Running head: FIELD OBSERVATION 1

Field Observation

Deianara Torres

College of Southern Nevada: EDU 201

FIELD OBSERVATION 2

ASSIGNMENT ONE (Observations)

Observation 1: What are your first impressions of the classroom/school environment? Warm?

Friendly? Organized etc.? Describe the physical environment in detail.

As I entered the classroom, I noticed that it was cluttered. It was a small classroom so

there was not much room for everything making it seem crowded and untidy. There is a smart

board located at the front of the classroom. There is a total of 3 tables for the students with five

students each. There were three students isolated in the back and the teacher’s desk was located

to the right of the board upfront. The classroom and hallways were welcoming. The students

work was displayed in the classrooms and throughout the hallways of the school. The teacher,

Mrs. Jensen, and the other teachers were very friendly. The school was very student-centered.

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.

This second-grade class that I observed consisted of twelve boys and seven girls. There

were no students with any physical or language challenges that I was aware of. There were only

two Caucasians in the class and the rest were half Hispanic and African American.

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

There were six class rules posted in the classroom:

1. Listen when others are talking.

2. Follow Directions.

3. Keep hands, feet, and objects to yourself.

4. Work quietly, and do not disturb others.

5. Show respect for school and personal property.

FIELD OBSERVATION 3

6. Work and play in a safe manner.

Observation 4: Does the teacher enforce the rules? Are rewards or consequences being used for

compliance or noncompliance?

Mrs. Jensen does enforce her rules. There are three desks in the back with students that

have behavioral issues. There are points given individually and as a table after directions are

followed correctly. On the teacher`s computer, there are “dojo” points. These points are given

when the students are cooperative and taken away when they misbehave. After the student

reaches so many points, they can pick out a snack from a bag that the teacher provides. There

were a couple students that had their recess time removed due to inappropriate behavior. Parents

can log on and see student reports on their behavior.

ASSIGNMENT TWO (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.
FIELD OBSERVATION 4

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

All the space in the classroom is being used. I believe there is not enough space. Papers

in the back of the room were disorganized and just in piles. The space is used too much. There is

enough work space for the students but more needed for the teacher. Although there is not much

room, the teacher used it to the best of her ability. The classroom layout allows the class day to

be completed without any interruptions or issues.

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

be improved?

There are papers in the back of the room that are just sitting in piles. Putting them in files

or drawers could get rid of the clutter. There are objects in the room that are not in use that could

leave so that the area is more open. It needs to be a little more organized.

Classroom Layout Question 3: In your opinion, are there any concerns regarding safety during a

normal school day or during the possibility of fire, shelter in place, or lock-down?

I have no concerns regarding safety. The doorway and walkways are clear. The student’s

backpacks could be in the way. In case of emergency, a student could trip over another

classmate’s belongings. All of the items in class are on the outskirts of the classroom so students

do not have any obstacles to overcome during an emergency.

ASSIGNMENT THREE (Instruction)

Instruction Question 1: What is the posted daily schedule for different subjects or periods?

At first I was not able to identify the weekly schedule on my own. On the white board,

the daily objective and lessons are posted but the schedule for the different subjects and periods
FIELD OBSERVATION 5

are posted on the back wall next to the door. The only thing listed on the schedule is when they

go to lunch, recess, and their specials class like art and music.

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

At the start if the class, the students are brought down to the floor in front of a whiteboard

and they review the previous day`s lesson, what went wrong during that day, and how can today

be different. The first instruction is done in front of the whole class. Then there are four groups

and four stations that get rotated. One station out of the four the teacher is at instructing that

group. There were times where students needed individual instruction but not as often as group

and whole group.

Instruction Question 3: How would you describe your cooperating teacherʼs teaching style?

My cooperating teacher has a few teaching styles when it comes to different situations.

Mathematic lessons and vocabulary she uses the power point with a worksheet given. With social

studies, they are given an article as a whole group but go over it in smaller groups in their station

rotation. For their science lesson, she used an experiment so they could learn hands on

themselves and use critical thinking. My cooperating teacher`s teaching style was more

demonstrative or coach style and activity style. The students had to sit and listen to her lecture

through PowerPoint and some involved a worksheet. Then there were times when they split into

their groups and had to complete a worksheet themselves. She used this type of style with

vocabulary words and I don`t think it worked very well because most students got set off track or

just sat there doing nothing. Most of the instruction was done as a whole group but as some

students were not understanding she would give individual instruction.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If

so, give examples.

