Observation

Observation Packet Cheryl Salzano Edu 201-1003 4/2/2019 ASSIGNMENT 1 (Observations): After arrival, take a seat in a nonintrusive location to begin your classroom observations. Complete the questions below: Observation 1: What are your first impressions of the classroom environment? Is it warm, inviting, organized, etc? Describe the physical environment in detail. The classroom is fun full of Disney themed décor. There are bright colors and children’s class work. There is a corner with book shelves full of books. Through out the classroom there are posters and signs encouraging kindness and positive thinking. There are letters and numbers above the whiteboard. The classroom is organized with tables neatly together to make moving around the classroom easy. 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 7 girls and 9 boys 1 Asian, 3 Hispanic 1 African American 12 Caucasian There are no children with physical challenges. One child has a bubble cushion that is place on his chair because he is an energetic child Observation 3: What are the posted class rules in the room? (exactly as written) Rules – listening ears – kind words – helpful hands – sit on bottom – walking feet SOAR – Safety first – Own your own behavior – Always do your best – Respect yourself and others (school posters) No Nose Picking Zone (this one made me giggle) CHAMPS –Conversation – Help – Activity – Movement – Participation – Success. We follow champs so we are successful in the classroom (this is used throughout the school) Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used for compliance or noncompliance? Teacher encourages students by using class dojo, an app. program that parents can download and sign-up for to receive notices, about their child’s behavioral progress. Students also can receive a sticker on completed work or a trip to the treasure box. Students who continue to not behave may have to miss out on recess time. During lunch time the students who were not following the outdoor rules would have to sit or stand against the wall for a time out.

ASSIGNMENT 2 (Classroom Layout): Use graph paper or drawing software to create an accurate overhead view, labeled drawing, of your assigned classroom before answering the questions below

Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently? I feel that this teacher is lucky. This is a larger classroom then most that I have seen and few students the smaller classrooms have. The most awkward part of the classroom is the where the projector is placed and the teacher’s computer to run it (which is on the teacher’s desk) When the teacher is explaining a lesson she has to go back and forth between the rug and the desk. It is hard to get around this because you have to work with plugs and placement of projection screens. I liked where the quite corner was. It is out of the way of the rest of the classroom but where the teacher can still see the student in the quite corner.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved? Again, it would be nice to change the layout of the computer and the projector but that would be difficult. The stations could be marked more clearly but of course the students know where the stations are. I also would have a chair hanger to hold their paper work during the day so that they did not have to have their backpacks on their chairs. The backpacks would fall off on the floor and the zipping and unzipping to put assignments in was time consuming.

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? On the whiteboard in the morning the teacher posted lessons that they were covering for the day. There was not a schedule with a time period on it. The teacher would start bathroom breaks, one boy and one girl, about 10 min before lunch started.

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual? Instructions were given as a whole group usually on the carpet or at their desk. Then the students either worked individual or in centers. In centers they could help each other if needed but they worked individual. Instruction Question 3: How would you describe your cooperating teacher’s teaching style? I would describe the teacher as a Behaviorism. She gives the students specific tasks and how they need to accomplish the task. If they finish the task there are rewards such as DOJO points or trips to the treasure box. The children respond to a simple gesture such as a nod of the head or a clapping rhythm. I also believe that she is like an Essentialist teaching the basic skills to succeed in school. He heart goes out to those who have difficulties wanting to do everything she can for them. Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give examples. One of the centers she has was a counting “gold” beans. There were cups that had math problems written on the outside that the students used the “gold” to solve the problems. She also uses a sing along program with Jack Harman that she lets the kids dance to or follow along with actions. Another station had stamps that they stamped words out on a worksheet. Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented? Please explain. The teacher uses a song or a short video to transition between lessons to help get the wiggles out. One time she put a dancing video on, some of the kids

were very excited but others were reluctant to dance in front of others. She gave them permission to move to the back of the class where they would be more comfortable. Another time the kids were doing math problems. Most of the kids are eager to answer the questions to see “how fast they are” at solving the problems. The teacher was good about including all students in answering a question and not just the ones who raised their hand. Instruction Question 6: Are there any students isolated from the rest of the class for any reason? Why? >>> There were no students isolated from the rest of the class. There is a quite corner for a child to go to if needed. There is one student who is isolated from the rest of the students during lunch and recess because he has had a history of hitting, pushing and touching children. The school has been required to keep him away from other students during recess and lunchtime.

