Greetings Future Educator,

One of the most rewarding aspects of EDU 201, EDU 202 and EDU 203 is the
opportunity you will have to actually observe students at the grade level you are
interested in eventually teaching. These CSN courses require all students to complete a
10 hour "Field Observation" in one of the 13 Performance Zones of the Clark County
School District. Once your placement is processed, you will receive details regarding
your specific assigned school from your CSN instructor. You will then contact the school
and meet with your cooperating teacher. Both you and your cooperating teacher will
design a mutually agreeable schedule to complete your required contact hours. Within
this packet, you will find the required experience assignments and field documents that
you must complete in order to pass this class.

Name: Seidy Portillo CSN Course: EDU 201

Professor: Sandra Gregorio Professor’s email: Sandra.gregorio@csn.edu

CCSD School: Sunrise Acres E.S. Cooperating Teacher: Ms.Frazier

ASSIGNMENT ONE (Observations): After arrival, take a seat in a non-intrusive location to
begin your classroom observations. Complete the questions below:
Observation 1: What are your first impressions of the classroom/school environment? Warm?
Friendly? Organized etc? Describe the physical environment in detail.
I attended this school during 5th grade, and the school has changed so much since I left. The front
office is quiet, yet comforting. The staff at the front desk are very friendly. They asked what I
needed help with, and walked me through what I have to do as an observer. The front office overall
is extremely neat and well kept. Inside the school the walls are filled with paintings of animals in
the desert, the entire school is very decorative. It was not like this when I was a child. The library
has a mystical feel, with painted trees all along the walls. There are also bulletin boards with
students work displayed all around the school. The assignments are based on the 7 habits of a
happy kid. There are several glass displays, the one right at the entrance is filled with photos of
staff. The school is so spotless that the floors glisten.

The classroom I'm assigned to seems calm. There are a lot of posters on the walls, and the
classroom has a few empty desks. Some students are at the computers, while the others are at their
desks. The environment is comforting, but not very organized. The students seem to be having a
lot of fun.

*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.
For the first two groups, there seems to be a fairly even boy to girl ratio with 10 girls and 13
boys. Almost all of the students are of Hispanic/latino descent, with the exception of 4 Black/
African American students. There is one Mexican boy who only speaks Spanish, he is seated
next to another girl who is fluent in Spanish and English. She translates what the teacher says,
and helps him understand what the class is doing. There are no seemingly obvious physically
challenged students. Groups 3 and 4 consisted of mainly boys, but I did not count the girl to boy
ratio.

*Observation 3: What are the posted class rules in the room? (exactly as written)
There are no posted rules in the classroom.

*Observation 4: Does the teacher enforce the rules? Are rewards or consequences being used
for compliance or noncompliance?
There are no written rules for the teacher to enforce, but it's obvious that students understand
basic rules such as raise your hand to speak. When a student is doing something wrong Ms.
Frazier asks them why they're doing what they're doing. I feel that this is a good approach to
enforcing rules, because it allows the student to reflect on their decisions, or realize their
wrongdoing. Ms. Frazier uses jolly ranchers as a reward for students who are performing well.
That seems to work well too, students look forward to receiving them.
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.

Classroom Layout Question 1: Describe the workflow of the room. Is the space used
efficiently?
The workflow of the room is simple. There's more free space near the door near the bookshelves.
Students walk freely, and there doesn't seem to be any serious issues with getting around the
room. There's a large empty space, and the remainder of the room is full. The empty space is
used for walking around the classroom. Although there are hooks in the front of the room,
students keep their backpacks hanging on their chairs or on the floor near their desks. This makes
walking for the students a little difficult.
Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room
be improved?

I would rearrange the desks. They could be pushed the further back, but it's better for the
students if they're closer to the board. Other than that odd amount of empty space, the
arrangement of the room seems just fine.

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?
The fact that the teacher has a great deal of posters up on the boards and walls is a little bit
concerning. A fire would easily spread with all of the paper. I also noticed Ms. Frazier has her
shelter in place packets and safety documents in the corner of the room, on the complete opposite
side of the door. She did a good job of keeping the student desks out of sight from the window
on the door in case a lockdown happens. I'm also concerned about the windows in the classroom.
They are very high up, near the ceiling. If children needed to escape a fire, I don't think it would
be possible. Even if they were at an accessible height for the children, the windows don't open.
ASSIGNMENT THREE (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?
In total Ms. Frazier has 37 students, but they are never all in there at the same time. The students
are divided into four groups, and students who need extra help in math and reading rotate to
different classes that will help them in that subject, it's called Lexia Lab. The schedule was on
one of the whiteboards, and the class followed the schedule perfectly every time I was there. Ms.
Frazier didn't even need to tell her students when it was time to switch subjects. The students
kept track of time and seemed eager to move onto the next subject.

Daily Schedule
9:10- Math groups 1&2
10:15- Reading groups 1&2
10:50- Lunch and Recess
11:20- Reading groups 3 &4
12:55- Math groups 3&4
1:25 -Specials
2:15 -Reading groups 3&4 (continued)

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?
Instruction is done with a combination of small groups, whole groups, and individual help.
Together, students read aloud the question that the teacher asks them to. She then tells them to
discuss as a team within their groups or to "round table discuss". While students exchange views
on the problem, she walks around and helps. After a few minutes, she will grasp their attention
and discuss the problem with the whole class. If students don't raise hands she calls on the ones
that aren't paying attention, or simply by random.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style?
Ms. Frazier uses a blended style of teaching. She uses cooperative learning, lecturing, and hands
on techniques to teach the children. For math, she did a few example problems on the board
while asking questions. I like that she didn't stick to one teaching style. A combination of the
styles would work best for the students. She shows interest in her students and is very caring. To
start off the day she asked students what they did over the weekend, if anything fun happened.
Then she would share just a little bit of what she did. I think this causes students to feel
comfortable with her and vice versa.

*Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)?
If so, give examples.
Ms. Frazier incorporates auditory and visual learning styles. She takes a different approach when
teaching math and English. With math, she emphasizes on the visual approach by showing
students how to solve problems with tables and charts. For instance, the students were learning
how to multiply mixed fractions with charts that I never used. I tried to help students, but I only
learned the traditional way. Ms. Frazier wanted them to know the arithmetic, and the process.
This method gave them a visual and proved to them what the answer was. She would also have
them discuss with their groups, which was an auditory approach to helping students learn.

*Instruction Question 5: Do the students seem engaged in the lesson(s) that are being
presented? Please explain.
Groups 1 and 2 are very engaged, involved, and seem eager to learn. When she tells them to read
aloud a problem, they do so immediately, and in sync. Everytime she asks a question a different
hand is raised. The students participate by going up to the board and showing their classmates
how to do a problem, or highlighting certain areas of a story. Groups 3 and 4 are a different
story; they seem to be a handful. The students don't pay much attention, and hardly participate.
The teacher has a difficult time getting the students to answer questions.

*Instruction Question 6: Are there any students isolated from the rest of the class for any
reason? Why?
Yes. There's a desk in the front of the classroom designated for students who misbehave. A boy
was acting up and sat there for the rest of the day. Other than that, there are no students isolated.
They're all in groups communicating with one another.

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

Instructional time is easily managed with groups 1 and 2. Students pay attention and the lesson
goes smoothly. Maybe it isn't everyday, but the days I went it was. Groups 3 and 4 made
instructional time difficult. The teacher was often stopping the lesson to tell students to keep
their eyes and heads up, sit down correctly, and stop chatting. She usually doesn't go on with the
lesson until everyone is following directions. At the end of the day lot of time can be wasted
when waiting for students to quiet down and follow directions.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject
or period to another, and are these transitions effective?
Transitions for subjects and leaving the room were uncoordinated and awkward for all four
groups. There is a shelf in the front of the room behind the door in which students journals and
books for math and reading are kept. When students from groups 1 and 2 went from math to
reading Ms. Frazier already had one person in the group who would collect the math journals,
put them away, and bring the english books back to their groups. There were 5 students (1 child
from each group) who were supposed to get up and do this, but students didn't listen. More than
one person from each group went to get the books, and this caused confusion. Students ended up
misplacing each others books and this took up time.

*Instruction Question 9: List ways that the teacher attempts any “attention getting” commands?
(Ex: Countdown, Light flicker, Heads on Desk) How effective are they?
Ms. Frazier uses a few attention getting commands. Sometimes they're effective and sometimes
they're not. I guess it depends on how the children are feeling. She says "give me five" while
holding five fingers up, and the students are expected do the same. She will also use the "clap
twice if you can hear me" method. Another method she uses is counting down from five. That or
she'll say "eyes up here" or "eyes up front" She doesn't go on with the lesson unless all students
give her 5, but I feel that there could be a more successful attempt at attention getting. Waiting
until every single student gives her 5 can sometimes take up class time that could be used for
instruction or working.

*Instruction Question 10: What specific behavior issues does the teacher have to deal with?
How does she deal with these behavior issues? Be specific.
Some specific behavior issues Ms. Frazier has to deal with is working with children who
don’t stop talking, those who simply will not listen, and those who like to argue. With the
chatty students, she will say something like “we aren’t talking right now, it’s quiet time.”
Or “I’m teaching, you’re quiet.” For the students who simply do not listen (like the boy
who refused to take off his hoodie) she talks to them quietly or outside of class to let
them know that if they do not follow directions, she will take disciplinary actions. She
first tries to find out why they are misbehaving, if they’re okay. Dealing with students
who like to argue seems to be the most difficult. When students were writing on white
boards, there was a boy who kept complaining his marker didn’t work and he was
saying things like “Well I’d do the problem if I had a marker that actually worked.” “I told
you 500 times and you won’t listen!” “Please God make this marker work.” When in fact
his marker did work, it just wasn’t the color he wanted. Ms. Frazier says when a student
wants to argue, you can’t argue back. You have to let them know that what they’re
doing is wrong, and whatever they are arguing about, there is always a better way to fix
it. She waited until after class to speak to him about his behavior. She also made him do
a think it through work sheet.

*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.
Lining up is a procedure that takes up instructional time. Students line up to go to; assemblies,
recess/lunch, a specials class, and to go outside at the end of the day. Students are expected to get
up quietly from their seats, and line up in an orderly and silent manner. If they begin to talk or
fool around, Ms. Frazier makes them sit back down and line up. For example, when I was there
on Friday the students sat back down and lined up four times before they got it right. It seems
like a waste of time, but it also shows the students that if they don't get something correct the
first time, they must try again. Students collecting the books and journals also hinders use of
instructional time.
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.

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.
Sunrise Acres is near two other schools along 28th street. From Stewart @ 28th up to Sunrise @
28th, whole street is lined up with the three schools. There are multiple crosswalks, and parking
lots. The front of Sunrise Acres has two small gardens with flowers and fences around them.
There is a picket in the soil with the "7 habits of happy kids". The 7 habits are to: Be proactive,
begin with the end in mind, put first things first, think win-win, seek first to understand then be
understood, synergize, and sharpen the saw. The kindergarten playground, and a few of the
portables are visible from the aluminized fence. There's also a few parks and community centers
near the school. There are some painted poles in the front; blue green and red. There's also a
banner on the outside above the cafeteria doors that says "Great leaders don't tell you what to do,
they show you how to do it."

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall
colors and decorations and entrance security.
Inside the school the walls are filled with paintings of animals in the desert. The entire school is
very decorative. It was not like this when I was a child. The library has a fairy tale feel to it, with
dark brown trees painted trees all along the light brown the walls. There are also bulletin boards
with students work displayed all around the school. They are labelled with the grade, teacher,
and assignment, most of them are based on the 7 habits of a happy kid. There are several glass
displays, the one right at the entrance is filled with photos of staff members. The school is so
spotless that the floors glisten. The walls that aren't painted with desert and trees are dark blue. It
is extremely bright on the inside, it made me feel more awake. There is no entrance security. I
really like the bathroom area because above every sink there is a question that let students reflect
if they read it. A few of the questions were: How were you proactive today?, What end do you
have in mind?, and How can you achieve your goals?
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 schools mission statement is to increase academic achievement through accountability,
pride, and grit. To ensure success in college and beyond. Ms Frazier's 5th grade class mission
statement is: We are proactive, talented, and respectful leaders. This school year I will meet all
of our goals. We will put first things first by showing grit and being synergic. The mascot is a
Jaguar and their motto is " Best in the west." There is also a simple power statement that goes
"good, better, best."

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions
in other areas of the school.
Most of the interactions I saw were in Ms. Frazier's classroom. When students would talk to one
another it was about their interests and likes. Students would also gossip, laugh and play.
Students usually only spoke to faculty when they wanted something. For example, to use the
bathroom or go to the library. Students ask for permission and teachers ask why. If they're reason
is valid they will usually allow them to do what they asked. There was a lot of whispering so I
couldn't grasp most conversations. Luckily Ms. Frazier let me go to the teachers lounge while we
ate lunch, so I got a firsthand sight at what teacher to teacher interactions are like. Teachers talk
about students cheating on AR tests, their weekends, and food. It was interesting to see teachers
not being teachers. It was my first time witnessing teachers out of teaching mode.

3. Look at the formal practices: school day schedule; ages of students; calendar of events; size of
school; grouping of students.
Every morning there's an opening ceremony where students line up according to their
classroom. They sing the school song and sometimes awards are won. 5th graders have their own
lunch, but I am unsure if all other grades have their own lunch as well. Students are usually
grouped by grades and classrooms. I don't know much about the calendar of events, but I do
know that the 5th graders went on a field trip to Roy Martin Middle School, and in May there will
be another field trip called the Great Smoke Out. Ms. Frazier even invited me to go, so I think I
will. The school isn't very large, but that's good because then students would probably get lost.
4. Observe student to student interactions, inside and outside the building. Observe where
students gather to socialize – lunchroom, halls, playground, etc.
When outside, the kids are running, playing, and talking. Most of the conversations I heard were
in Ms. Frazier's class. A few noteworthy conversations were about gangsters and the book: The
Boy in the Striped Pajamas. A few boys were talking about sports, broken bones, gangsters,
fighting, shooting, and prison. Boys were also tapping pencils on the desk to create beats. The
girls were gossiping for the most part. A lot of students talked about their likes and dislikes. As
odd as it is, many of the kids meet up at the bathroom just to say hi. The conversation about the
boy in the striped pajamas was most interesting. It was between a boy and a girl and they
eventually got other students involved in the conversation. They said it was "the saddest story
ever."

5. Explain how the school is organized - by grades, departments or not. Are hallways/classroom
labeled?
The halls are labeled with the names of colleges to make them look like street signs. Some that I
saw were Utah State Drive, UNLV Drive, San Diego State Drive, and many more. I don't think
there was any significance, maybe just a decoration thing. The classrooms are divided by grades
and are labeled with signs on what pod it is. There's a pod for each grade level. Specials classes
such as Art and P.E. are all in one area as well.

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.
Luckily, I got to attend the Jaguar of the Month assembly. 1 student from each 5th grade class
was chosen to be jaguar of the month for things like good AR scores, respect, and meeting goals.
The Assembly began with the principal talking about friendship and values. She used some
examples of what a friend would and wouldn't say, and asked the students to give her a thumbs
up or down as to whether or not a good friend would say such a thing. She was having them
repeat some kind words and told them to smile, be friendly, be understanding, be prideful, and
supportive. She ended it by telling them that they're capable of controlling their own weather.
When students got called up for Jag of the Month they walked down "the red carpet" in the
middle of the cafeteria, and received a medal and a certificate. Once all students were up, there a
few photos were taken. Some parents came with balloons and gifts. It was extremely comforting
to know that this school puts effort into making these children feel good about themselves.
Towards the end of the day the Jags of the Month got smoothies. During Nevada reading week,
kids who met their goals got to eat ice cream. Only two students in Ms. Frazier's class did not
meet their goals. There are displays around the hallways with photos of students of the month.
There was also an AR scale, and the person with the most points was eligible for winning a bike.

C. 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.

Ms. Frazier is very passionate and loving. She shows interest in her students and seems to
genuinely care about them. On the very first day she started the morning off by playing a song,
and singing and dancing along with the kids. She encouraged the ones who weren't doing it to let
loose and have fun. Although she is nice to her students, at the end of the day, her students
understand that she makes the rules and it's not all about being friends and having fun. She's
authoritative, and has control over her classroom for the most part. She made me feel really
special by introducing me as Ms. Portillo and letting them know a little bit of my history. She
even let me give them a word of advice, hopefully it can prove to children that no matter what
hardships are endured, anything is possible if you set your mind to it. I like that she doesn't scold
students when they do misbehave. Instead she asks them what they're doing, so that they can
reflect on their bad decisions. She ensures that every student understands the subject before
moving on or taking a quiz. She never forgets to gives follow up questions and overviews.
Sunrise Acres is low income school, so they don't have yearbooks. When I was in 5th grade, Ms.
Frazier made us class yearbooks out of paper. She constructed them all on her own, and so I
brought it to show her. She pulled out a stack of papers full of memories. She still has all of the
things her students gave her. In there were photos, letters, drawings, and much more. She says
"it's nice to pull it out and see these things, it makes you remember why you do this (teaching)."
We spoke about other students that were in the class. I was surprised to find out that she is still in
touch with many of the students from my 5th grade class. She even asked me about my best
friend, I can't even believe she still remembers all of that!
*2. Evaluate the level of student participation in the class. Who participates? Who does not?
I was usually there in the morning, and groups 1 and 2 are there in the mornings. I only saw
groups 3 and 4 once, and I know that groups 1 and 2 are easier to deal with. Everyone
participates in the first two groups. Any time she asked a question almost every hand was raised.
I was surprised to see that they all knew. When she told students to read aloud, they did.
Everyone seemed eager to participate. The thing students like the most is when Ms. Frazier asks
them to go to the smart board and walk the class through the problem. In groups 3 and 4 there are
2 boys (1 black and 1 Hispanic) and 1 girl (Hispanic) who are willing to answer all of the
questions. These children will act like they’re doing the work, but they’re actually not. When it
was reading time, I walked around and a few of the kids weren’t even on the right page.

*3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution
of power, tone, frequency and reinforcements.
Ms. Frazier never blatantly answers a question, she will always ask students to find out what they
did wrong. For example, a girl did a problem on the board incorrectly and Ms. Frazier said "Not
quite, you're missing something. Class, what's she forgetting?" And the students help one another
out. When students misbehave there's a "think it through" worksheet. The questions on the
worksheet allowed students to understand what they did wrong, why it was wrong, and how to
fix the problem. The exact questions were "What expectations did I not meet?", "Was my
behavior a problem?","What could I have done instead?", "Do I need to apologize to anyone?",
and "did I apologize?" These actually worked and let students fix their problems. As I mentioned
before, Ms. Frazier is very authoritative. A student was eating chips in her class, all she did was
give him a look, and he immediately put them away. Another student was chewing gum and she
asked "Are you chewing gum?" And the boy spit it out in an instant. She will tell them "You
have a warning, this is your first and last." She knows how to have fun with the children, but she
will not allow them to break the rules. There was only one student who was not listening to her.
He had his hoodie on and Ms. Frazier repeatedly told him to take it off. He didn't want to listen
so she sent him to the Principals office. When students get in trouble she doesn’t shout at them,
she talks in a low voice and makes sure no one else can hear. A positive reinforcement she uses
is Jolly Ranchers. When students answer questions correctly she'll give their group a tally mark.
At the end of the day, the group with the most tally marks gets a jolly rancher. She has been
doing this since I was in her class almost 8 years ago because it's effective.

The discipline steps were on the wall and they were: 1) Warning 2) loss of classroom
privileges 3) time out/think it through 4) phone call home 5) send home student discipline
report 6) parent conference
ASSIGNMENT FIVE (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?
Bad teachers were the ones that influenced her the most. It sounds ironic, but it makes sense. She
didn't want students to go through what she went through with the teachers who didn't care.

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

One of the most challenging things about teaching is managing the classroom, and dealing with
yearly changes, such as teaching a different grade or a different group of students.

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

Ms. Frazier enjoys seeing that spark in children when they begin to understand a concept.

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

Sunrise Acres ES uses the Kagan structure depending on students scores. This way children can
help one another. For example; a student who's exceptional at math will be sat next to someone
who doesn't do well in that subject.

Interview Question 5: How do you determine the members of any flexible groups?
If Ms. Frazier notices that the seating arrangement doesn't work, she'll change it. Seating
arrangements can sometimes be changed everyday depending on the needs of the student.

Interview Question 6: Beyond standardized testing, what assessments do you use regularly?
Formative assessments, exit tickets, white boards, and curriculum tests are some of the
assessments she uses regularly. For instance; at the end of a lesson she will hand out white
boards. She will give students 1 problem and tell them to raise their boards once they're done, so
she can ensure they understand the topic before a quiz.

Interview Question 7: What requirements are placed on you for reporting progress to parents?
Sending monthly reports, and sending white slips and red slips about homework. If a student
does their homework she will send home a white slip, which implies they did good, and
completed their homework. If the student didn't do well, or didn't complete their homework she'll
send home a red slip.

Interview Question 8: How often do you interact with a student’s parents in person?
About once a month. Usually when students are misbehaving. She said this question made her
realize she needs to interact more with parents in person. She said she will from now on.

Interview Question 9: What type of discussions do you typically have with parents?
Discussions with parents are usually about the student misbehaving, or not doing too well in
class.

Interview Question 10: How much grading do you complete on a daily/weekly basis?
At least two hours a week are spent on grading. She tries to grade every day, but she usually
grades everything all at once. It doesn’t sound like enough time, but she says the longer you've
been doing it, the easier it gets, and the faster you work on it.

Interview Question 11: How long does it take to prepare lessons for the day/week?
It usually takes one to two hours a week to prepare lesson plans for the week. She didn't talk
about lesson plans for a single day, she does them for the entire week instead.

*Interview Question 12: What procedures or strategies do you use to maximize instructional
time?
Kagan Cooperative Learning and positive reinforcements are used to maximize instructional
time
.
*Interview Question 13: What positive reinforcement programs have you had success with?
Team points, jolly ranchers, and CHAMPS classroom management methods. An example is
pointing out three students who are following directions, and one that isn't. This makes the one
student feel obligated to do as well as the three other students she called out.
*Interview Question 14: What behavioral consequences seem most effective with this age
group?
Not letting students do whatever they want. Pointing out students that are doing well. When kids
see others are doing good, they want to do good too.

Interview Question 15: How are specialist teachers involved in the instructional planning
process?
At Sunrise Acres specialist teachers aren't too involved in the instructional planning process.

Interview Question 16: How often are you evaluated, and what measurement tool(s) is used by
the administration for determining your own performance?
Since Ms. Frazier has been teaching for 17 years, she's only evaluated about once a year. She's
usally evaluated by the assistant principal, and they use the National Educator Performance
Framework to evaluate her.

Interview Question 17: What consequences are there if your evaluation is not favorable?
She does not know because she's never had an unfavorable evaluation.

Interview Question 18: What types of support do you receive instructionally, financially or
professionally from the school, parent organization or school district to enhance instruction?
Sunrise Acres is a Title I school, that is where financial support is received. Necessary supplies
like paper and computers are provided by the school. Extra supplies such as jolly ranchers are
purchased by the teacher. Instructional support comes from coaches, principals or assistant
principals, and grade level chairs. If a teacher needs help there are coaches for specific areas such
as Math or English.

Interview Question 19: What surprised you most about teaching as a profession?
What surprised Ms. Frazier most about teaching was how difficult the job really is. There is
much more to being a teacher than she ever thought. She was also surprised by the extremely
long work hours.
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.

Teacher Exchange Directed to Boys Teacher Exchange directed to Girls

IIIIIIIII IIIIIIII
9 8

*Summarize your Classroom Interactions data from above:

I recorded teacher – student interactions from 9:40 am to 10:00 am. This was during
groups 1 and 2. I found that conversations were almost equally distributed amongst
boys and girls. Ms. Frazier usually spoke to students who had their hands up or were
obviously confused. She also spoke to students who didn’t seem to be working.
Students were working on multiplying improper fractions, therefore that’s what the
conversations were about. I asked Ms. Frazier if this was intentional, and she said no,
she simply speaks to kids who needs help and does her best to not favor a certain
group over anyone else. Overall the class was very quiet because they wanted to hear
what Ms. Frazier was trying to teach. She spoke more to students as a group rather
than individually.
ASSIGNMENT SEVEN (Administrator Interview): The prewritten student created
questions are mandatory for credit, and the Principal/Assistant Principal/Dean interview is
optional but strongly encouraged ONLY IF IT CAN BE ARRANGED. After composing your
own five open-ended questions, do your best to arrange a 15 minute interview with the
Principal/Assistant Principal/Dean or other administrative personnel so you can get answers to
the five prewritten questions you came up with. This could be the most valuable part of your
experience if you can shed light upon what administrators are looking for, from their future
applicants. (example Open Ended question: What are the most important qualities you look for
in a newly hired teacher?)

Unfortunately, I was not able to get an interview with the principal. Ms. Frazier did me a favor
by setting up a date for us to meet, but I had class during the time she scheduled the interview. I
emailed the principal twice to reschedule the interview, but I never got a response.

CSN Student Created Open Ended Question # 1 for Administrator:

How do you deal with upset parents?

CSN Student Created Open Ended Question # 2 for Administrator:

Were you a teacher before you became a principal? If so, what did you teach,and for how long
did you teach it?

CSN Student Created Open Ended Question # 3 for Administrator:

What is the school's approach to discipline students?

CSN Student Created Open Ended Question # 4 for Administrator:

For how long have you been principal? Do you like it thus far? What are some of the benefits
and drawbacks of being a principal?

CSN Student Created Open Ended Question # 5 for Administrator:

Do you feel that technology benefits, or distracts students? Why or why not?
Interviewed school administrator’s name/title:

ASSIGNMENT EIGHT (Specialist Classroom Observations): Remember… some schools do

not have these programs, so this assignment will be optional for some. Specialist classroom
visits are strongly encouraged ONLY IF THEY CAN BE ARRANGED. Make sure you get
permission from your cooperating teacher, as well as the lead teacher in the specialist,
GATE/AP, or special education room.
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
teacher’s grade level team.
I got the opportunity to see students in Art class. I was really excited because Art has always
been my favorite subject. I was also interested in seeing how the class was with a different
teacher.
1. Do the students participate or behave differently in these classes in comparison to their
regular academic/cooperating teacher’s class?
The students do act differently in comparison to their normal class. Students behavior is
much more appropriate, they all listen to their art teacher Ms. Tlede. In fact, many of
them seem to fear her. The boy I mentioned earlier who wouldn’t take off his hoodie,
well when Ms. Tlede asked him to take it off he did so without hesitation. Ms. Frazier
told me her students have said some negative things about the Ms. Tlede, and she
wanted to know what I thought about her. There was no goofing around in her class.
Everyone sat correctly, and listened to instructions.

2. Does any student seem to have a particular talent? Describe.

Students were blending colors and creating textures, there wasn’t a way to find out if they were
particularly talented artists, since they were doing something so fundamental.

3. What is the curriculum like in comparison to the regular education (cooperating

teacher’s) class?
Well they aren’t learning math or reading, it’s simply art. They learn vocabulary that has to do
with art, and the basics of art: Texture, the color wheel, and different mediums.

4. Describe the specialist teacher’s instructional style.

Ms. Tlede has a very authoritarian style, she is very strict and doesn’t give students the
opportunity to have any input. She does most of the talking and hardly lets students
speak. Some of the rules seem excessive and a bit unnecessary. She never lets
students follow along. She always gives an example, and lets them try afterwards.
When she asked questions, students seemed afraid to answer. She laughed and said
“Come on, the answers are all over the room!” she shows her anger, but is also very
supportive. She will say things like “it looks good”, “keep it up”, and “that’s fantastic.”
She asks students questions like “Are you making good choices?” “Are you being
proactive?”, and “How is your day?”

5. What different strategies do you notice this teacher using that are successful?

I feel that her method of teaching benefits her, but the students seem miserable. Ms. Tlede only
gives students one warning, after that she will take their art project away and have them do
paperwork. If they don’t want to listen she will simply call parents. She told me that “Today
you’re gonna learn that sometimes as a teacher, you gotta take the fun things away.” She started
the class off with a refresher on what they did last week, what they will learn today, and what
they will do after today. She told students “I would think you want a break from all the other
classes, but I guess not.” She also reminds students that they are wasting their own time, and not
hers. She is extremely strict and makes demands rather than asking students to do something. An
example of this was when she said “You’re not doing or touching anything right now. Keep your
hands on your desk, and just watch.”

6. What are the challenges the specialist teacher has to deal with?

One of the biggest challenges is not having enough time. Students go to art class once a week for
30 minutes. It has been a whole week since students saw her last, that they need to spend time on
a refresher. Another challenge, specifically with art, is the time that it takes to grab supplies,
clean them, and put them away. It can get very messy in there, especially with paint and water. I
remember her saying that they were running out of paint, and that once it’s gone there will be no
more. Although I think she just said that so the students wouldn’t waste paint.

7. How are student needs being met?

Students are getting a break from their normal classroom to express themselves in the form of
art. Art can even be stress relieving for some people. Students are learning new vocabulary, and
having a good time.

B) Ask your cooperating teacher if you may observe part of the time in the GATE (Gifted and
Talented classroom, or another classroom that is considered Advanced Placement)
Remember… some schools do not have these programs, so this assignment for some will be
optional. Specialist classroom visits are strongly encouraged IF THEY CAN BE ARRANGED.

I was not able to observe the GATE classroom because my schedule didn’t fit to the
GATE program hours.

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 GATE/AP teacher’s instructional style.
4. Would you rather be in this class or the regular education class? Why?
5. How are student needs being met?

C) Ask your teacher for permission to visit the rooms of any specialized programs at the
school: Special Education, SEC (Severely Emotionally Challenged), Autism room, Deaf/Hard
of Hearing rooms, etc. Remember… some schools do not have these programs, so this
assignment for some will be optional. Specialist classroom visits are strongly encouraged IF
THEY CAN BE ARRANGED. Maintain your professionalism at all times. Do not write a
student’s name down when you are writing observation notes. Maintain the student’s right to
privacy by referring to a student as Student #1, Student #2 etc.

I did not get the opportunity to observe the special education class room.

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 teacher’s instructional style.
4. What are the challenges these students possess?
5. How are student needs being met?
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 student’s point of view.

I observed a boy from groups 3 and 4. This boy was sort of the class clown and
the cool kid. The first day I was there he didn’t wear his uniform and got sent to
the principal’s office. Students were working on reading work. There were two
passages that students were to read with their group and discuss whether they
were compare and contrast or informative. The class wasn’t loud, but students
were conversating about the topic. This boy in particular seemed extremely
intelligent. He got done reading the passages and said “this is so dumb, it’s so
easy to tell which is which.” He finished quickly and gave his peers the answers
and explained why he was correct. Afterwards he got bored and began to tap his
pencil on his desk to create a song. He was also beat boxing and singing. When
he got in trouble for being too loud, he pulled out his AR book and began to read.
He was engaged in the lesson, but it was so easy for him that he didn’t feel that
he had to pay attention. When round table discussion was over, Ms. Frazier went
over the answers with the students by asking them to come up to the bored and
highlight and explain how they know whether the passages were compare and
contrast or informative. While she was doing this with the classroom, the boy
couldn’t stop moving around in his chair. He made it obvious that he was bored
and annoyed. I can understand how he felt and why he did. This student knows
that he is smart, and is very impatient that no one else can grasp concepts as
quickly as he can. He needs to be in a more challenging classroom, I think what
causes him to act up is his boredom.
ASSIGNMENT TEN (Summary):

Thoroughly summarize and reflect upon your entire 10 hour Field Observation Placement.
I began my field observation on a Monday morning. I was anxious and excited. I got
there while the school was having their morning ceremony. I saw my Ms. Frazier, and she
couldn't believe it was me, from her 2009 5th grade classroom. At that moment, I felt very proud
of myself and my teacher, I hope she feels wonderful knowing she influenced one of her
students.

Once everyone was in the class she immediately opened up youtube and played the 7
habits song by Janna Bolin. All of the students were singing along. I was seeing the 7 habits
posted and emphasized all around the school. I didn't understand until I saw a book "7 Habits of
Happy Kids" by Sean Covey on one of the displays in the school. I've read the 7 Habits of
Highly Effective Teens, which is why they sounded so familiar. Ms. Frazier informed me that
this was a new approach the school was taking, and it was working. I love this idea so much.
After reading the book, I can honestly say I began changing my habits for the better. I have high
hopes for this new method.

The 10 hours went by so quickly. It was fun being the class and I'm grateful to have had
this experience. Truthfully, before I started this I thought to myself "I've been in school my
whole life, I'm not going to learn anything new from going again." I was extremely wrong. It's
completely different being in there as a student, and as an aspiring teacher. I was paying attention
to things I've never even thought of. This was an eye opening experience that gave me a great
insight on teaching. Ms. Frazier incorrectly taught a math lesson and told her class the next day
she made a mistake. It helped me realize that teachers are real people and they make mistakes
just like anyone else. I feel a pressure to be perfect, because growing up I thought my teachers
were supposed to know everything, and if they didn’t I thought they were bad teachers. This
observation reassured me that I do want to work with children. I enjoy their company and
enthusiasm. It’s amazing how no matter how terrible of a day I’m having, when I see that I make
children happy, my problems aren’t so bad. I love being able to spark joy and interest in others. I
would like to observe older students to make sure I know exactly what and who I want to teach.
Before final grading for EDU 201, EDU 202, EDU 203 courses can occur, the CSN student
must submit their completed Field Observation Activities Packet to their CSN Instructor for
grading, AND turn in their validated “Field Observation Time Log” and “Field Observation
Student Evaluation” sheets. The CCSD cooperating teacher must also email the student’s
CSN Instructor before the final exam date. The instructor’s email can be found on the first page
of this packet. (pass/fail for the student)

Remember to save this completed packet in digital form, or as a hard copy for your
Education Capstone Course, (EDU 299)