FIELD OBSERVATION 6

The teacher incorporates the three sensory modalities: visual, auditory, and kinesthetic.

Using PowerPoints, articles, and writing on the board is a form of visual teaching style. She

would always have the students repeat back what they heard. For the science part in her class

day, they worked on making a rocket ship out of a balloon and think of ways to shoot it sideways

using only a balloon, string, and tape. After coming up with three different ideas, they got to go

outside and play with their “rockets” and shoot them from chair to chair. This type of experiment

is using a kinesthetic style. The students were more engaged with these types of learning style

than the others.

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

Please explain.

Most of the students were engaged in lessons. There were a couple of students that need

to be told multiple times to pay attention and do their work. It was always the same students that

were getting off track or not doing their work at all. Some students spoke when they were not

called on and were reminded to raise their hand. They were most engaged in hands on lessons.

They seemed more distracted when they had to just sit and listen

Instruction Question 6: Are there any students isolated from the rest of the class for any reason?

Why?

The first day I observed the classroom there were four students isolated. There were three

in the back due to behavior problems like not listening and not getting along with others. There

was one boy with his desk located on the side of the classroom by himself because he did not get

along with others and would hit and kick. On the second day of observation the one isolated

student and the three in the back were at one table together. With good behavior, they got to be

included closer to the other classmates.

FIELD OBSERVATION 7

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

Instructional time was not managed efficiently. There was a lot of time used for

disciplining and classroom management. It did not seem like there was enough time for each

lesson that had to be taught. There was not enough time for the students to grasp the concepts.

And before they did, it was time to move on to the next.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject

or period to another, and are these transitions effective?

The transitions were usually done by introducing what was going to be next in a certain

amount of time. For example, switching from math to social studies she told them that they were

going to work on their math assignment for five more minutes and then they would switch to the

next lesson. Sometimes the transitions were effective but most of the time they were not.

Students were not listening at first, but eventually transitioned to the next subject.

Instruction Question 9: List ways that the teacher attempts any “attention getting” commands?

(Ex: Countdown, Light flicker, Heads on Desk) How effective are they?

To get the students attention, the teacher would say “Eyes up! Voices off!” and the

students would repeat back. This attention getter was fifty percent effective. When it did not

receive everyone`s attention she would proceed to tell them to put their heads down on their

desk. They would stay like that until they were ready. As soon as they were all quiet with their

heads down, the teacher would proceed with the lesson. When interrupted during her lesson

again by loud voices and the students not paying attention, she would then tell them to put their

heads down again. There were a couple times where Mrs. Jensen would do a countdown to get

them quiet, but it was not as effective as the heads on the desk.
FIELD OBSERVATION 8

Instruction Question 10: What specific behavior issues does the teacher have to deal with? How

does the teacher deal with these behavior issues? Be specific.

There were multiple incidents where the student would not do their work. When this

happened, the teacher used recess as a punishment if they were not going to cooperate. She also

gives them negative points on their “dojo” site so that parents can see as well. Students were

loud, and the teacher would tell them to just sit with their heads down quietly until they could

follow directions. When the word bully is used between students, the teacher must file a report

and give to the principal. Then the students and parents have a conference with the principal

about the bullying situation.

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.

In the beginning of the day, they watch a morning announcement but most of the time it

cannot be heard or there are technical difficulties. At the same time, it is helpful because their

motto reminds the students to always be respectful to others and themselves. There were not any

other procedures that really helped or hindered instructional time. During Nevada reading week

and Dr. Seuss birthday, they had a reader come in, secret readers on the intercom and a book title

bingo, but those were only done because of it being reading week. This gives the students a break

but at the same time are getting their reading lessons in.

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.

FIELD OBSERVATION 9

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 paint on the school needs to be re-touched. The outside building seemed a little dirty

and neglected. There is fencing all around the school. They are locked during school hours so

that the only entry or exit is the school main office. There is a huge grass area with trees and a

small baseball field for physical education. There were three playgrounds: one for kindergarten, a

smaller playground and a bigger one for the older kids. The kindergarten area was gated as well.

The parking lot was small, so there was parking on the street and next to the sidewalks. There

were crosswalks for each side of the street and school zone signs. There needs to be more

parking available.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall

colors and decorations and entrance security.

