CSN Education Department - Alternative Field Observation Activities Packet

Greetings Future Educator,

One of the most rewarding aspects of EDU 201, 202, or 203 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 require students to complete a 10 hour "Field Observation" in a Clark
County public school. If CDC Guidelines for Covid-19 prevent you from physically attending a
school campus during the current semester, this packet will offer the alternative experiences
required to satisfy your “Field Observation” requirements for this class virtually.

If possible to pair you with a cooperating CCSD teacher, your placement will be processed by
CSN’s observation coordinator, and you will receive details regarding your assigned school from
your CSN professor. Only then, will you contact the school and meet virtually with your assigned
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 that you must
complete in order to pass this class.

Your Name: Vanessa Bagolor

CSN Course: EDU 201 - 1005

Professor: Jacqueline Sgobba

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

CCSD School: John R. Hummel Elementary School

Cooperating Teacher: Ms. Katherine Johnson

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.

Attendance and Punctuality

Regular attendance and punctuality are mandatory. Once you determine a schedule with your
cooperating teacher, this becomes an agreement in which you are expected to adhere to. You
are expected to login and log-off to virtual meetings at the scheduled time. In case of illness or
emergency that would prevent you from joining a scheduled class virtually, you must contact the
cooperating teacher a minimum of 3 days in advance to let them know you will not be in
attendance on that day.

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
includes CSN students contacting CCSD students in person, through 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 adopted the
CCSD dress code for students fulfilling their observation requirement in the assigned school
district. Appearance creates credibility; make a good first impression by dressing professionally,
even when meeting virtually.

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
Required Acceptable Attire: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. *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 while at the school.

CCSD WAIVERS
Review the terms of the CCSD Waiver Forms provided by your instructor.
“Student Statement of Responsibility” (Exhibit B)
“Student Confidentiality Statement” (Exhibit C)

These 2 waiver documents MUST be agreed to in order to secure your observation placement.
While submitting your Field Observation Request, you will be prompted to check that you have
read the waivers and that you agree to the terms. Completion of the CSN Field Observation is a
PASS/FAIL component of the course.

ONCE YOU ARE ASSIGNED A COOPERATING TEACHER WHO IS DISTANCE LEARNING

1. Pre-plan for initial contact with the school you are assigned and make sure that all interaction
with CCSD employees and students is respectful, courteous, and professional. You are a
representative of this class and the college. CCSD is allowing you to observe their teachers 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. The school will select a
teacher for you to observe and provide you with their contact information.

2. The first half of your field observation/experience will be centered around learning
background information 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 virtual classroom at the school level that you were assigned. You are simply
observing during this time. Your cooperating teacher may give you guidance on how your
experience can be expanded beyond simple observations, if he/she feels comfortable with your
professionalism and skills.

3. Contact your Cooperating Teacher to introduce yourself. Since this is your first contact, ask
the teacher for the necessary information to access their virtual classroom, and when the live
sessions occur that they would prefer you to join. Share this “Field Observation Activities
Packet”, with your cooperating teacher as well as the last 3 pages which contain the
“Cooperating Teacher Information”, the “Time Log” and the “Field Observation Student
Evaluation”. Let the teacher know that you will be taking notes during the observation for your
packet assignments, that you will be asking them to verify your hours of attendance, and
evaluate your participation once the total observation hours are complete.

4. When logging in with your cooperating teacher and their students during a virtual meeting, it
is recommended that you keep both your microphone and video camera OFF during the
observation, unless the cooperating teacher directs you to speak or be seen while observing. In
that case, make sure your home workspace is void of background distractions, or anything in
view that may be considered inappropriate for students to see. Your online attire should be the
same as if you were visiting the school in person. Employ the use of typical lighting and image
framing to make the most of your broadcast. The typical “Rule of Thirds” works well, whereby
the camera height is adjusted so that your eyes are positioned in the top third of the window.
Front lit subjects look better on screen than being backlit by a window or artificial light.

