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. >>>

My first impressions for the classroom were fun, inviting, and exciting. Desks were placed in
clusters of 4-5. The screen for the morning assignment was projected for the kids to see when
they arrived— had a national holiday on the board to prompt an assignment (National Bathtub
Day).

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 were 5 African American, 5 Caucasion. 11 Hispanic. 10 Female students, 11 Male students. No
obvious physical challenges for any of the students.

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

Take care of yourself, take care of each other, take care of this place.

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

Yes, she incorporates the rules into her redirections and daily instructions.
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 however I would space out the desks a bit more or add hooks somewhere
on the wall for the backpacks, as the students are hanging their backpacks on the back of their chairs
and it would get a bit hard to walk in between the desk clusters. The Chromebook charging station was
out of the way but also accessible, and the whiteboard was at the front of the class so the whiteboard is
easy for all students to see.

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

Add hooks for backpacks, space out desk clusters. Unfortunately, it was a small portable
classroom so there wasn’t much room to begin with but the teacher did well with the space
given.
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? >>>

No schedule posted, as the teacher was in the middle of revising it before placing it back on the
wall. The schedule they followed for the two days I was there: arrival, morning assignment,
specials, math, lunch, science, reading/writing.

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

Instruction was given to the whole class but the students would either work in small groups or
individually.

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

I believe she was had a blended style but a lot of demonstrator style.

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

The teacher used all 4 learning styles as she used visual activities (projection, chromebooks), auditory
instruction (books and lessons read to them by teacher or other), she presented reading/writing
assignments, and utilized physical experiences for the kinesthetic style (digging out a fossil from dirt
mold).

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

Yes, all students were engaged for the most part and if they ever needed something from the teacher
or wanted to answer the question, they would use the hand signals they have assigned in class instead
of interrupting a lesson (they had hand signals for “I agree”, “yes”, “no”, etc).

Instruction Question 6: Are there any students isolated from the rest of the class for any reason? Why?
>>>

Not as far as I could tell— all kids were placed in a small group around the classroom.

Instruction Question 7: Is instructional time managed efficiently? Please explain >>>

Yes, and it was helped to stay on track by using “attention getters” and praising model behavior.
Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period
to another, and are these transitions efficient? >>>

She utilizes multiple but a couple of them include: lining up by table with a quiet mouth and restarting if
the voice level isn’t at a zero, and counting down/timers for transitions to next activity.

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

“ if you can hear me clap once, twice” and so on, counting down, golden tickets to be exchanged at the
end of the week for a prize.

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. >>>

She dealt with talkative kiddos throughout both days as well as some kids not participating during
certain activities.

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. >>>

They utilize a token economy with their golden tickets to help promote functional behavior.
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 outside was clean for the most part, scattered trash here and there but not much. There
was exercise activity provoking paint work on the ground of the playground with activities the
kids could do. The fence surrounded the school, and the landscaping was kept up. The
parking lot was easily accessible, however small in size. And last but not least, the front doors
were painted with Minnie and Mickey Mouse to welcome the students back!

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

The lighting was good inside. Unfortunately, the portable classroom I observed did not have
any windows, however the teacher left the doors open during the day for natural lighting. The
halls were kept clean and the school was decorated for anti-bullying spirit week.

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: “It is the mission of the Betsy Rhodes community to provide a safe,
nurturing atmosphere of mutual respect. We will inspire students to achieve their full academic
potential as lifelong learners in a positive social learning environment.”
Motto: “We are respectful, responsible Rockets”
Mascot: Rockets

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

The staff all around the school were very friendly and eager to help. And all staff throughout the
school had the same expectations and instruction base for all students.

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? >>>
 There was a school bell schedule during the day. There were also pull-out programs and
inclusion within classrooms.

4. Observe student-to-student interactions, inside and outside of the building. Observe where
students gather to socialize – lunchroom, halls, playground, etc. >>>

Most students were friends inside and out of the classroom. Very talkative kids, constantly
spreading love and appreciation for one-another.

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.
>>>

Some extracurricular activities and awards they used to offer before COVID was basketball,
choir concerts, talent shows, drama club, and 5th grade grad award night— they are slowly
integrating those back into the school year. They also have a Student of the Month who gets to
have lunch with the principle.

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. >>>

Expectations: participation, have fun, and follow the class rules.

Interactions: Students were always getting up to give hugs to teacher, very close connection
they both (teacher and students) share with each other in the classroom— the students adore
their teacher. They also respect her.
Personality: The teacher had a very calming energy to herself but also bubbly and loved to
laugh with the kids. She had good instructional control in her classroom.

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

All the students participated to some level, and always asked for help if they needed it. Some
kids got distracted here-and-there however participation was always at at least a 95%.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of
power, tone, frequency and reinforcements. >>>

As stated above, the students adored the teacher, and the teacher adored the students. The
students all worked cohesively in their groups together and would reach out to other students
for help if they couldn’t get to the teacher right away. The teacher had good instructional control
in the classroom and maintained a good tone to enforce target behavior but not too much as to
damage rapport.
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? >>>

Her elementary teachers inspired her by being role models that she wanted to live up too and she also
mentioned she was good at school.

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

“Time—to much to do with so little time in the day.”

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

She stated her favorite part is when a student has a lightbulb moment after struggling to figure
something out. Also the kids are fun to be around.

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

Personality is huge, skill level (try to have a mix of levels at each group), front of class v.s. back of class
independence, and IEP’s.

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

“Daily observations during activities and the data based off of grades.”