The halls and doors and covered with the work of the students. These works are replaced

every month with more up to date work from the students. The floor is carpet and nothing else.

The classrooms have carpet in them as well but tile for where the sinks are located. The hallways

and all the rooms are well lit. They were blue and white walls but all decorated. The only

windows that I saw were the ones on doors. There were not much windows on the walls to see in

or out of the classrooms. The entrance to the school had its main doors and when entering them

the office was to the right and then two doubles doors to start entering the hallways to

classrooms. There were classrooms outside the main hallways. This is where my cooperating

teacher’s classroom was located.

FIELD OBSERVATION 10

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

within the school.

1. Identify the school’s mission statement, motto, and mascot.

The school`s mission statement is:

“The McMillan Elementary School learning community seeks to create a challenging learning

environment that encourages high expectations and college and career readiness through

standards-based, data driven instruction. We strive to ensure that all students become

independent and cooperative learners demonstrating respect, responsibility, and cultural diversity

through rigorous content while increasing technology as 21st century learners.”

There was not a motto present on their website that I could find. Their mascot is a mountain lion.

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions

in other areas of the school.

Each interaction with a staff and visitor looked very professional. All the staff member at

this elementary school were all welcoming and friendly. When a visitor walked into the main

office, they were taken care of right away. The most interaction I saw with the students and other

faculty members were teachers telling the students to not run to their destinations but walk. Each

staff member greeted one another while passing them in the hallway.

3. Look at the formal practices: school day schedule; ages of students; calendar of events; size of

school; grouping of students.

The school day ran smoothly with each day having a different specials class for the

Students. All the students were around the same age as their classmates. The school is average

size but big enough for everyone present. The calendar of events included the days there were to
FIELD OBSERVATION 11

be no school, when class pictures are, when report cards are to be distributed, and the last day of

school. Many students at this school were Hispanic and African American.

4. Observe student to student interactions, inside and outside the building. Observe where

students gather to socialize – lunchroom, halls, playground, etc.

Students interacted with other fellow classmates when they were not in their main

classroom. This being the playground, halls, lunchroom, and after school waiting for their

parents. The lunchroom was a loud environment and that is where a bullying situation happened.

There are many kids in one place so not all of their actions can be watched. There were many

times that students mess with other students in the classroom discreetly so that the teacher was

not able to see. There were no students socializing in the hallways that I noticed. The hallways

were used for transporting from classroom to classroom to lunchroom in a quiet single file line.

5. Explain how the school is organized - by grades, departments or not. Are hallways/classroom

labeled?

Each hallway is a certain grade level but they were not labeled. The lower grades were

closer together while fourth and fifth grade were on the other side of the school. Then there were

the classrooms outside that had a second-grade class and music class. This building was more of

a miscellaneous group. The school needs to label their hallways at least, this allows visitors and

parents to travel the school easier. The teacher`s lounge was located right next to the main office

and the children’s lunchroom a couple hallways down.

6. 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.
FIELD OBSERVATION 12

The school sponsors open house, harvest hoedown (an evening where students and

families come to the school and play games for prizes), academic night, award assemblies, filed

day, fifth-grade D.A.R.E., and Nevada reading week activities Academic night and award

assemblies are to recognize the students who are on the A Honor Roll, A-B Honor Roll, perfect

attendance, and others. There is a sister school called Katz McMillan that is located across the

street and works with James B. McMillan. There were a few trophies and artifacts in the office.

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

1. Look for teacher(s) expectations for learning and success, interactions with students, and

his/her personality.

The teachers have their objectives written on the board or somewhere in front of the

classroom for the students to see for that day. They go over these objectives and what is going to

be learned that day and the students repeat back. The teachers have created a unique bond with

their students. Instead of speaking, my cooperating teacher and others, created hand signals to

indicate what they need or to give recognition to those who deserve it. All the teachers were very

friendly and open. They only do what is best for their student’s education and keep them safe.

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

The same students each time tend to participate. About 75% of the class was participating

in whole group discussions. Most of the time a student speaks pout without raising their hand

with results in them ruining answers for other students still thinking and not following directions.

The girls were the ones raising their hands and participating in a calm manner. The boys would

speak out or were the ones not paying attention, doing their own thing, or losing points.
FIELD OBSERVATION 13

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of

power, tone, frequency and reinforcements.