THE FIELD OBSERVATION PACKET ASSIGNMENT DIRECTIONS

Read through all the assignments and take notes during your observation visits. You will gather
information on more than one assignment during an observation. Then, using your notes
answer the questions for each assignment.

• All assignments must be word processed. Your detailed responses to assignment questions
must demonstrate careful analysis of the questions and the observation information.

• Questions and their responses must include thorough explanations and examples from the
classroom observation. All responses must be written as complete sentences.

Include the question number, along with your response as a short essay response as in this
sample below:

Assignment #2 - Question 1: What is your first impression of the classroom

environment?
Response: “The classroom environment is friendly and welcoming to the students and
seems a fun place to learn. The classroom is decorated with the students’ work,
interesting posters and the teacher shows respect to the students.”
When it is time to submit the Field Observation Packet for grading, these items must be
included:

• The cover page of the Field Observation Packet

• All observation assignments

• Time Log verifying hours spent within virtual meetings

• The Cooperating Teacher Evaluation

THE FIELD OBSERVATION ASSIGNMENTS: Cooperating Teacher assigned to CSN student

ASSIGNMENT #1 (Culture): Using the questions below, carefully observe and evaluate the
culture of the school. School culture refers to the way teachers and other staff members work
together and the set of beliefs, values, and assumptions they share. A positive school climate
and school culture promote students' ability to learn. 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. Use online resources such as your
assigned school’s CCSD webpage, http://nevadareportcard.nv.gov/di/,
https://www.publicschoolreview.com, and https://www.greatschools.org/nevada/las-vegas/ to
answer the following questions.

Physical Characteristics: Look at a picture(s) 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. Describe in detail.

2. Next, (if available) study the interior of the school: halls, floor coverings, lighting,
doors, windows, hall colors and decorations and entrance security. Explain in detail.

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

1: What are your first impressions of the school? Enrollment, graduation rate, proficiency
rates, student/teacher ratio etc.

2: Please describe the student make-up of the school, including gender, ethnicity,
students with disabilities, ELL students, and any other attributes that are important to
note you found.

3. Explain the school’s mission/vision statements, motto, and mascot.

4. 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.

5. Briefly describe three other pieces of information that can be found on your assigned
school’s website.

Culture of the Classroom: Each classroom has its own culture and way of life.

1. What are the teacher’s expectations for learning and success?

 2. Evaluate the level of student participation in the class. Who participates? Who does
not?

3. Evaluate the interactions between teacher and students, rapport, cohesiveness,

distribution of power, teacher personality.

4. Observe student-to-student interactions, inside and outside of the class. Are they
using any chat features to communicate with each other?

ASSIGNMENT #2 (Observations)

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

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.

3: Are their posted class rules or course expectations? If rules/expectations are posted
write them exactly as they appear.

4: Does the teacher enforce these posted rules/expectations? What rewards or

consequences are used for compliance or noncompliance?

5: What is the posted daily/weekly schedule for different subjects or periods?

6: Do you see evidence of the school’s mission/vision statements in the virtual

environment?

ASSIGNMENT #3 (Classroom Layout): Take screenshots of the learning management system

used by the teacher (Canvas, Google Classroom, Seesaw etc..)

>>>INSERT YOUR SCREENSHOT HERE<<<

1: Describe the workflow of the online environment. Is the space and time used
efficiently?

2: In your opinion, how can the virtual arrangement of the room be improved?
ASSIGNMENT #4 (Instruction): Observe any instructional time with your assigned Cooperative
Teacher, and record your observations when presented with the questions below:

1: Is instruction delivered in small groups, centers, whole groups, individually?

2: Describe your cooperating teacher’s teaching style.

3: How does the teacher incorporate the sensory modalities (learning styles)? Give
examples.

4: Do the students seem engaged in the lesson(s) presented? Please explain.

5: Are there any students isolated or not present/participating in the class? Explain?

6: How does the teacher handle absences from the class?

7: How does the teacher handle transitions from subject to subject or activity to activity?
Are the transitions efficient?