Instruction Question 7: Is instructional time managed efficiently? Please explain >>> Yes, the teacher has the students sitting on the floor to explain the directions then has them return to their desks or rotate to their centers. Then she is able to move about and help those need help. She has a computer program that places the students in groups and moves them to new centers, she is able to put this on the screen so the students do not have to keep asking her where then need to go. Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period to another, and are these transitions efficient? >>> The teacher has worksheets out for when the students arrive from breakfast. When they are done with the worksheets she moves them to the carpet for a video activity. While they are participating with the video she hands out the next worksheet for the students to do. Then, while the students are still on the rug she explains the next activity before sending them back to their desk to work on the assignment. Instruction Question 9: List ways that the teacher attempts any “attention getting” commands? (Ex: Countdown, Light flicker, Heads on Desk) How effective are they? >>> Teacher calls “HIGH FIVE” this means all students stop talking and raises their hand. This is used through out the school. She also has a clapping rhythm to

get the attention of the students. Both methods were effective; students would stop what they were doing and give a high five or clap a rhythm back to the teacher. The High Five method is used through out the whole school which I find effective for students and teachers alike. Instruction Question 10: What specific behavior issues does the teacher have to deal with? How does the teacher deal with these behavior issues? Be specific. >>> She has several students that have difficulties with learning but only one that has specific behavior issues. This student is place in a chair close to the front so she can monitor him closely. He has a chair bubble that bounces for him to sit on. He has a behavior chart that she fills out during the day. It has a smiley face or sad face depending of if he is listening to the teacher. The goal is to have 6 smiles per day. When he achieves 3 smiles he is rewarded with 10 min of computer time. 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. >>> The only thing I saw as hindering was sharpening pencils. The students are not supposed to use the sharpener so the teacher has to do it. This means that if a student needs a pencil sharpened then the have to stand at the sharpener till she can come to them and this usually means she has a whole line of students. I thought this was disruptive and broke the flow of the class. Maybe a set time to sharpen pencils would be more effective. 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 selfactualization, 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 building looks older but the looks new and kept up. There are trees around the property but the landscaping boxes around the parking look looked like they were being torn up (possibly updating the landscaping). There is an eagle painted on the front of the school above the name. There is a banner promoting BE KIND. There a small playground for the kindergarten students

that has its own separate gate. The chain link fence surrounds all the playground area and fields of the school. There are several crosswalks around the school none of those have crossing guards. 2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and decorations and entrance security. >>> The inside of the school is simple. There are not a lot of décor. The paint in the always are clean and maintained. The carpet looks clean but show signs of age. There are no windows to the outside of the school, except small window in the doors. You have to check in at the front office before you can enter into the school. Your name has to of been entered onto a calendar so the office knows you are coming. 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. >>> There is student’s school work hung up in the hallways on bulletin boards. The main hallway has Dr. Seuss characters with the saying “Oh the Places You Can Go….” The lunchroom had a large bulletin board with a banner created by the Gate students. Above the banner were large red letters saying PERSERVERANCE. The banner had people from history with a quote they said. The banner’s title is “Seek a Growth Mindset” The middle bulletin board had pictures and art work from the 5th graders career fair. The last bulletin board showed ideas to students on how to change negative thoughts to positive.

The mission statement is “The Ruthe Deskin Community is dedicated to facilitating a safe, respectful, positive environment that promotes academic excellence, social success, and encourages students to become responsible citizens and life-long learners.” 2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other areas of the school. >>> The office staff is very friendly and welcoming. They were very helpful in getting me to where I needed to be. The principle was helping during lunchtime. He has his own apron with his name on it. He was helping the kindergarteners open milk and other lunch packages. I even saw him pickup a broom to sweep up some trash. Most of the staff was very friendly. The janitor was a little harsh and yelled more then anyone. 3. Look at the formal practices: School bell schedule, and the grouping of students. (ie. grades, block scheduling, periods) Does the school use inclusion, or a pull-out program for special education students? >>>