The teachers were very rapport when it came to the student’s personal lives. The only

time a teacher raised their tone to a student was to tell them to stop running and walk. There were

high-fives and hugs exchanged during teacher-student bonding moments. That is when they

showed cohesiveness. Teachers used a stern tone when wanting the student to listen and

understand. At times when the students did not listen at all and did their own thing was an

example of when the students had the power. When the teachers start giving consequences is

when the students finally obliged.

ASSIGNMENT FIVE (Cooperating Teacher Interview)

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

“My parents were both teachers. I wanted to help kids and make a difference. I wanted to

be a positive role model. Teaching is not just about the academics.”

Interview Question 2: What is the main challenge(s) you face as a teacher?

“The main challenge I face would be discipline. And dealing with the kid`s personal

lives. They go through so much in their households.”

Interview Question 3: What is the best part(s) of being a teacher?

“The best part about being a teacher is when you see the lightbulbs hit. It is such a great

feeling when you see them understand and do well.”

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

FIELD OBSERVATION 14

“Before I would sit them based off of intelligence and reading levels but soon after you

find out that does not work out because some students do not get along with others. When that

happens, I have to sit them based off their personalities.”

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

“I determine these according to reading ability and deficient. The students with a higher

reading ability get put in one group and the ones with lower get placed in another group. The

group with the lowest, I spend time with them first when we do those rotating stations.”

Interview Question 6: How often do you interact with a student’s parents in person? What are

the main reasons for the interactions with parents?

“I contact the parent when there is a continuous problem with the student. Mostly

behavioral problems. The parents can see their “dojo” points and this shows them if they have

received positive reinforcement or negative.”

Interview Question 7: How much grading do you complete on a daily/weekly basis? When and

where do you do most of the grading?

“I grade on Fridays, their vocabulary, dictation and phonics. I grade their work on test

day when there is little instruction. And I grade throughout the week assignments. I try not to

bring grading or work home but it always seems to find its way.”

Interview Question 8: How long does it take to prepare lessons for the day/week?

“You are given a general lesson but tweak it to fit your classroom. For each lesson, you

have to plan the materials and organized. Teachers share lesson, so you can take their lessons and

use them in your classroom.”

Interview Question 9: What behavioral consequences seem most effective with this age group?
FIELD OBSERVATION 15

“The consequences that are most effective are losing recess, talking with their parents, or

missing out on McMillan Bucks which are used for the snack shop each week.

Interview Question 10: How often are you evaluated, and what measurement tool(s) is used by

the administration for determining your own performance?

“You`re mainly evaluated at first when you are a new teacher. Sometimes they just show

up and observe. When you do get evaluated it is for 180 minutes and they just tell you what you

need to work on.”

Interview Question 11: What surprised you most about teaching as a profession?

“Nothing really surprises me now since I have been teaching for twenty-six years. But

when I first started, they kind of just threw me into student teaching. There was a bunch of

meetings and paperwork. But what surprised me the most is that I have continued with it for this

long. When you hear about teachers or teaching, it is a lot of work and sometimes that work gets

overwhelming. This really is my passion and you really need to love what you do in order to be a

teacher.”

ASSIGNMENT SIX (Classroom Interactions): Teacher Exchange Directed to Boys vs. Teacher

Exchange Directed to Girls. Record tally marks for a 20-minute period when direct instruction is

taking place. When interaction is between the teacher and any male student, add a tally mark. Do

the same when teacher interaction is between the teacher and any female student. Record your

tally marks in chart form, and then summarize your findings in one paragraph.
FIELD OBSERVATION 16

Teacher Exchange Directed to Boys Teacher Exchange Directed to Girls

\\\\\\ \\\

During a 20-minute period, the teacher had more interactions with the boys versus the

girls. Four of these interactions with the males were due to them not paying attention or messing

around. The teacher had to redirect them to listen, stay in their seats and sit quietly. The other

two boys that were tallied raised their hands to answer questions about the current lesson. For the

interactions with the female students, two girls raised their hands to participate in the lecture and

the other female was redirected to pay attention and lower her voice. I found that the majority of

the boy interactions were due to behavioral issues and the female interactions were caused by

participating.