8: List ways the teacher uses “attention getting” commands, word phrases, signals, etc.
Are they effective?

9: What specific behavior issues does the teacher have to deal with? How does the
teacher handle the behavior issues? Be specific.

10: Are there any policies or procedures that help or hinder instructional time? Please
explain them and how they help or hinder instructional time.

ASSIGNMENT #5 (Observing a student): Discretely observe one student in your assigned

classroom during direct instruction.

1: What drove you to choose this student?

2: Explain what the student did during the observation.

3. Summarize the lesson given and the student’s responses to the lesson.

4. Make sure to document ALL behavior in relationship to what was being presented by
the classroom teacher.

5. Please describe what you discovered about the student’s learning styles, involvement
in class, and his/her educational needs.
ASSIGNMENT #6 (Cooperating Teacher Interview): Arrange for a convenient time to
interview your cooperating teacher either on the phone or by video conference. Ask the
questions below. Include any school document, handouts, etc. the teacher provides..

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

2: What are the main challenges you face as a teacher?
3: What is the best part of being a teacher?
4: How do you determine where students sit in class?
5: How do you select members of any flexible groups?
6: How often do you interact with parents in person? What are the main reasons for
interactions with parents?
7: How much grading do you complete on a daily/weekly basis?
8: How long does it take to prepare lessons for the day/week?
9: What procedures or strategies do you use to maximize instructional time?
10: What positive reinforcements have you used successfully? What behavioral
consequences seem most effective with this age group?
11: How are specialist teachers involved in your instructional planning and process?
12: How often are you evaluated, and what measurement tool is used by the
administration for determining your teaching performance?
13: What consequences are there if your evaluation is not favorable?
14: What surprised you most about teaching as a profession?
15: What drives their lesson plans? What standards do teachers use during lesson
planning?
16: If they are teaching at a Nevada Charter school, are there lessons prescribed from
core standards or from other resources?
17. How do you accommodate ELL, GATE, General Ed and Special Education
students?

ASSIGNMENT #7 (Summary): Thoroughly summarize and reflect upon your entire 10 hour
Field Observation. What did you observe, learn, realize about teachers, students, instruction,
the school environment? How has this observation better prepared you to understand the
teaching profession? How does the observation relate to the text information and class
activities? What specific ideas on teaching will you remember to include in your classroom?
_____________________________________________________________________

Remember that before receiving the final grade for this EDU course, the CSN student must
submit the completed Cover Page, Field Observation Activities, Time Log, and Student
Evaluation to the CSN instructor for grading.

The cooperating teacher must also email the instructor to confirm the successful completion of
the observation. The student is required to provide the CCSD cooperating teacher with their
CSN professor’s email, so the cooperating teacher can send an email to verify that the student
has successfully completed the 10 hours of observation. The instructor’s email must be
provided on the first page of this packet, and on the next page for the cooperating teacher.

Remember that completion of the Field Observation is a PASS/FAIL component of the course.
Students must save this completed packet in digital form, and as a hard copy for the Education
Department’s capstone course, (EDU 299) Education Portfolio or (EDU 220) Educational
Psychology

