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. >>>

Very minimal and basic, students have their desks, everything is organized around the
classroom, seems to be a reading center area maybe for reading groups, a few supply cabinets,
desktop computers, sink, mini fridge, water bottles for students, not much outdoor window
lighting, computer cart, Elmo, smart board, projector overhead of smart board, book shelf, two
bulletin boards for displaying student work

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. >>>

no physically challenged or impaired students. Ten boys and ten girls. Many were Hispanic, a few
African American, a few white, very little of Asian American. Two of the boys have autism, one
diagnosed one undiagnosed.

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

no rules posted around the classroom

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

There aren’t rules posted but the students seem to know of the classroom rules which is to be
expected by this time of the school year such as, following directions given quickly, no
unnecessary or distracting noises, focus on the task at hand, don’t talk when the teacher is
talking, all things of those nature. Class Dojo is used in this classroom along with the point
system which is used to motivate students to stay on task. With class dojo points can be given
and taken away, it ranges from one points to five points at a time from what I’ve seen. It
depends on what the action was. The students seem to take to this system well and their
responses to being disciplined worked well.

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

>>>INSERT YOUR DRAWING HERE<<<

Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently? >>>

Due to Covid the students aren’t in groups instead they are in rows which does make navigation of the
classroom quick and easy. It does make partner work a little weird since they then have to move their
desks but that’s okay.

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

Personally if not for Covid I would have the students in groups with their desks instead to
encourage socializing. I would swap the mini fridge area with the computer desk area, this
way there would be no accidents of water and food on the carpet because where the
computers are is tile flooring. I’d also have the number line above the alphabet line just
because it would make more sense in my head. Besides those small things I don’t disagree
with the layout of this classroom.
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? >>>

The objectives for each subject of the day.

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

is done in whole group fashion most of the time with some individual work on their computers
and small group work for reading groups

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

Her teaching style is guided learning individual in time for the students to work on their own

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

there is independent and guided learning. During math they watch and follow along with the video,
stopping for questions or detailing the answer in a different form for the kids to understand. She also
sets up problems for them to complete on their own

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

as much as first graders can be. Most try to answer or ask questions when needed, whether it is them
raising their hand or shout, they are still actively participating in class.

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 were books around the classroom featuring children of different ethnicities and races.

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

Yes. There is guided and independent work time. During guided there is plenty of stuff for them to be
following along with as well as completing as this lesson goes on. Nothing seems like a waste of time
and everything is cater to the students learning.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period
to another, and are these transitions efficient? >>>
 The teacher gives the students about a minute to three to get situated and have the desk prepared for
the next subject

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; the students make rainfall gestures and noises then she uses the next command
● Eyes on me! Eyes on you!; In which the students say the second line and immediately quiet
down with your attention on the teacher

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. >>>

there are students with autism and learning disabilities. She is very patient and understanding of the
students, in which they seem to respond quite well to her. There are times when she does have to
discipline them but even then she’s very patient and kind.

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. >>>

There are none actually for either side of that scale. She is the type of teacher to where her
students know when she means business and knows how to get her students to listen as soon
as she needs them too.

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

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

Materials
● SmartBoard
● Elmo projector
● Math book
● Hundred chart
Outline
● Have students turn to page 457
● Review use of hundreds
● While reviewing ask two to three questions like 50-30, 22-5, etc.
● Go onto guided practice examples
● Worth through about 10 problems with the class
● Independent practice, have students complete numbers four through 14
● Go around the classroom and check the students work
● Once all the answers are correct half students put math book away and move onto X
math on chrome books
Instruction Question 14: Describe both teacher and student uses of technology in the classroom. >>>

Teachers
● Desktop Computer
● Smart board
● Projector
● elmo
Students
● Chromebook Laptop

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 environment is very welcoming but also seems attractive in a manner of speaking. Fun
engaging. Simple, easy to figure your way out on your own. Very well tended to inmates. Gates
all around the playground area.

