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Packet
Save this completed packet for your Education Capstone Course, (EDU 299) and pay attention
to items marked with an (* asterisk) as these will be especially helpful in completing your
Classroom Management, Diversity, and Differentiated Instruction presentation in EDU 299.
Your CSN instructor will let you know whether you will be handwriting directly in this packet, in
a separate reflective log, or word processing responses to the following requirements and
assignments.
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*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.
came in not doing any research on the school. I wanted to be surprised and to
feel as if I had a new set of eyes for a clean perspective. To my surprise, the whole
entire class was of Hispanic descent. I was expecting at least a balance between
African Americans and Hispanics, maybe a few others. The majority of her class
could understand English quite well. There were at least three students who were
struggling because of the language barrier. None of them were physically
challenged. She had fifteen students all together, six were girls and nine of them
were boys. The teacher did not speak any Spanish at all and found it difficult to
communicate with some of the more challenging students. When it came to
parent teacher conferences she had to schedule an interpreter to help assist with
the conference.
*Observation 3: What are the posted class rules in the room? (exactly as written)
I have never been a part of a class that did not have classroom rules posted.
There was not one rule posted anywhere inside this classroom. She was very
stern with them and was constantly correcting behaviors. I could tell they were
accustomed to some sort of verbal rules by the way she corrected them. I didnt
CSN Education Department, Las Vegas, Nevada 2013
*Observation 4: Does the teacher enforce the rules? Are rewards or consequences being
Classroom Layout Question 1: Describe the workflow of the room. Is the space used
efficiently?
The workflow is done very well. It works for this small group setting. It is not
overly crowded with furniture and there is just the right amount of space for the
students to walk through the room freely. The students have more than enough
room at their tables to do their work and space to spread out their work materials.
Classroom Layout Question 2: In your opinion, how can the physical arrangement of the
room be improved?
The physical arrangement of the room was fine for her style. If I was to move
anything it would be their carpet area for gathering time. I would not have that
area so close to the door because of all the foot traffic that takes place on that
area rug. I would move that rug closer to the library carpet area. The book shelves
were all scattered throughout the room, I would place those together around the
CSN Education Department, Las Vegas, Nevada 2013
*Instruction Question 4: Does the teacher incorporate the sensory modalities (learning
*Instruction Question 5: Do the students seem engaged in the lesson(s) that are being
*Instruction Question 6: Are there any students isolated from the rest of the class for any
reason? Why?
During my time in class there were no students being isolated for any reason.
They were all very well behaved. She did mention that it took her a couple of
months to get them that way, to where they finally understand that there are rules
to follow.
Instruction Question 7: Is instructional time managed efficiently? Please explain
Instructional time is managed by the Administration. He sets the schedule for the
classrooms. I think my cooperating teacher used her time wisely. Although I did
notice that there wasnt much free time to just talk about random things and to
get to know her students a little better.
*Instruction Question 9: List ways that the teacher attempts any attention getting
commands? (Ex: Countdown, Light flicker, Heads on Desk) How effective are they?
The only attention grabber she really used was the special music she had on her
phone. They knew that when the music stopped they needed to have their stuff
put away. She didnt do countdowns or light flickers. It seems to be very effective
with the students.
*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.
When I asked her about students she mentioned that she has never had any
major problems happen behaviorally. There was one boy who was sent home a
few weeks before I did my observation. She said the student really didnt
understand English very well so it was hard for her to understand what was going
on with him and it was hard for to explain what he did wrong.
*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 one issue that seemed to bother most the teachers was the class scheduling.
It is not flexible and their classroom schedule is set up by the Administrator. She
felt it would be better if they had the freedom to teach what lessons they wanted
at certain times of the day. She felt Math should be taught during the morning
hours instead of the late afternoon when all the students are tired.
ASSIGNMENT FOUR (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.
CSN Education Department, Las Vegas, Nevada 2013
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*1. Look for teacher(s) expectations for learning and success, interactions with students, and
his/her personality.
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*2. Evaluate the level of student participation in the class. Who participates? Who does not?
The high level of student participation took place between all the students. It was
nice to see them all wanting to take part in everything. There was rarely any
goofing around when it came to volunteering answers. She also used her color
chart and this time as a way for students to move up on the chart. It was also a
time for those students who might have had to move down their clothes pin early
in the day to improve.
*3. Evaluate the interactions between teachers and students, rapport, cohesiveness,
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*Interview Question 12: What procedures or strategies do you use to maximize instructional
time?
You have to keep to the schedule or your whole day will be off. That is why I
always have my timer going off, so I know, and so the students know as well.
*Interview Question 13: What positive reinforcement programs have you had success with?
We are required to do prizes and incentives as our positive reinforcement. I do
not believe in them but they we have to do them.
*Interview Question 14: What behavioral consequences seem most effective with this age
group?
Nobody wants a call home; these students try very hard to make sure their
clothes pin makes it to the top of the chart and stays there.
Interview Question 15: How are specialist teachers involved in the instructional planning
process?
They plan their own instructional lessons for their class. During that time, I have
my meetings or do some of my prep work.
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A) Ask permission from your cooperating teacher to accompany the students and
observe one or more of the specialist classes (Art, Music, Library, Humanities, PE) they
attend, or a different middle/high school subject the same students attend within your
cooperating teachers grade level team.
1. Do the students participate or behave differently in these classes in comparison to
their regular academic/cooperating teachers class?
CSN Education Department, Las Vegas, Nevada 2013
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your professionalism at all times. Do not write a students name down when you are writing observation notes.
Maintain the students right to privacy by referring to a student as Student #1, Student #2 etc.
(Could not be arranged. They didnt want to overwhelm me with this group.)
1. Do you notice any social and academic differences between the kids in this class and
in the regular education classes?
2. What is the curriculum like in comparison to the regular education class?
3. Describe the SPED teachers instructional style.
4. What are the challenges these students possess?
5. How are student needs being met?
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