The Field Observation Assignments

John R Hummel Elementary School
Kindergarten Class
Katie Johnson

Assignment #1
Question #1 - Physical Characteristics
The school building itself is colorful with blue and orange paint. The playground is in sight with
gates surrounding the area to give parents the comfort of child safety. With a large blue tent
above the playground structure to catch your eye, it creates an atmosphere that encourages
playtime and acknowledges children’s certain needs during all and different situations and
weather conditions. In the front of the school, they give a picture perfect attitude with its clean
cut landscaping with bushes and trees that were carefully placed.
Question #2 - Culture of the School
At first, I found the school to be very welcoming and well mannered. Their enrollment was of
rich diversity, and a superb graduation rate with an average student-to-teacher ratio. The class
had a good mix of boys and girls of different backgrounds with behavior better than most older
kids. The school’s mission statement is Every Child, Every Day, Student Achievement, which
indicates their school standards to make sure every child reaches their full potential. In addition
to this, their mascot is a finch bird which symbolizes their goal to give their students the skills to
grow. For instance, their student website includes multiple resources for children to expand their
learning and for parents to become more involved. Additionally in their monthly newsletter, they
celebrate exceptional students of each grade and grade, which can be accessed through their
website. It also includes additional help for families, general information, yearly and daily
schedules.
Questions #3 Culture of the Classroom
Due to COVID, the teacher sets clearly demonstrated expectations for her students. She always
takes a moment to address any behavior not in line with her expectations and explains the
behavior required. Participation, however, varies from half to few students. Although it increases
throughout the day, it is the same students who consistently participate. There are many students
who comfortably interrupt class to show the teacher their work and are met with acceptance and
positivity. Most interactions are filled with basic small talk and positive affirmations, but once in
a while is a teacher correcting her student’s wrong behavior. Likewise, the students interact
positively and pleasantly with each other; usually when it's appropriately and never in any chat
boxes.

Assignment #2 - Observations
Question #1
When I first entered the virtual classroom on Google Meet, the class was quiet, attentive and still
feeling sleepy from last night’s rest. Everyone was online with more than half of their cameras
on. Due to it being half way into the second semester, instructional time was organized and
included demonstrated instructions for the students to follow with all their materials given in
their work packets.
Question #2
My observing class included a mix of different ethnicities and backgrounds. There were a couple
new students coming in during the middle of the year but no one had any physical challenges.
The male-to-female makeup was about half and half, however I found that more girls had their
cameras on than the boys.
Question #3
Due to the classes being on Google Meet, class rules and expectations are given verbally before
tasks are given to do individually. Also schoolwide expectations are told and reminded everyday
during morning announcements.
Question #4
The teacher always corrects bad behavior during class with soft and calm affirmation. Due to
online classes, rewards are restricted to verbal positive reinforcements and stickers if they are in
class. However, consequences are similar like warning students of near-future talks and e-mails
with their parents about their behavior. Also it includes pausing class briefly for non-compliant
students to correct their behavior.
Question #5
Daily schedule is the same throughout the week: Writing - 8:00-8:30, Math - 9:40-10:20,
Reading - 11:40-12:20. However, the schedule changed once they switched to hybrid learning:
8:00-8:40, 10:00-10:30, 12:00-12:30.
Question #6
Through school standards and how they evaluate student’s progress, there is a clear
demonstration of their school motto: Every Child, Every Day, Student Achievement. During my
field observation, I saw some children tested on their knowledge and how their skills were
expanded and applied during class instructional time.

Assignment #3
Question #1
The class always starts off with a fun video; it could be to wake the kids or to count to 100. Then
an explanation of the exercise and a description of their progress for the past week is given.
Students at home have a packet of their week’s work that was to be picked up from school. The
teacher gives clear instructions on their work and has them follow along to her actions. Students
have all of the needed material and are expected to use them responsibly. She includes questions
for the kids to answer and always gives positive reinforcement to students who are the first to
follow directions. Space and time is always used efficiently with little over time. Worksheets are
never finished and are expected to be done independently after class is done. However, the first
problem is always done in class together to insure students understand the assignment.
Question #2
I believe the virtual arrangement is exceptional, however, more interactive activities should be
included so that every student can be involved and showcase their own understanding.

