exactly the way that the teacher had said to. She was able to
identify all of the elements of the story and turn in her paper. Valentine even went around and
helped her classmates who were struggling with the assignment. What I uncovered about
putting myself in a lesson from the students' point of view was that the students actually do
listen and learn to what the teacher is presenting as long as they stay engaged. I believe that
if Valentine was not engaged during the lesson and lecture, then she would not have been
able to be so efficient in her independent work. It also helped that she participated and paid
attention when the whole class was working together.
ASSIGNMENT 7 (Summary): Thoroughly summarize and reflect upon your entire 10 hour Field
Observation Placement.

>>>

One thing that I was really looking forward to doing while taking this Edu 101 course was the field
observations. When I found out that this class requires 10 hours of field observations, I was super
excited to enroll in the class. I still am not too sure what I want to be as I'm getting older, but becoming
a teacher has always been one of my options. I currently am a dance teacher at a local studio and I
absolutely love it. I work well with younger children and believe that I would excel in this field. However,
I am scared of commitment and still was not sure if I wanted to be a teacher or not. So, I thought
hands-on observation would be perfect!
These 10 hours of field observation were phenomenal. I was able to get to see a live classroom
firsthand and was able to interact with students. I thought that the teacher I was observing would just
have me sit in the corner to observe, however, this was far from the truth. The teacher had me take kids
out in the pod, walk around the class and answer questions, work with each student, and be super
involved in the class. The students all love me and it was so rewarding walking into the classroom with
all the students being excited to see me. On my last day, all of the students put together a card for me
and gave me hugs. They genuinely enjoyed having me in their room.
I was able to see add a new teacher's life and how much work goes into teaching. Teachers have to
prepare lessons, teach the lessons, figure out how they are going to teach the lessons, provide
assessments to make sure their students are learning, have an organized classroom, have adequate
materials, be super patient and understanding, and also be very kind. There is so much that goes into
teaching that I had not thought of before.
After the first day of observations, I started to question whether or not I actually wanted to be a teacher
because I realized how much work it was. But, as I went in more days to observe more, I realized that I
would love to be able to do what the teacher was doing. I feel like teaching is such a rewarding job and
the teacher that I observed agreed with me. I'm so glad that I got this opportunity to watch how this
teacher dealt with classroom behavior, how she made sure everyone felt loved and included, how she
cared for all of her students, and how she managed a well-run classroom. I'm very grateful to have
been able to observe a classroom for this EDU 101 course.
Timelog:
Evaluation: