CSN Education Department - Field Observation Activities Packet

Greetings Future Educator,

One of the most rewarding aspects of EDU 201 and EDU 202 is the opportunity you’ll have to observe in
a school classroom where students are actively engaged in learning. Each of these three CSN courses requires
all students to complete a 10 hour "Field Observation" in a Clark County public school.

Once your placement is processed, you will receive details regarding your assigned school from your
CSN professor. Only then, will you contact the school and meet with your CCSD “cooperating teacher”. Both you
and your cooperating teacher will design a mutually agreeable schedule to complete your required contact hours
once you meet for the first time.

Within this packet, you will find the required field experience assignments and other documents that you
must complete in order to pass this class.

Your Name: >>> Joselyn Castillo

CSN Course: >>> Education 201

Professor: >>> Professor Sgobba

Professor’s email: >>> Jacqueline.sgobba@csn.edu

CCSD School: >>> Lincoln Elementary School

Cooperating Teacher: >>> Stephanie Carrell

Save this completed packet for this class, and your Education Capstone Course, (EDU 299). Your CSN instructor
will let you know their required format for submitting the observation assignments within this packet.

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BEFORE ARRIVING ON THE FIRST DAY...

1. First, contact the principal and office manager listed for the school you were assigned to arrange a good time to
come in for your initial visit. You can use the emails provided or you may call the school and ask to speak to
those individuals listed. Note: If their name is not listed on the contact list for the school they DID NOT receive
my field observation email and may not know what you are referring to.

2. Locate your assigned school on a map, or via the CCSD website, and arrive during the Initial Visitation Week
dates provided to you by your CSN instructor. This initial visit will be your chance to gather information about your
assigned cooperating CCSD teacher. School locations and other information can be found on the CCSD web site
at http://ccsd.net/schools/contact-information/

3. Pre-plan for an on-time arrival, and make sure that all interaction with CCSD employees and students is
respectful, courteous, and professional. You are a guest in their school, and a representative of this class and the
college. CCSD is allowing you to visit their school to further your understanding of the teaching profession. It is
imperative that your actions reflect a willingness to learn, and are reflective of a future professional educator.

4. The first half of your field observation/experience will be centered around learning about the school you were
assigned, and focusing on the general and unique characteristics of its culture. You will be looking at and
reflecting upon things that are going on in the classroom at the school level that you were assigned. You are
simply observing during this time. Your cooperating teacher will give you guidance on how your experience can
be expanded beyond simple observations, when he/she feels comfortable with your professionalism and skills.

UPON ARRIVAL THE FIRST DAY…

Check in at the school office and let the Office Manager know that you are a CSN Education student who has
been placed with a cooperating teacher at their school for Field Observation as well as fill out ANY check-in
paperwork for school safety. Be patient while the information you’ll need is located by the Office Manager. The
request for placement came through Gmail from our Field Observation Coordinator (Corinne Blake), and has
been pre-approved by the school’s administrator. During this initial visit, some of you may be sent directly to the
classroom to meet your cooperating teacher, some of you may be given contact information for the cooperating
teacher, and then will return on a different day for your first classroom visit.

UPON ARRIVAL TO THE CLASSROOM…

Introduce yourself to your assigned Cooperating Teacher. Since this is your first visit, ask the teacher where
he/she would like you to sit while you complete your observation hours for this CSN Introduction to Education
class. Show the teacher this “Field Observation Activities Packet”, as well as the last 3 pages which contain the
“Cooperating Teacher Information”, the “Time Log” and “Field Observation Student Evaluation” pages.
Let the teacher know that you will be taking notes during the observation for your packet assignments, and that
you will be asking him/her to verify your hours of attendance, and evaluate your participation once the total
observation hours are complete.

DEPARTMENT OF TEACHER EDUCATION FIELD EXPERIENCE GUIDELINES

Standards of Conduct
You are student representatives of the CSN Education Department and the teaching profession. Candidates are
expected to maintain high standards of personal and professional ethics.

CCSD COVID Procedures

Students must abide by all CCSD policies regarding the safety of staff and students. For up-to-date information
please visit: https://ccsd.net/departments/risk-management/covid-19-information

Attendance and Punctuality

Regular attendance and punctuality are mandatory. Once you plan a schedule with the
cooperating teacher, this becomes an agreement in which you are expected to adhere to. You are expected to
sign in and out at the school (as required by the school office and/or program). In case of illness or emergency,
you must contact the assigned school and let them know you will not be in attendance on that day so they can
notify your cooperating teacher.
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Relationships
You should exercise respectful discretion when voicing your personal views. It is important that your demeanor
and opinions remain confidential. Under no circumstances can information about any students be released to, or
discussed with, any unauthorized person. It is forbidden to have any contact with students outside of the
classroom you are assigned. This restriction also includes CSN students contacting CCSD students using any
electronic means or through the use of social media.
Dress Code
CSN Department of Education wants you to be a success. Therefore we have established a dress code for
students fulfilling their observation requirement in the assigned school district. Appearance creates credibility;
make a good first impression by dressing professionally.

Required Acceptable Attire:

Males:
• Shirts with collars
• Ties (optional) with button down shirts
• Khakis, trousers, slacks; belts if pants have loops, (no sagging, rips or tears)
• Simple jewelry
• Shoes and socks that cover the toes and heels

Females:
• Shirts or blouses that cover the shoulders & waist; no see-through or mesh
• Sweaters worn over shirt
• Pants, pantsuits, khakis, trousers, slacks (no sagging, rips or tears)
• Jumpers, dresses, skirts (in length from 2" above the knee to the ankle)
• Shoes and socks that cover the toes and heels
• Leggings worn under dresses/skirts/jumpers
• Simple jewelry or none
• Little (daytime) make-up

Not Acceptable Attire: jeans, shorts, tank tops, halter tops, muscle T-shirts, tight fitting clothing, warm-ups,
sandals, flip flops, stilettos; no cleavage showing, no sagging or frayed hems; no head covering except for
religious reasons, such as a yarmulke or turban-like. No nontraditional hair colors/styles. Undergarments and
tattoos should be covered. Remove facial jewelry. No perfume. *School principal/supervisor has the sole
discretion on questionable clothing or appearance that distracts from student learning.

Classroom Conduct:
At all times, the cooperating teacher maintains legal responsibility for pupils in his or her classroom. You should
never assume that responsibility and be left unsupervised with children. You should not discipline students. You
are an observer, who should take notes to discuss during your next education class meeting, or to record in your
Field Observation packet.

Professional Conduct:
Never speak to staff or students in an abusive manner.
Never touch or be alone with a student for any reason.
Never give a student food, drink, or other items without the teacher’s permission.
Never take photos/video of students or staff without written permission from the principal.
Never make or accept calls/text using any communication device.

REVIEW THE TERMS of the CCSD Waiver Forms you agreed to:
“Student Statement of Responsibility” (Exhibit B)
“Student Confidentiality Statement” (Exhibit C)

These 2 waiver documents MUST be agreed to during the Field Observation registration process in order to
secure your placement. Completion of the Field Observation is a PASS/FAIL component of the course.

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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 impression of the classroom environment is
that it is very colorful. The teacher has bouncing balls instead of seats, and the students’ artwork is
displayed around the room. Every single wall is decorated, giving a warm and inviting feeling I also
noticed that students are allowed to take off their shoes to be more comfortable.

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 are about 17
students total, and the classroom is very diverse. The boys and girl’s ratio are about the same, and there
are 2 IEP students, 8 students that have a problem with speech, 1 English learner, and 1 resource
specialist.

Observation 3: What are the posted class rules in the room? (Exactly as written) >>> I did not see any rules
posted, but the kids are very well behaved.

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used for
compliance or noncompliance? >>> The teacher rewards the students by giving them points. She also uses
phrases like “thank you for being quiet”, and students immediately follow. The teacher does not punish
the students.

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<<<

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Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently? >>> Every
space in the classroom is used, even the walls are decorated with artwork from the students.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved?
>>> in my opinion, it doesn’t need to be improved, every spaced is used efficiently.

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 posted
daily schedule is as follows: From 8:55am-9:15am there is a morning meeting. Then from 9:15am-10:05am
they do math. From 10:05am-10:55am students go to their specials classes, and then from 10:55am-
11:15am they do more math and calendar. From 11:15am-12:15pm they do English language arts, and
then they have lunch from 12:15pm-12:45pm. Once they get back from lunch, they do English language
arts again with phonics from 12:45pm-1:05pm. Then from 1:05pm-2:20pm they do writing and science,
from 2:20pm-2:50 pm they do R2, from 2:50pm-3:20pm they do Lexia, and finally they are dismissed at
3:25pm.

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual? >>> Students
are grouped in 5 groups of 3-4 students each. Instruction is done for everyone, but the teacher walks
around to work with each group.

Instruction Question 3: Outline the lesson plan/organization for a teaching lesson you observed. What
preparations in advance were needed to teach this lesson? Teacher had to make a paper chain prior to the
lesson. She states lesson objective before starting her class, then solves some problems along with
students and then lets them work on their own, and finally they all come together to solve the problems
as a class. She then plays a video that reinforces what they just learned.

Instruction Question 4: How would you describe your cooperating teacher’s teaching style? >>> My
cooperating teacher’s teaching style is friendly and loud. She walks around and works with each group
and includes all the students in the lesson.

Instruction Question 5: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples. >>> The teacher does not incorporate the sensory modalities.

Instruction Question 6: What philosophical teaching orientation(s) best describe this teacher? Give examples.
This teacher is very student oriented. She bases her lessons around the students’ needs and their
struggles. She makes sure the students are loving what they are learning.

Instruction Question 7: Explain the use of culturally relevant materials, teaching strategies, class décor, etc. to
mee the needs of today’s culturally diverse student population. Teacher uses examples that are very diverse
culturally, including the names of the people she uses in math problems. Her classroom is also decorated
in a very diverse way.

Instruction Question 8: Do students seem engaged in the lesson(s) that are being presented? Please explain.
Students remain engaged through the whole class time. Teacher relies on a lot of participation from the
students, therefore they are always talking or discussing things, making them focus through all the
lesson.
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Instruction Question 9: Is instructional time managed efficiently? Please explain >>> Time is managed
efficiently. The teacher uses all the time available to teach and makes time for discussions and student
participation.

Instruction Question 10: Describe how both teacher and students use technology in the classroom and with
assignments. The teacher uses a projector for all her lessons in her classroom. She also relies a lot on her
computer to do presentations, and rarely uses the board. She also plays videos after each lesson and the
students use their chrome books to take some tests and do some reading.

Instruction Question 11: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient? >>> The teacher forms a line with the students, and she walks
with them quietly to their next class. The transitions from one subject to another are very smooth and
efficient.

Instruction Question 12: List ways that the teacher attempts any “attention getting” commands? (Ex:
Countdown, Light flicker, Heads on Desk) How effective are they? >>> The teacher counts down from 5 to 1
and waits for the students to lower their voices. She does not yell at them, instead she uses positive
reinforcement. Whenever students get distracted, she uses the words “1,2,3 eyes on me” and the
students immediately turn their eyes to her.

Instruction Question 13: What specific behavior issues does the teacher have to deal with? How does the
teacher deal with these behavior issues? Be specific. >>> I saw no behavior issues in the teacher’s
classroom, other than the normal interrupting, which the teacher handles well by not yelling or
commanding but by letting the students know to pay attention.

Instruction Question 14: 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. >>> No policies of procedures in place
that help or hinder instruction time.

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’s walls are decorated, full of inspirational
quotes, very colorful, and the feeling it gives is warm and inviting. The outside walls of the school
are perfectly painted and there are lots of trees and buildings.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and
decorations and entrance security. >>> There are stickers on the floors marking the distance each
person should be from another person, the walls are decorated with inspirational quotes and the
students’ artwork. There is lots of light and each classroom door has the teacher’s name on it.

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

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 1. Identify the school’s mission statement, motto, and mascot. >>> The school’s mascot is a lion,
however, I did not identify the school’s mission statement or motto.