Assignment #4
Question #1
Instruction is delivered to the whole class.
Question #2
The teacher’s teaching style is like that of a demonstrator style. It includes multiple media types
and work is done together with class participation. Teacher guides the student to correct answers
and explains wrong ones.
Question #3
In the packet, students are given materials needed for the week. It includes whiteboards, ants for
counting, blocks, multiple colors to differentiate separate elements, and etc. One class day for
reading, everyone had been given a toy frog that fits on their finger in order for students to retell
a story with their hands. Usually for math, they start the day with a counting song to help
students count to 100 or count by 5’s.
Question #4
During lessons that include more physical models rather than worksheets, the children are found
to be more engaged. While there is consistent engagement from the same group of students, most
of the class get excited at the use of a different medium, like the frogs or using ants to count their
tens and ones. And engagement for the kindergarteners is about half.
Question #5
Gaging the amount of participation is hard because about less than half the class do not use their
cameras. While it would be safe to assume those without cameras are not participating, some five
year olds can be shy and participate unknowingly in the comfort of their own home. I found there
to be no one isolated.
Question #6
With a simple email, the teacher handles absences quietly and does not mention it to the class.
Question #7
To transition from activity to activity, the teacher uses simple instructions such as “Okay. It is
time to put away your white board and take out your worksheet”. It is efficient in terms of
simplicity and gets straight to the point with her expectations for the class.
Question #8 - attention getting commands
 I need your eyes watching.
 Are we ready to go?
  Make sure your bottoms are in your seat.
 We are going to use our brains.
As I watch the class gather themselves, I can see how effective her lingo is towards her
students.
Question #9
At least once every class, the teacher has to deal with distracting movements, interruptions, and
students dilly-dallying on their desks rather than watching their computer. Usually, if it is bad
behavior like not doing their work, the teacher addresses their behavior and calmly says, “stop or
I’m going to get grouchy”or “[name], I want you to follow along right now.” So far, no one has
needed anymore corrected behavior after and the trouble stops.
Question #10
With it being a kindergarten class, I do not believe there are any procedures that hinder
instructional time. Procedures to help instructional time includes correction behavior calmly so
that there is no lost time for the lesson and being through with work instructions.

Assignment #5 - Observing a Student

Question #1
I personally chose this student because they were a new addition to the class in the middle of the
school year. And I wanted to see how the teacher adjusted to them and how to accommodate
them.
Question #2
During their introduction, they seemed shy as the others went to unmute and greet them. Even
without their weekly work packet, the student did their best to listen to the teacher and the lesson
at hand.
Question #3
The class for the day was reading. The teacher thought of the student’s lack of ready materials
and eased them by simply ensuring that they would not need to worry about her lack of material
and to just try to follow along the best to their abilities. The student quietly paid attention.
Question #4
The teacher’s response to the new student was to approach them with leniency and understanding
with an introduction for them to interact with their classmates. Between each activity, the teacher
made sure to acknowledge the student’s presence with chances to ask questions.
Question #5
The student’s interest was leaning towards more visual aspects of the lesson but their
participation was low due to exposure to a new environment. They needed space to grow more
comfortable in their new environment with their new classmates to become more open in class
participation.

Assignment #6 - Cooperating Teacher Interview

Question #1
Due to her background, the teacher grew fond of working with kids. Her babysitting gigs, family
dynamic and experience in student teaching lead her to becoming an elementary teacher.
Question #2
As a teacher, her main challenges are the lack of support from society and parents, and the
pressure to fill roles not in the job description like counselor.
Question #3
Being a kindergarten teacher, she loves seeing her student’s growth throughout the school year
as their knowledge and skills expands.
Question #4
Ms. Johnson finds that there are many factors when deciding class seating: class behavior,
language, personality, and etc.
Question #5
Being in kindergarten, she selects members of certain groups based on their narrow skills and
scores. Because of this, the groups are always interchanging.
Question #6
Due to the situations with Covid, interactions with parents have been limited down to emails and
short interactions during their children’s assignment pick-up at school.
Question #7
For her class, Ms. Johnson finds herself grading about 3 times a week and bases the results on an
assessment scale.
Question #8
Due to her nine years of experience, her lesson preparations take about 4-5 hours a week and are
done with a fellow kindergarten teacher.
Question #9
To maximize instructional time, the teacher uses whole-brain teaching and sets expectations for
her students daily.
Question #10
With class being online, Ms. Johnson uses verbal positive reinforcements, and uses specific
compliments about her student’s work or behavior. However in a real classroom setting, her kids
love her use of achievement stickers. Behavioral consequences can vary, but she always found
that talking to their level and teaching good behavior is the best approach. Although if she has to,
she will tell (not threaten) her student that she will talk to their mom and always follow through.
Question #11
With her background of a master’s in special education, she always takes into consideration any
and all specialist teachers’s recommendations.
Question #12
About three times a year, Ms. Johnson finds her evaluation being done. Her administration uses
the NEPF rubric and gives out her average score.
Question #13
An unfavorable evaluation results in time with the principle and a mentor to help improve. For
this school, teachers are given three chances to improve.
Question #14
Her experience and educational background did not prepare her for the surprise that came in the
form of the discrepancies with grade levels, student’s wide range of skills and the amount of
calls made to CPS.
Question #15
Ms. Johnson’s lesson plans are driven and guided by the NACS which is a curriculum engine
with standards outlined for Nevada teachers to follow.
Question #17
Ms. Johnson has found the best way to accommodate ELL, GATE, General Ed, and Special
Education students is with good teaching, using multiple types of visuals, no nagging and to help
set partnerships between students.

