Tiffany Cence

Field Observation Notes

10/13-14/14

Observations began at 7:28.

Sat in 2 different English rooms for Homeroom. Open presentation with Be a
duck- life advice
Student escorted me to room.
Office did NOT ask to see my clearances - struck me as odd

Observation 1 Art III w/

1 student has selective mute-ism *Does not talk teacher interacts with him
regardless and helps to involve him when other students ignore him
Academic goal is to work on their current art pieces with guided instruction from
the teacher.
This is an advanced art class (Art III) with only 9 students so the teacher is very
free on letting them come in and work on their projects.
The students are involved and excited to be here, often full of life.
Objective and standards are stated in lesson and known to all students who came
in and began to immediately work on their pieces from previous class.
When the student has a question, the teacher is sure to guide the student with
possible solutions without blatantly telling her what to do.
The teacher engages students by holding personal conversations that still relate
back to school (NHS)
Technology is not used in this setting due to it being a hand on art course.
Teacher just offered to help student mix colors together while he worked on
another part of his project.
Teacher in now engaging with students on their Halloween costumes and a
personal creepy experience that the students are relating to, but now brings in
back in by asking a student what pattern she is following on her project.
The teacher is differentiating observations by group sitting in the room. The larger
group that seem to be friends and are actively talking are the ones she provides
personal conversation with. The group of 2 who are set aside are the ones she
offers help to and tries to get them involved. The solo student with selective muteism is one student who she often lets work on his own so she does not disrupt him
but still brings him into the conversation on occasion so he does not feel
excluded.
I find it particularly effective how the teacher can interact with the students but is
still able to keep them focused on their set task so they continue to make progress
on their project.
The teacher also provides extreme artistic freedom to the students on their
projects. For example when a student would ask for permission to add something
to their projects, the teacher would tell them it doesnt matter, it is their project
and they can design it however they feel seems fit.
There seems to be a very comfortable/personal relationship between the teacher
and students however the teacher also continues to hold a sense of
professionalism over the students to where it is obvious that they respect her.

Tiffany Cence

Field Observation Notes

10/13-14/14

The students projects are very cool an idea the teacher came up with herself
A large round Styrofoam ball with 3 versions of charactures on them and a
background filled in to represent the student working on the project.
A student walked in talking about how Art is the best period of the day and asking
to be saved from physics. Students definitely enjoy her class.
The teacher also does not sit at her desk the whole time; she will sit down at the
tables the students are sitting at.
Compliments what students did well.
Teacher now moved to a different table (less chatty) and is holding a quieter
conversation with the 2 girls not involved in the larger group.
There is not a set closing because the students know how long it will take them to
clean up their materials, so they begin at the time they find necessary. If a student
is still working and the teacher reminds them of the time and mentions they may
want to begin cleaning up now.

Observation 1b. English 10 w/

Teacher is standing at a podium while students walk in gives this class a more
professional approach yet personal (she is complimenting students)
Teacher begins by engaging students by asking about their weekends and the
weather.
The students question the teacher on why they have to be in school (Columbus
day) and instead of becoming overwhelmed she turns it around on what a nice
long Christmas break they get.
Continues with so now youre smiling! which gives students a positive feeling
about having to be here.
Begins with a first, second, third, approach. With partner blatantly states her
objective verbally and also has it written into steps for the students to follow on
the board.
After her instruction, students partner themselves up and begin to work on the
task at hand. (Completing questions on a worksheet 1-13 + study questions in the
box)
The teacher then walks around from group to group to see how far the students
are and if they need any help with any particular questions.
The students are now on individual work to complete their task while the teacher
stands at her podium observing the students to see if they are having any
difficulty.
When the teacher feels the students conversations are getting off topic, she
restates the objective to bring them back to focus.
Received a copy of the worksheet to include in my presentation.
The teacher seemed to have given students too much time to complete their
worksheet many seem to be done and conversations seem to be drifting to more
personal matters.
The teacher also has reminders on the board for a quiz on Wednesday and a paper
due Friday

Tiffany Cence

Field Observation Notes

10/13-14/14

When the students become extremely loud the teacher asks if the students are
done, they reply that they have a few more questions, however most of their
conversations have pertained to football games and the latest gossip.
The teacher continues to give them a few more minutes for them to try to
complete their worksheet.
The classroom has a lot of academic wall decorations of various colors to help
create a warm and welcoming learning environment.
After a few more minutes, the teacher asks the students to go back to their seats
whether done or not to begin discussing what created suspense in a story.
Before beginning the discussion, she verbally reminds students about their paper.
When she begins going over the worksheet, she calls on students to read the
questions aloud and answer them.
After the students answer, the teacher will discuss the answer more in depth so the
students can receive a better understanding
When a student does not know the answer to the questions, she will ask smaller
guiding questions to get the student to the correct answer.
One thing I noticed is that this specific teacher does not ask for volunteers but
rather just calls out students when she needs an answer. Im not sure I like this
approach because it could cause great anxiety to a student who may not be at the
same reading level as the rest of the students.
Teacher asks students to take out handout and begins to discuss suspense through
character actions. The teacher provided 2 examples and then allows the students
to offer up their examples to the class.
Throughout the class it seems that the teacher does the majority of the talking (the
students are very inactive)
The teacher closes with the reminder of the quiz on Wednesday and to look over
the vocab. Also asks for questions on the paper due Friday.
She ends with writing library passes for students who need to work on their paper.
When instruction is finished the students are able to move about the room and
hold their own conversations.