ASSIGNMENT SEVEN (Administrator Interview)

CSN Student Created Open Ended Question # 1 for Administrator: What qualities, skills, and

personality are you looking for in a new hire teacher?

CSN Student Created Open Ended Question # 2 for Administrator: What sets your school/district

apart from the others?

CSN Student Created Open Ended Question # 3 for Administrator: What are your current and

future goals for the school?

CSN Student Created Open Ended Question # 4 for Administrator: What do you look for when

doing walk throughs and classroom observation?

CSN Student Created Open Ended Question # 5 for Administrator: What are some of the

challenges facing your school, district, and any improvements that are needed?
FIELD OBSERVATION 17

ASSIGNMENT EIGHT (Specialist Classroom Observations): N/A

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

regular classroom during an extended period of direct instruction. Summarize what the student

did during the observation, making sure to document ALL behavior. Detail what was going on in

the environment, and what you observed the student doing while the lesson was being given. 1.

Please summarize 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 students point

of view.

Due to some of the students not completing or understanding the previous day’s lesson,

she gathered all the ones who did not understand onto the floor and white board at the front of

the classroom. They were given a piece of paper and clip board to write on and follow the

instruction. I decided to observe a male student named Dylan. They were instructed to draw two

big circles. He made one big circle and then a half of one because the first one was a little too big

to fit the entire second circle. Waiting for the next instruction he played with his pencil. Mrs.

Jensen then told them to write “Taking care of a pet” on top of the left circle and Dylan wrote it

right away. Next, they were told to write “What will I learn” above the second circle. The student

twirled his pencil at first but continued to write what was told. He was very good in following

directions on what to write down. He also listened to other student responses when the instructor

asked ways that you take care of a pet. He did not participate at first but was still giving his full

attention. By raising his hand, Dylan gave the response, “take pet for walk” for how you can take

care of a pet. After participating, he begins to play with the clipboard. Moving on to the next
FIELD OBSERVATION 18

circle the teacher asks her students that she is looking for a specific word that starts with the

letter “R” and it`s a big one. After many guesses from students, Dylan got the word

responsibility. After the circles are written in the teacher starts to explain how to write

paragraphs. During this instruction, Dylan continues to play with his pencil and clipboard. When

he was asked a question directly if he was listening he just nods his head. When the teacher

asked the students to head to their desks and to start writing, it took Dylan a couple minutes to

get to his desk. When he did get to his desk, he started to write but got distracted with talking to

another classmate.

I never thought about putting myself in the student`s point of view. Doing so, it made me

realize that even when it appears that they are not paying attention they are still listening

sometimes. All the students are capable of wonderful things but they choose not to do anything.

Dylan was capable of completely the first assignment the previous day but did not when it was

instructed as a whole group. When the lesson got more personal as a smaller group, he gave his

attention and was more focus in the assignment.

ASSIGNMENT TEN (Summary): Thoroughly summarize and reflect upon your entire 10- hour

Field Observation Placement.

Being placed in an elementary classroom and being able to observe for a total of ten

hours was such a great opportunity. While discussing the field observation assignment in class,

my professor mentioned that we may have to call and contact the school and teacher repeatedly

to schedule days that we could observe on. I contacted the school, James B McMillan

Elementary School, the day after receiving my confirmation for the placement. They redirected

the call to my cooperating teacher`s, Jayne Jensen, classroom phone and I left a voicemail stating
FIELD OBSERVATION 19

who I was and for her to contact me back to her convenience. My cooperating teacher called me

back that night. This surprised be a little because of the discussion we had in Education 201.

When talking on the phone she told me her teaching history, what grades she has taught, and

about her current class that I would be observing. She informed me that I was able to make

suggestions and to jump in any time that I felt comfortable with. I decided to do my 10-hour

observation time in two days, five hours each.

The first day of observation, I arrived thirty minutes early to the school. When arriving to

the office they handed me a paper with the cooperating teachers name, room number and grade. I

signed into their system and received a guess pass. The office staff gave me directions on how to

get to her classroom. On the way to her classroom I noticed the student`s works on the walls.

Some were drawings, and some were reports on famous people they were interested in. I arrived

at her classroom but she was not in there yet. I went back into the hallways and a staff member

informed me that she was in a meeting and she should be out soon. For the remainder of time, I

explored the hallways more and waited outside her classroom. Another second-grade teacher

approached me, and we talked and she gave me advice on becoming a new teacher. This gave me

insight on what it is like for a new teacher due to her being relatively new as well.