Assignment #7 - Summary
Before I entered my field observation, I was filled with anticipation and nervousness. I had high

hopes to learn as much as I could with the circumstances and slight disadvantages of online

classes. As I reached closer and closer towards the end of my field hours, I grew sadden but

content with the knowledge I have gained during my time.

This observation has granted me a realistic insight into the day to day routine of a kindergarten

teacher. I watched the interactions between the teacher and students, both good and bad. The

children were well-behaved and while a few were still trying to catch that last five minutes of

sleep, the teacher used videos to help wake themselves with a dance. While watching the

students' behavior during class instruction, I realize there are times when you have to direct their

attention and when you can let them indulge in their child-like wonder; as teachers, they have a

responsibility to teach their students how to manage their time. I noticed that after class there

would be a few students who would show off their dog or coloring. Because of this, the students

knew when it was an appropriate time to share and the teacher gave specific, positive feedback.
Some moments, there were kids not following along or doing their own thing, and the teacher

used calm, soft words to direct them back to their school work.

There is more to being a teacher than teaching basic grammar or addition; there is

behavior correction and the ability to teach them good habits. As I watched the teacher begin

class, I noticed the directions were basic, straight-forward, and sometimes nonverbal. The

vocabulary was different when it came to communicating directions and expectations. The

teacher used words like “uh oh” or “silly gooses.” She used positive reinforcements with

specifics that made it more personal and caring. She talked to her students not as an adult but as

someone who deeply cares for them. In turn, the children viewed her as someone they can share

their favorite things with.

Through my entire ten hour observation, I gained an insight into the kind of teacher I

want to be. A teacher that kids want to listen to and one that they are okay talking to. While there

is so much more to learn about teaching as a career, I hope to use these ten hours as the

foundation towards a long, successful career.

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.
TIME LOG - CSN Field Observations - VIRTUAL MEETINGS

CSN Student: Vanessa Bagolor

CSN Instructor: Jacqueline Sgobba

CCSD School Assigned: John R. Hummel Elementary School

CCSD Cooperating Teacher: Mrs. Katherine Johnson

CCSD Grade/Department: Kindergarten

CCSD School Principal: Mrs. Erica Etienne

CCSD School Phone: (702) 779 - 6810

Date Log On Log Off Hours

03/03/21 8:00 8:30 2

9:40 10:20
11:40 12:20

03/10/21 8:00 8:40 2

9:40 10:30
12:00 12:40

04/07/21 8:00 8:40 1.5

10:00 10:30
12:00 12:30

04/14/21 8:00 8:40 2

10:00 10:40
12:15 12:50

04/28/21 8:00 8:40 1

10:00 10:30

05/05/21 8:00 8:40 2

10:00 10:30
12:15 12:50

10

Total Hours 10

CCSD Teacher Signature: _________________________ Date: ___________________