The school has Zones Red Zone in the hallways means no talking, hands to yourself, walking feet. Green Zone in the lunchroom walking feet, clean your space, restaurant voices, only touch your food, leave quietly, Purple Zone – slow speed/walking feet on black top, follow P.E. & Playground rules, Use Kelso Choices, Use kind words and actions. The Eagle is the mascot so Soar is a school rules S-Safety first O-Own your own Behavior A- Always do your best R – Respect yourself, others, & your School Kelso is a frog that gives the children choices on how to handle a small problem that may arise. (see picture) There is a lunch schedule posted in the lunch room and the teachers know when they have specials. There are students that were pulled out of the class for inclusion or intervention. These were students that struggle and are not showing improvement.

4. Observe student-to-student interactions, inside and outside of the building. Observe where students gather to socialize – lunchroom, halls, playground, etc. >>> Before school students play on the playgrounds in a playground just for kindergarten students. They have a small area with grass that they like to run and play on. The black top has painted games like hopscotch but few students played on them. Most played on the playground and or grass. 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 did not notice any sign of awards or achievements displayed at the school. The school did not show signs that they participated in activities or clubs or athletics. 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 is very kind and patience with the children. She would make sure students understood the lesson before moving on. She let the children work the answer out even if they made a mistake. There were times when she sat on the floor with them. Even when the student who has difficulty listening was not following directions she did

not raise her voice. She would calmly redirect him or put a sad face on his behavior chart. 2. Evaluate the level of student participation in the class. Who participates? Who does not? What modifications, accommodations, and/or inclusion techniques were observed? >>> When she was doing a group activity she would include all the children, even the children who did not raise their hands. The children who did not raise their hands were still willing to participate when called upon. There where two students who were able to sit at their desk instead of the floor if they felt that then needed to there so not to be disruptive to the rest of the class. 3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of power, tone, frequency and reinforcements. >>> The teacher’s mannerism is very calm. I could tell that the class understood the rules and expectation of them. They knew how move from lesson to lesson without the teacher explaining it to them again. There were times when a simple look from here let them know they needed to be quite. The students were place so that the stronger could help the weaker academically. The students were attentive and willing to work. 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? >>> The biggest reason was because I love working with the kids Interview Question 2: What are the main challenges you face as a teacher? >>> Working with the different level of development of the children. Interview Question 3: What is the best part of being a teacher? >>> The best part is working with the kids and seeing their growth. Interview Question 4: How do you determine where students sit in class? >>> I change the tables frequently. I put high and low together at the same table. I place students who talk a lot away from each other. Students who are lower I face them towards me and students who are high with their back towards me. The student who has behavior difficulties I place closer to me. Interview Question 5: How do you determine the members of any flexible groups? >>>

She uses Ames web letters and sounds to determine the members of flexible groups. Interview Question 6: Beyond standardized testing, what assessments do you use regularly? >>> She has a kindergarten progress report which tests the student’s letters, sounds numbers, counting, shapes and behavior. There is also 100 sight words which the students test on weekly. Interview Question 7: What requirements are placed on you for reporting progress to parents? >>> There is a timeline letter for writing, printing, and math which goes to the parents weekly to show progression of student. 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 can speak with most parents daily during pickup. Topics are about behavior issues that may have come up and what the parents can expect academically. Interview Question 9: How much grading do you complete on a daily/weekly basis? >>> There is very little daily grading. Friday there are the weekly assessments that need to be sent out. Worksheets are check after student has finished them and receive a sticker or star on their paper but not entered into the grade book. Interview Question 10: How long does it take to prepare lessons for the day/week? >>> The kindergarten teachers have a team teacher method here. The Kindergarten teachers work together in planning lessons and divide up the work. Each teacher takes a subject and prepares a lesson for the week. She plans the reading lessons for the week. This method reduces the amount that each teacher works on lessons plans to about 3 hours/week. Stations in the classroom are created separately. Interview Question 11: What procedures or strategies do you use to maximize instructional time? >>> Teacher keeps lessons moving have quick changes inbetween lessons. Reducing down time keeps the students focused. She uses CHAMPS for volume level and interaction level between the students. Interview Question 12: What positive reinforcement programs have you had success with, and what behavioral consequences seem most effective with