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

Exit Ticket—observe participation and end of unit curriculum.

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

They have to upload grades weekly, they have a class dojo (SMS) for parent-teacher chatting, progress
reports go out every quarter, and UNSAT’s.

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

“Due to COVID, not a ton but they are bringing back more parent-teacher conferences and meet &
 greets.” During these meetings they mostly talk about what each kids needs academically and socially
as well as goals throughout the year.

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

“Approximately 1 subject a week for either reading, writing, or math and all other subjects maybe every
other week.”

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

It takes her about 1-2 hours for a whole week (she mentions it takes lots of practice to get it that fast).

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

*Brain Break*-- she emphasized utilizing brain breaks as often as possible to maintain motivation. She
stated that most work is done in small groups (to keep their attention), as well as constant practice in
and out of activity.

Interview Question 12: What positive reinforcement programs have you had success with, and what
behavioral consequences seem most effective with this age group? >>>

Golden tickets work well in their classroom she says. Natural consequences as well are good to
enforce (i.e: lost pencil— has to sign-out and return substitute pencil, don’t finish work in class— now
its homework [this is the only homework she gives]). She also states that she sends good messages
out to parents and tells the students about it.

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

“Unfortunately not enough but sometimes they are involved with things like adding geometry in art and
things like that, but with the lack of time there is no way to plan those things.”

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

Full evaluation: once a year. Walk-throughs: randomly throughout the year.

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

If scored low: the school and the teacher will work to make an improvement plan and if the low score
continues the teacher will go back into probation.

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? >>>
 The PTA at their school will gain funds and divide them up throughout the school for each teacher to
utilize in their classroom every year. She also mentions that grants are huge in helping to fund supplies
needed in the classroom.

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

“The amount of continuous education that is required to keep current on all the changes every year.”
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. >>>

During math, the teacher was placing the math problems on the board for the students to see
and write down on their notepad as well as giving verbal instructions on how they are to solve
the problems. This student I’m observing solves his problems before the rest of the class. The
student then looks around and realizes he is finished first and becomes bored as there is
nothing left for him to do. The teacher is still walking the rest of the class through the
problems. The student takes his colored pencils out of his desk and starts placing his color
pencils in his hair to make them stand up like a crown—looking around to see if he grabbed
anyone’s attention. He then took out some blank paper he had in his desk and would choose
one colored pencil at a time to color on his blank paper— placing the first one back in his hair
before selecting a different one. If he noticed a student in his group was struggling, he would
stop what he was doing to help them solve the problem and then proceed back to coloring.
This student (not only during this time but most of class) would occasionally stand up and
color/draw/write or tap his pencils on his desk as if it was a drum set— he would also
occasionally interact with students in his group that weren’t participating in the activity before
the teacher redirected the situation.
All the while the teacher is walking the rest of the students through the lesson.
ASSIGNMENT 7 (Summary): Thoroughly summarize and reflect upon your entire 10 hour Field
Observation Placement.

>>>

On Thursday the 7th of October upon arrival to Betsy Rhode Elementary School, I approached the front
doors that had been painted to welcome their students back. After signing their guest check-in and their
health screening paperwork in the front lobby, I approached the front desk and introduced myself
before asking for directions and/or for my observation teacher to come pick me up to take back. Once
my teacher arrived to take me back to her classroom, she introduced herself (as did i) and we walked
back to the classroom— She mentioned she was in the portables in the back so “we had quite a walk”.
Once we got to her classroom, I noticed all the chairs on top of the students’ desks; the teacher stated
they finally had a janitorial service to vacuum the classrooms and that is why all the chairs are on the
desks.
While waiting the arrival of the students, she explained to me her morning routine for getting the day
ready while also trying to organize her desk.
When the students arrived, they all found their desk and continued eating their breakfast from the
cafeteria while conversing and fining their whiteboard for their morning assignment. When the school
bell ran for the morning classes to start, the teacher got the noise level down to a zero and introduced
me, some kids came up and gave me a hug after the introduction!
After they finished their morning whiteboard assignment, they were informed to grab their chrome
books out of the charging station as they would need them in their “specials” class— I was able to
follow them to their specials this morning. Today’s “special” was humanities, and they finished an
activity that they started the previous week about dreams and goals. Once “specials” were over they
walked back their classroom with me and got ready for math.
Math seemed to be a big struggle for a lot of the kids during the two days I observed, and the teacher
confirmed my observation at the end of the day stating that math has been a mess since they got back
in person. They were prepping for a quiz they had the following day (10/8/2021).
After math was lunch so they got a little brain break after struggling through math. Speaking of “brain
breaks” the teacher had a YouTube playlist of brain breaks that she utilized throughout class when she
noticed the kids needed an instruction break or were getting restless.
After lunch they started a science activity that also doubled as a writing/reading activity which was cool
and saved some time! Towards the end of class, the kids received a treat (Cookie) from me as a thank
you and they headed to the bus lines and pick-up area.
The second day was very similar to the first, just a Friday. They had their morning assignment and
specials, except their special today was PE. During their specials this day is when I conducted my
“teacher interview” so I did not go with them to PE. After they arrived back from specials, they took their
math quiz; however, the teacher did walk them through it and helped when they needed it. After lunch,
they had a science activity about animal evolutions to help they better survive in their given climate.
After that, they used what they learned in science to write questions for their classmates to answer
regarding what they learned.
Again, at the end of the day I gave them a treat (cupcake) and they all told me they didn’t want me to
leave and that I should come back the next week.
Overall it was a great two days observing and I learned a lot.