The bell rang, and the students lined up outside the door waiting for Mrs. Jensen. My

cooperating teacher arrived, we introduced ourselves, and she greeted each student that walked

inside her class. After most of the students were inside, she instructed one female student to show

the class the morning routine done correctly. The other students followed, and they ate their

school provided breakfast. After breakfast, they were directed to sit on the floor with the teacher

going over the previous day. I thought this was a great concept because it refreshes the student`s

memory on the lesson and you go over issues that occurred and how they can make today a
FIELD OBSERVATION 20

better day. I was then introduced to the classroom as a guest and adult. They were told to respect

me and that I had the same authority as her. My cooperating teacher made me feel comfortable

and so did the students. The first day I spent more observing and making notes for my Field

Observation Packet so that the second day I could focus on interacting with the students. For the

first few hours I sat in the back and made notes on the student make-up, drew the classroom, and

observed class behavior. There were a lot of discipline issues during my observation. There were

many times where students were not even paying attention to the teacher and doing their own

thing. At times, I had to redirect the students that were near me to sit quietly, not mess with

things, to do their work, and be respectful. The first day the class seemed like a handful and

disrespectful to the class rules.

During their lunch time and specials class, I used that time to ask the teacher interview

questions and any questions of my own that I had. This has been her twenty-sixth year of

teaching so she has plenty of experience. She also asked questions on why I wanted to be a

teacher. She went over how she gives positive and negative feedback to the students and parents

and when and how she contacts the parents. There were a few parents that were not involved on

the site that allows them to see how there are behaving. It amazed me how many parents are not

involved with their children`s education and just leaves it to the teachers. Being a teacher is like

being a parent to your students. The first day I observed seemed unorganized because the

students were not listening to their teacher. After lunch, they had stations and each station had a

group of kids. One station was a vocabulary sheet for the students that have a higher reading

level, a reading station, a station with a lower vocabulary level and the students had to sort the

words into categories (if they could not do that they would write each word twice), and a station

with the teacher reading articles in a booklet together and discussed. Students that had lower
FIELD OBSERVATION 21

reading levels spent time with the teacher first. This grouping I thought worked, but the students

that were not with the teacher did not complete their work at the station they were at. If a teacher

did not get with one group that day, she would start with them the following day. It was hard for

the teacher to keep all the students on track during this station rotation. The groups would switch

to stations after approximately fifteen minutes.

The day ended with the students picking up any trash that they could find on the floor,

stacking their chairs, and lining up in front of the door quietly. I remember having to pick up a

certain amount of trash off the floor in the classroom before being able to leave when I was in

elementary. This gets them to clean their area and is like a game for them. I agree with this

method. When school ended, the teachers walked their students to the gate they were to be

picked up at. The teachers did not leave until each student walked home, or got picked up from

their guardian. My cooperating teacher informed me that sometimes that was the only time she

got interactions with their parents. She talked with a couple parents during their child pick-up

and informed them on their behavior problems. I talked with Mrs. Jensen for a little longer and

we parted ways until the next time I observed.

Overall, the first day I looked to be that my cooperating teacher was overwhelmed. She

was the leading second-grade teacher, had to attend a bunch of meetings, and the students were

not cooperating they should have been. It was nice to see how this school had changed since I

attended there for four years. I got to see my second-grade teacher again and she thought I

looked familiar. They changed the motto and they do announcements in the classroom with a

video. I was hoping to see the same things when I was there for elementary but a lot has

changed, but this change was good. The most challenging thing that I got from observing was

classroom discipline. The student seemed all over the place and you really need to have control
FIELD OBSERVATION 22

of your classroom or else the day is not going to run smoothly. The second day, however, went

smoother than the first day of my observation.

I arrived to the classroom and all the second grade teachers were having a meeting in my

cooperating teacher’s classroom before school started. I joined them and they went over

assignments given and any issue they had with it. They discussed how the assignment could be

revised and tutoring after school. This gave me insight more on what the teachers do and go

through outside the classroom. Teaching is not just instructing one group of children in a

classroom for the year but more. There is tutoring and after school activities. One teacher had to

give up tutoring for the week because the school was not able to pay all the teachers signed up

for it. After their meeting, I continued to sit with Mrs. Jensen and we went over the classwork the

students did the previous day. Some students did not complete or completely understand the

assignment on paragraphing, so then we collected the ones who didn`t and discussed how we

could approach the same concept in a different way. At this time I felt like a real teacher because

she was trusting me and listening to my ideas that I had. After coming up with a lesson together,

the students entered the classroom.