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

The floors are non slip, wheelchair accessible, great lighting with both natural and
indoor lighting, bathroom in each Corredor, bright and colorful but not too distracting,
automatic lock doors, the student work is also displayed all around the school

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 mascot is the Jacobson cubs. The school's mission motto is growth mindset. The
school's mission statement is always learning, always growing.

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in
other areas of the school. >>>
 When interacting with the staff they are very straightforward but also very friendly, always
smiling and greeting people politely. They use very soft indoor voices though and they’re super
professional. When students interact with faculty they act how you think kids are. they’re very
bubbly and happy to chat or they keep their heads down and keep walking to avoid
administration.

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? >>>

For special education students there is inclusion in the classroom but there is also a pull out
program for when they need to go see their special education teacher. The special education
teachers also do visit and sit in on classes to help as needed to keep an eye on their special
education students.

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

They ask mostly how you expect, there are some headstrong kids who like to lead. There’s
some kids who prefer to be alone. They’re allowed students to enjoy outside time and can only
talk about that. There are students who like to talk to each other in the hallways or run their
hands along the walls, and even find students socializing in the bathrooms. Students who are
bossy and pushy who like to be in charge and think that their way is the best way

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.
>>>

All around the school students have their artwork and assignments hung up on the
walls for everyone to see. There is a wall with popular faculty members as well as even
highLy successful students of the month. With all of the projects from the students
around the school you can really tell that they value their students creativity and their
work that they put out.

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

Well schools in the early 1900s definitely would not have had students of different
ethnicities in the same building. Let alone the causal relationships between student and
teachers would not be as easy as it is to maintain.Though that adult over children
relationship will always be there because students have to respect teachers as the
higher authority.

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 definitely has an authoritarian or dictatorship style of teaching in her classroom.
While she does have a lot of patience for her students she also is very keen on getting certain
assignments done as soon as possible to make sure he has enough time for the rest of the
day‘s task. Usually if a student objects to something she says or has a question she is very
quick to hear them out but in most cases the student is wrong in which she does explain to
them why they are wrong or why that’s not the way something is done. She does give praises
out to her students when praise is necessary and deserved.

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

Most if not all of the students participate in class even if it is them yelling out instead of raising
their hand which most students don’t yell out. even the students who are considered
troublemakers still actively participate in. The students who have learning disabilities also even
participate in class and raise their hand to answer questions in which they do usually get right.
Missing students over and over again making sure that every student who raises their hand it’s
a fair opportunity at answering the questions given.

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

Students respect the teacher knowing her words are law in a sense. They listen to what
she says and while they may not do what she says at first they do hear her and usually
after her second time saying it they then respond appropriately. She never usually has
to raise her voice unless she students get really rowdy which was maybe once or twice.
Thats to be expected of kids this age though, still learning of the power dynamics
between teacher and student especially since these students were online through zoom
for their kindergarten year.

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 original goal was to be a nurse but because she had difficulty with reading she knew that education
was still a good path for her because at the end of the day she just wanted to be able to help people.
As an educator she was able to help kids learn to not struggle with reading and imp;rove like she
wished someone would have helped her do properly. She loved to work with children and make a
difference

Interview Question 2: What are the main challenges you face as a teacher? >>>
 The way students can be at such different levels of learning. Where some could be very proficient and
catch on quickly while others need more time to study and absorb the material. It's the difficulty of being
able to balance the two so all students' needs are being met without those falling behind or being
bored.

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

She just really enjoys working with the primary grade. She could wake up in the worst mood and know
her students will somehow be able to make her smile. Being able to see that lightbulb go off for a
student when they finally understand something.

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

She puts them in groups of 4 to 6. She automatically would set up by boy girl method in alphabetical
order from the roster. Then as the year progresses she makes arrangements where needed, such as
for the talkative ones, the ones who need more direct attention and help, ect.

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

She would make sure that within each group or area of the classroom there are a mix of high, medium,
and low learning students, This way the mediums can help the low learners and receive assistance
from the high learners and the high learners can help both the medium and low learners.l

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

The envision math program which the entire school district uses. She usually gives the end of the unit
assessment for math but as far as the other subjects the grade level as a whole comes together to
make a corresponding assessment that is fair for all students.