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other
areas of the school. >>> The school staff is very friendly. They are very polite and welcoming,
which makes you feel very comfortable. They welcome the students at the entrance of the school
and there are others in the hallways saying hi to the students as they enter the school.

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?
>>> Every student knows which classroom they need to go. They all go in their classroom
together, but special education students get pulled out from their classroom to go to another
classroom to work separately.

4. Observe student-to-student interactions, inside and outside of the building. Observe where students
gather to socialize – lunchroom, halls, playground, etc. >>> Students socialize outside their
classrooms. They are friendly to each other, and I did not see any fights or heard any bad
comments.

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. >>> I couldn’t identify any
awards or achievements.

6. Compare and contrast current school cultural environment with school historically. Schools today
focus more on making students feel welcome by decorating walls and halls, etc. Schools before
were just some buildings that in some cases they looked scary.

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. >>> Teacher lets the students know what she expects from them to accomplish. She
talks to them as friends and the kids seem to trust 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? >>> Almost every student
participates in her class. She asks a different student each time to go up the board and solve a
problem, making everyone participate one way or another.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of power,
tone, frequency and reinforcements. >>> The teachers are very independent. My assigned teacher
uses a calm tone of voice and calls students her friends, which makes the students feel welcomed
and not scared of her.

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 wasn’t sure, I was
undecided between working with older people or kids, so I just went for kids. I knew I wanted to work with
younger kids though, from kindergarten to 1st grade.

Interview Question 2: What are the main challenges you face as a teacher? >>> time management is
probably the hardest challenge for me.

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Interview Question 3: What is the best part of being a teacher? >>> the kids. Older kids still come visit me
and I like that. I often get students and I also get their siblings and it’s an amazing feeling seeing them all
grow.

Interview Question 4: How do you determine where students sit in class? >>> As you get to know your kids,
you start to see who needs to be separated so they can concentrate better, and that is how I group my
kids, according to their behaviors.

Interview Question 5: How do you determine the members of any flexible groups? >>> By their abilities so
they can help each other out.

Interview Question 6: Beyond standardized testing, what assessments do you use regularly? >>> I do MAPS
testing, easy CPM progress monitoring, I also do unit tests for math and reading. I do quick check tests
and weekly assessment for reading every 5 days.

Interview Question 7: What requirements are placed on you for reporting progress to parents? >>> Class dojo,
there are no specific requirements, but I do communicate a lot with the parents. I have a good relationship
with them, and they are very responsive.

Interview Question 8: How often do you interact with a student’s parents in person, and what type of discussions
do you typically have? >>> I don’t interact a lot with them in person, but we do communicate a lot through
class dojo. There is one parent who I do interact with a lot in person, but our conversations are usually
about personal stuff and not about kids.

Interview Question 9: How much grading do you complete on a daily/weekly basis? >>> I grade my tests each
time I do a test. I check homework but I do not give a specific grade on it, I just like to point out where the
student went wrong so parents can help them get better at that. I also give feedback on homework and
tests.

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

Interview Question 11: What procedures or strategies do you use to maximize instructional time? >>> I set up
timers, I use sticks with the names of my students written on them and use the countdown method so
students can stay focused.

Interview Question 12: What positive reinforcement programs have you had success with, and what behavioral
consequences seem most effective with this age group? >>> I have a treasure box and candy. I make them
earn the incentives and remind them that I do not have to do it but that if they keep up the work, I will do
it. I reward them based on the goals we meet as a whole class.

Interview Question 13: What collaboration and planning do you do with your grade-level team or subject-
department? Every morning we have PLC meetings, and we meet with other grade level teachers to
discuss what is working for each of us.

Interview Question 14: How are specialist teachers involved in the instructional planning process? >>> Not a
lot, only if I want them involved. I usually ask for their help when I make big projects.

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Interview Question 15: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance? >>> I get evaluated by “pop ins”, in which usually someone just
shows up in my classroom to observe me. There is no specific day or date, these are random.

Interview Question 16: What consequences are there if your evaluation is not favorable? >>> You can get put
on probation then they take steps to assist you to help you get better. They cannot fire you without doing
a whole process first.

Interview Question 17: What types of support do you receive instructionally, financially, or professionally from
the school, parent organization or school district to enhance instruction? >>> I usually get literacy specialists, I
get help from my coworkers, parents help with things needed in the classroom. I spend a little money for
treats to the kids. Administration sometimes helps with money for materials, but it is not a lot, it is easier
to just buy out of your own pocket.

Interview Question 18: What surprised you most about teaching as a profession? >>> The changes that occur
every year. One thing that worked one year does not guarantee it will work next year, I have to remain
open to adapting and changing.

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.

>>> I observed Nathan. He takes off his shoes every day and remains standing most of the time. He
moves around a lot, but he remains focused on every lesson. The lesson I observed was about math,
adding and practicing their numbers. Nathan participated all the time by answering the questions the
teacher asked. Because of the amount of interaction, the teacher does, Nathan was focused even though
he moves a lot. He sits on the moving chair and moves the chair a lot, however, he is very quiet and
participates when asked. When asked to discuss with a partner, Nathan does it with no problem. He
seems interested in the lessons and shows it by answering questions and participating. The teacher
makes class interesting by interacting with students, so even though Nathan struggles to stay still, he
still learns the lessons.

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

>>> Essay is attached at the end

Before final grading for EDU 201 & EDU 202 courses can occur, the CSN student must submit their completed
Field Observation Activities Packet, Time Log, and Student Evaluation to their CSN instructor for grading.
The student must also provide the CCSD cooperating teacher with their CSN professor’s contact information, so
the cooperating teacher can send a quick email validation that the student completed their 10 hours before the
final exam date.

The instructor’s email can be found on the first page of this packet, and on the next page.
Remember to save this completed packet in digital form, or as a hard copy for the
Education Department’s capstone course, (EDU 299)
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COOPERATING TEACHER INFORMATION - CSN FIELD OBSERVATIONS

Dear Cooperating Teacher,

Thank you for assisting in the preparation of a new generation of Nevada teachers. Our education majors are
required to complete 10 field observation hours in these courses:

EDU 201 Introduction To Elementary Education

EDU 202 Introduction To Secondary Education

This class is where many of our students actually make the decision whether they will continue further study of
the profession. We appreciate you joining us in providing these students with a wonderful first experience in the
classroom. If at all possible, please utilize the student to assist you in supervised classroom instructional
activities if you deem them ready.

We are hopeful that the information we have enclosed with this letter, which has been approved by the Nevada
College Consortium, will help you with a clear sense of how this field experience works.

When the student has completed his/her required observation hours, please complete and sign the “FIELD
OBSERVATION TIME LOG” and “FIELD OBSERVATION STUDENT EVALUATION” (along with the student).
Then, return these two pages to the student who will submit them to his/her professor. For your convenience, the
student has provided you with CSN contact information below. Please contact the CSN instructor if there are any
questions or concerns.

Also, before a final grade for EDU 201& EDU 202 courses can be assigned, the CSN professor MUST receive
your official email verification that the student successfully completed his/her 10 hours. Please also “cc” the
student on this email as soon as the student has completed the 10 contact hours. The student WILL NOT receive
a final grade in the course until the email is received from you.

CSN Course # & name: >>> Education 201

CSN Professor: >>> Professor Sgobba

CSN Professor’s phone: >>>

CSN Professor’s email: >>>

Student’s name: >>> Joselyn Castillo

Student’s email: >>>

Should you have any concerns or questions about this process, please feel free to contact the instructor directly,
or the CSN Education Department at: (702) 651-4400.