The teacher seemed to have more control over her class this time. She had them go

outside repeatedly and back in the classroom until they entered the way she wanted to. Mrs.

Jensen stated that she has to re-teach them how everything is supposed to transition. During this

observation time, I set my notes aside and decided to interact more with the students and they

interacted more with me as well. She directed the students that seemed to not understand the

previous assignment to the floor and white board in the front. They were to draw two circles on

how to take care of a pet and what will you learn by taking care of a pet. After the lesson on the

floor they were to return to their seats and write paragraphs on what they just wrote. One of
FIELD OBSERVATION 23

today`s lessons involved telling time and an introduction to algebra lesson. They were to fill in

an equation by reading a temperature word problem. Many of the students understood right

away. The teacher had students come up, write, and point which numbers went where on the

smart board. Students were more engaged with this lesson because she was not just lecturing but

having the students participate. During independent time the teacher worked with other students

while I worked with two students and phonics. Mrs. Jensen gave me the opportunity to work

with these students by myself. There was another moment where she had me test new students`

reading level. At first, she was doing it but got interrupted but students numerous times or it was

too loud to listen to the student being tested, so she had me do it instead. I had to have him read a

certain passage and mark which words needed to be fed to him and how long it took him to read

it. I thought this was very insightful because it made me see how they do some of their testing.

When it was time to their group stations I walked around to the stations that the teacher was not

present at. I helped the students understand the assignments and made sure that they were all on

task. There were many times where students would come to me and ask for help or ask to use the

restroom like I was their teacher. It made me feel like they were already comfortable and trusted

me after two days. I helped students with writing their paragraphs and grouping their vocabulary.

At one point during class, they were all having behavior issues and not listening. At this time, she

had them keep their hands and head on the desk quietly for five minutes. She gave “dojo” points

to the students following directions and also gave points as a table. Giving points as a positive is

a great concept because it appears as a competition of the students and they want to be the

winners. A couple students lost the beginning of their recess time due to inappropriate behavior.

She used “losing recess” as a consequence to bad behavior which worked well with her class.

After picking them up from lunch, a bullying situation happened between two of her students.
FIELD OBSERVATION 24

Since the word “bully” was used, a report has to be filed and sent to the principal. There was one

witness of the bullying so he had to be involved as well. Coming back to the classroom, Mrs.

Jensen wrote the bullying report and explained to me that they HAVE to report it when they use

the word bully no matter what the situation was and has to be delivered to the office

immediately. Close to the end of class, the principal called the classroom and had each student

that was involved with the bullying situation go up to the office. The parents were called to

inform them where their kids were and what had happened. School ended and we took the

students to the gate to be picked up again. My cooperating teacher signed my hours and my

evaluation in a bit of a hurry due to her having to go to the office because of the bullying. She

gave me a hug and I thanked her for giving me this opportunity. I took the time to look around

the school a little bit longer. It seemed a little dirty like the paint needs to be re-touched but

overall it was a warm and friendly environment.

Overall, this was such a wonderful experience. Being able to observe a classroom and

interact like a teacher has pushed me even more to achieve my goal in becoming an educator.

Teachers have a heavy work load on their shoulders. I knew this already but this observation was

a confirmation on what I knew about teaching. There were a few challenges I saw that you have

to face as a teacher. The first being time management. It seemed like there was not enough time

in the day to go over what you need to teach your students. Everything seemed crammed and this

is a thing you should learn and overcome over time and experience. Even having twenty-six

years of experience, you still face challenges cause each group of student’s you receiver each

year is different from the previous. The other challenge you face when being a teacher is

discipline and student personal lives. There will be some students having trouble at home that

you must deal with as an educator. What happens at home influences their behavior in class. You
FIELD OBSERVATION 25

must be there for your students every day and all the time. They look up to you as a role model

and someone they can run to when life gets hard. This was such a terrific opportunity and I

cannot wait for more like this in the future. This experience teaches you a lot about the teaching

profession and what it is really like.