this age group? >>> I use Class Dojo for positive reinforcement, notes to parents and treasure boxes. Consequence result also results in a note to parent or no recess. The student who has behavior issues had a goal chart for the day with happy or sad faces. Three happy faces results in 10 min of computer time. Interview Question 13: How are specialist teachers involved in the instructional planning process? >>> The specialist teachers are not involved in the instructional planning process Interview Question 14: How often are you evaluated, and what measurement tool is used by the administration for determining your teaching performance? >>> There are two 50 min evaluations per year and two shorter ones. Interview Question 15: What consequences are there if your evaluation is not favorable? >>> I am not unsure of what the consequences would be. 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? >>> There is a learning stagiest who helps with data entry for AMES. Teacher support assistant who helps with teaching tips ect. There is $116.00 a year for classroom supplies. There are fundraisers through out the year such as selling popcorn and a fall festival. Interview Question 17: What surprised you most about teaching as a profession? >>> The thing the surprises me the most about teacher is how uninvolved parents can be about their children’s academics and behavior. ASSIGNMENT 6 (Observing a student): Discretely observe one student in your assigned classroom during an extended period of direct instruction. Detail what was going on in the environment, and what you observed the student doing while the lesson was being given. Make sure to document ALL behavior in relationship to what was being presented by the classroom teacher. Please describe the setting, the lesson that was given, if the student was on task and engaged in the lesson, and what you uncovered about putting yourself in a lesson from the student’s point of view. >>> The student I observed was a bright child. The lesson was math and all the students were sitting on the rug in front of the teacher. He would sit still and listen to the teacher. There were other students around him that were wiggly but this did not seem to distract him from the teacher. He would raise his hand often to answer question. The teacher was teaching a class on

grouping numbers moving from a ten frame with less then 10 numbers to ten frames with more then 10 numbers. (so 0-10 to 11-20) They were learning how to count quickly without having to count each dot in the first ten frame, since if the ten frame is full then we know it is 10. The teacher would ask each student to count a different card that had a different number of dots on it and then asked the students what strategy they used to come to that conclusion. The student, when it was his turn had the number 18. I quickly said 18. The teacher asked how he came up with that number and he said that he knew that first 10 frame had 10 then the next row had 5 so that was 15 then he counted 16,17,18 for the last dots in the row. I could tell this student was able to grasp the concept and take it one step beyond. Other students were grasping the 10 frame but would still count the rest of the dots after the first 10 frame. After she explained the lesson the students returned to their desk to work on the worksheet. This student finished both sides of the worksheet before the end of lesson time. I liked how the teacher gave the students an opportunity to explain how they came up with the number that was on their card. I feel this gave the teacher insight to who was grasping the concept she was teaching. It also gave the students confidence in themselves knowing they could figure things out on their own. ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● (Example of a ten frame card)

ASSIGNMENT 7 (Summary): Thoroughly summarize and reflect upon your entire 10 hour Field Observation Placement. Kindergarten was a fun place to observe. It has changed so much over the years. Even in the past 6 years since my youngest was in kindergarten. There are still sight words but the amount has increased. There seems to be fewer projects and more worksheets. Kindergarten is now full day where it use to be half-day. The expectation of the students has increased. It seems that it is less about interaction with each other and learning social skills then it is about meeting academic standards. I like how the teachers collaborate with each other on lesson plans. Teachers work so many hours that this method not only keeps the whole grade on the same lessons, it reduces the amount of preparation hours the teachers have per week. I loved how this teacher had control of her class without having to resort to harshness. If she felt she needed to refocus the children she would simple say “let’s see who gets Dojo points” and pull up the app. on the computer screen

so children knew they needed to focus. She could even just say their name and have a small shake of the head for them to know they needed to stop a certain behavior. There are some school behavior rules that help with student’s behavior through out the whole school no matter where they were in the school. If I went to that school today I could say “high five” and every student in the school would understand what that meant. My degree is special education but if I decided not to go into special education I would choice kindergarten. I had not thought about kindergarten as an option before but I think I would enjoy their young eager students. Before final grading for EDU 201, EDU 202, EDU 203 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. (Time Log attached separately) (Attached Kindergarten Progress Report evaluation given to each student on Friday) (Field observation student evaluation was given to cooperating teacher to fill out and returned to instructor.)