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

They use an infinite campus. They are required as a school to send home at least one progress report
a month to parents. They also have to let the parents know when a student is failing or in danger of
failing so anything D and below or 69 percent and below.

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

The only time usually is a parent teacher conference for person to person communication. Which is
about once each semester so twice a year. You would typically go over scoring, how the student is
doing in each subject as well as behavioral wise.

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

Usually at least one writing assignment which goes for the writing and language category. Then two
 math and two reading assignments as well. Along with a science, social studies and or health
assignment every 2-3 weeks. So about 6 to 7 assignments a week.

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

It doesn't take her long because she's been teaching for 20 years. For her because she reuses lessons
and just tweaks them each school year for her students she said maybe 30 minutes to an hour and a
half, it just depends. But usually nothing more than that for herself.

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

She feels that her talking and overly explaining things has actually been beneficial for her students'
learning. She doesn't make them finish the entire math page rather just exactly what the day's lesson is
focused on and nothing else.

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

The school's club cash has been very useful for pushing students to stay on track. In previous years
she did things such as the marble jar, or popcorn jar and if filled the entire class gets a prize. This year
she uses Class Dojo to reward students with points and with those points the students can exchange
them for a trip to the treasure box about once a month.

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

Teachers can go to the specialist teachers and ask if they could incorporate some of the week's lesson
somehow into what they do in specials. The P.E teacher does counting but in sets such as by their 2’s
or their 5’s or even their 10’s to incorporate that math into P.E instructional time.

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

They are evaluated at least a minimum of 3 times a year. Sometimes there are informal check-ins
where they just walk around. Though for the formal ones they actually sit down in the classroom and
watch a lesson, taking notes on how the teacher goes about teaching it and how responsive the
students seem to be towards it. Then they have a one on one follow up with the teacher and discuss
how it went.

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

The grading is 1,2,3, adn 4’s and they have to speak with you after the evaluation or they can not give
you anything lower than a 3. If something is wrong they might have you observe and talk to another
teacher. If severe though the teacher is written up, though she said she isn't sure how many write ups
one can get. Normally it doesn't happen though.
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? >>>

Parents' support has been good this year, if she sends out a message that the classroom is low on
something such as tissue most parents usually will donate a box or two.Principal support is always
there and hasher teachers' backs. Financially this school year there hasn't been much support as in
previous years where they were given a certain amount of money and as a grade level then would
decide what needs to be bought, this year it's been more out of the own teachers pocket.

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

How different the levels of the students are emotion wise and academic wise especially with younger
students who are still learning. As well as how can shit fit all of these objectives and subjects into one
day of teaching. It is harder some days to get to the subjects such as science and social studies so
teachers usually prioritize math, reading, writing, and language.

Interview Question 18: What collaboration and planning do you do with your grade-level team or
subject-department? >>>

They have to meet at least once a week to do grade level planning. They discuss what they have to
cover as far as lessons within each subject and how to go about it so each class is pretty much on the
same page. They also meet with the grade level above and below at the end of the year to figure out
what they need to focus on and what they need to be prepared for in the upcoming school year that
they might have to still go over.

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. >>>

There was a math lesson being taught on grouping with addition, I observed a female named
Jordan.
She was very focused on the lesson
She followed instructions precisely, putting away the counting blocks, using them just as
instructed, not playing with them like other students.
Moves Quickly
Shes engaged in the lesson
Riases her hand to answer many questions
Raises her hand to ask any question she had
She wasnt talking to the students around her
During independent work time she stayed quiet
She did her work diligently, didnt have many questions
 She said she had to use the bathroom but two students were already out, was asked if she
could hold it till they returned and she said yes, only to minutes later have an accident. She
did let the teacher know but didnt cry or anything about it.
She was sent home after this.

ASSIGNMENT 7 (Summary): Thoroughly summarize and reflect upon your entire 10 hour Field
Observation Placement.