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TIME LOG - CSN Field Observations

CSN Student: >>> Joselyn Castillo

CSN Instructor: >>> Professor Sgobba

CCSD School Assigned: >>> Lincoln Elementary School

CCSD Cooperating Teacher: >>> Stephanie Carrell

CCSD Grade/Department: >>> 1st Grade

CCSD School Principal: >>> Jennifer Black

CCSD School Phone & Fax: (702) >>> 799-7133 (702) >>>

Record accurate data for all school visitations in the table below

DATE START TIME END TIME HOURS TEACHER

INITIALS
02/28/22 9:05 am 10:07 am 1 S.C
03/01/22 9:00am 10:00am 1 S.C
03/02/22 9:02am 10:04am 1 S.C
03/03.22 9:03am 11:03am 2 S.C
03/07/22 10:57am 12:14pm 1 S.C
03/08/22 11:00am 12:15pm 1 S.C
03/09/22 11:00am 12:15pm 1 S.C
03/16/22 10:00am 12:15pm 2 S.C

TOTAL HOURS: 10

Cooperating Teacher Signature: ____Stephanie Carrell__________________

Date:___03/16/22_______________

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FIELD OBSERVATION STUDENT EVALUATION - completed by Cooperating CCSD teacher

Please complete the following evaluation using the Performance Indicator Scores below (with the student) once
the total observation hours are met. Your constructive comments are extremely valuable to the student. This page
should be returned to the student along with their Time Log. If you prefer to fax or mail the completed documents,
you may do so by sending it to the CSN Professor’s attention via Fax: (702) 651-4908 or through regular US mail
to:

CSN North Las Vegas Campus - Education Dept.

3200 E. Cheyenne Ave.
Las Vegas, NV 89030-4228
SORT CODE CYS-222

Enter the appropriate “Performance Indicator Score” in the spaces below

(4)=exemplary (3)=consistent level (2)=not consistent (1)=lacking

___4__ Professional appearance, adherence to CCSD dress code

___4__ Reliability, punctuality

___4_ Communicates effectively with teachers and staff

___4__ Demonstrates manners, graciousness

__4___ Reflects upon observations using critical thinking

__4___ Demonstrates enthusiasm and curiosity toward the profession

__4___ Models respectful behavior with students

__4___ Uses appropriate language

__4___ Exhibits pre-service educator success indicators

Comments:
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Cooperating Teacher’s Signature: ___Stephanie Carrell___________________ Date:__03/16/22________

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Joselyn Castillo

May 5, 2022

Education 201

Professor Sgobba

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 Field Observations Essay

I received the opportunity to observe a first-grade class at Lincoln Elementary School with Mrs.

Carroll. Even though I have worked with kids before, this time was different, and I must admit that I was

very nervous the first day. As soon as I walked into the school, the bright colors and the welcoming staff

made feel welcome. The atmosphere in general was very friendly, and since it was spirit week,

everything was colorful, and staff were participated by dressing up as well as most of the students.

When I met my observing teacher, I immediately noticed how friendly she was. This is such an

important trait I believe that every elementary teacher should have, because we are dealing with kids.

Her instruction went very smooth, she always kept a calming voice, and her tone was adequate for the

class. She spoke with a loud yet calm voice, attracting every student’s attention and rarely did she had to

stop because every student paid attention to her. She never yelled, the students were very well behaved

and instead of punishing kids she would talk to them and get to an agreement.

Her classroom was very mixed, she had students with a speech problem, one English learner, and

others with special needs. Instead of leaving those students out, she incorporated them into every lesson

and treated them the same as any other students. However, if they struggled, she would take her time to

help them one on one and give them that extra attention they needed. She usually did this during when

the kids would work by themselves, so she would walk around the tables and help those who needed

extra help.

My most favorite thing I learned was that kids will respect and listen to you if you do the same

for them. Throughout my life I have had different types of teachers, and most of them were so focused

on gaining respect through intimidation that the only thing they obtained was for me to be afraid of

them. This observation helped me to understand that how you talk to kids matters, that in order to have

successful students you must believe in every single one of them. My experience was nothing but

positive, it gave me a lot of ideas that I plan to use with my future students, such as using bouncy balls

as seats or using the word “friends” to refer to the students. Mrs. Carroll is such an inspiration to me; she
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is the most patient person I have ever met, and I plan on becoming a teacher just like her. She has gained

the respect from her students by simply respecting them and listening to them rather than giving

commands all the time. I will take everything I learned with me, and I hope that someday I will also

have students like the ones I observed.

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