>>>

I completed my observation over about two months. I did this at Walter E. Jacobson Elementary in
School in Summerlin Las Vegas. I was assigned to Ms. Kristosik’s first grade class, where she goes by
Ms.Kris or Ms. K. I can say for sure this is an experience I will never forget.
I truly enjoyed every aspect of my observation placement. At first I was very nervous though, I'd only
ever been in my mothers classroom with her students but I had my mom so it was a comfort. Having to
go to a school I knew nothing about, with a teacher and class I didn't know was very nerve wracking my
first day. As soon as I walked in and was introduced to the class, all the children greeted me and all day
they were coming up to me and asking me questions, just making me feel very welcomed. Though the
two students who had special educational needs were very stand off ish and would avoid me at all
costs. The first day went more smoothly than I would have expected and I couldn't wait to return.
My second visit was even better. I was able to sit in the classroom without attracting too much attention,
being able to observe the class in its normal state. The students all have very different personalities.
Some are very bubbly and eccentric. Some are super quiet and keep to themselves. There's this one
pair of girls who are always butting heads, tattling on each other or arguing even from opposite sides of
the classroom. There's a set of three girls who are best friends and always have trouble not talking to
each other. One boy can’t seem to stay seated but loves to engage in class and answer questions. One
girl is the biggest trouble maker of all, talking, blurting out answers, can't stay on task but she's so kind
and hyperactive. All the students are just so different in so many ways yet they all act how you'd
expect first graders to act.
I had the opportunity to sit in on two art classes, both with the same class each time. I chose to sit in on
the art class during specials rather than my own students because I want to be an art teacher so I
wanted to see how an art class goes and my teacher who I was observing was always telling me how
everyone loves this year's art teacher as compared to the prior one. She is quite the quirky teacher just
as I remember my own art teachers used to be, she wore bright patterns and things that just screamed
art teacher. I can't really describe it but her classroom just felt so welcoming and every student loved
participating. Both sessions the students and myself left with finished projects which was apparently a
normal thing and another reason teachers liked this art instructor so much.
My “Last’ two days there I spent being more helpful in the classroom. I was helping students with their
questions and grading their math problems. Even the special education students warmed up to me and
would ask me for help. One of them even gave me a hug during their recess which made me extremely
happy to see they'd warmed up to me. The front office staff at this point knew my face by now and
would say hello, ask how I am, and would automatically let me through to the school grounds. Students
from my observation class and art class were drawing me things and giving kind notes. I enjoyed every
moment of being in that school. I enjoyed it so much that even though my hours are complete I plan to
join them for field day on May 6th and help out. I also offered to help the teacher grade papers or just
help out around the classroom when she needed or wanted , in which she said I'm free to stop by
anytime. I felt so welcomed thanks to the staff and students. I can't wait for field day with the students.
Thanks to the teacher's advice and help I learned a lot. She told me about a study she did a year or two
ago where she put a hidden word in the newsletter the teachers were required to send out, she did this
to prove that no parent reads them and that it shouldn't be required of teachers to send out. The whole
school year went by and not one parent reached out about it- though a student did- which proved her
right and the teachers are no longer required to send unimportant papers home for parents. She also
does not assign homework anymore as well, since most kids won't do it, whether it be because they
forgot or there was no parent home to help them. She found it to be a waste of her time and the
students' time. At first I was skeptical of her simple classroom approach. I wasnt a fan of the bland
walls and setting but as she explained and observation went on I realized her way was effective for her
students and her teaching style. With too much stuff everywhere students would get distracted, which is
what I learned in the art classroom which had a lot of stuff hanging from the ceilings, on the walls, the
whiteboard, ect. I learned about useful classroom programs like Class Dojo which was only used for me
when I was in theater class my 6th grade year. Though seeing it in play in a classroom setting for
younger students showed me how beneficial the software is with its easy way to reach out to parents as
well as its point system that students responded to so well.
The only regret I have with this assignment was that I didn’t get a head start on it sooner. I know I
would have enjoyed having had more time to spend getting to know the classroom flow, the students,
and my teacher who I was observing. Though now I have some place to go when I have a free day and
want to be productive while doing something I enjoy, being around students and learning more about
the teacher from a teacher's perspective. I am so grateful for having had this opportunity.