Observations 1c. Honors English 11 w/

This particular classroom took a very long time to start off. At about 9:26 the
teacher introduced me, and then struggled with technical difficulties for about 5-7
minutes. Although he eventually found a solution, it took away a good chunk of
class time and could have been avoided if the technology was checked prior to
class.
As it would turn out, YouTube itself was not working so that chunk of the lesson
plan got moved until tomorrow.
I then watched the teacher struggle to work his schedule around computer lab
times and the PSATs.
To mention there is a physically disabled student in this classroom who is in a
wheelchair. I talked to her and she seems to be academically and mentally up to
par, however her disability allows her to have an aide that accompanies her from
class to class.

Tiffany Cence

Field Observation Notes

10/13-14/14

The teacher answers questions based on the ACT/SATs for these juniors and then
begins the book discussion by asking students if they finished it and what they
though.
This class seems set up similarly to my Literature of Warfare college course,
where we are assigned readings and are expected to be able to hold an in class
discussion based off of that assigned reading.
When the students begin getting off topic, the teacher brings them back in with
focused discussion questions.
As it would turn out, the physically disabled student seems to be the one
answering most of the focused discussion questions.
The teacher is dressed very professionally yet seems to have a personal
relationship with students. Many students are comfortable with yelling out
answers.
During discussions, the teacher often plays the Devils Advocate in order to help
students develop a strong argument.
When one student is talking, the teacher does a good job at paying close attention
to what they have to say and comments on what they did well in their statement
and then continued to branch off of that into an additional discussion statement.
Teacher also holds an interesting discussions about historical conspiracies that
you could tell really captured the students attention.
You can tell the teacher grades his participation based on involvement in the book
discussion. If students arent volunteering to talk, he will often call on them and
tell them to contribute.
This is very similar to the style of teaching I would prefer with an idealistic
approach.
Moving from a vague book discussion to characters and meaning
The teacher closes discussion by reminding them about tomorrows projects.

* The middle school (jointed with the Elementary) also did not ask me for clearances and
considering they didnt even remember I was coming or know who I was, this seems
extremely dangerous to me. Especially because I carried in a large handbag (holding a
notebook, papers, and a lap top, but I could have easily lied about being here for
observations and had a weapon in the bag. The lack of security was a major concern for
me, especially because I have relatives that go to this school. To know their safety isnt
taken as seriously as it could be was very frustrating. One thing that did happen was

Tiffany Cence

Field Observation Notes

10/13-14/14

while I was sitting on a bench waiting for middle school lunch to be over, a teacher asked
me if I was waiting for someone. I found this to be an effective way for her to see why I
was in the building, but once again, if I was here to terrorize, it would have been too late.
Observations 2 5th Grade History w/
My experience at the middle school began very poorly. I emailed the principal
previously and he replied with Come in whenever and we will set things up.
When I got here, nobody seemed to remember I was coming, no teachers were
informed, and I am now being thrown from middle school class to class without
knowing who I am observing or what class. I was not introduced and had to use
context clues around the room to see what class this was and who the teacher was.
I am not impressed at all with this teaching approach. The teacher sat at his desk
and seemed very disinterested in what the students were doing. The children were
acting up, yelling at each other to shut up and the teacher did nothing to correct
them.
He doesnt talk to them as children, but rather as an object. You can blatantly tell
he is not happy, and this is making the observation very hard to complete. I feel as
if I am not observing anything but a group of 10 and 11 year olds facilitating
themselves with an older man watching them and providing grades.
Another thing that caught me extremely off guard was when I came in; he shook
my hand and said that now he would enjoy this. I assume he means that he will
now enjoy teaching since I am observing but shouldnt you enjoy teaching all
the time? Especially with children
When the students became way too loud, the teacher singled a student out and
asked him what the first word the speaker said was. This I feel was not a helpful
approach. All of the students were talking, and singling a student out at a young
age can cause them to form disinterest.
The activity going on is that the students are presenting their totem poles which
I assume are based off of the story they read to the class
Although I cannot make an official diagnosis, I assume there is an ADHD or
ADD student in this classroom. He is continuously standing up and rapidly
swinging his head back and forth. The teacher ignores him and does nothing to
differentiate.
The teacher is closing by assigning the students homework. He has specific
instructions but does not have them written out so the students will most likely not
have it done completely.
Now many of the students are standing and walking around and the teacher is
ignoring it
Afterwards he came up to me to chat and commented on how 5th grade was
interesting and other remarks. It seems discouraging to see a teacher who
obviously does not enjoy his job.
*As I was sitting in the hallway waiting for lunch to be over to continue observing, a
young girl came up to me from the cafeteria saying she needed her apple. I have a soft
spot for kids, so of course I was going to help her. I asked her where her apple was and
she showed me the door. I asked her what her name was and told her it was very pretty,

Tiffany Cence

Field Observation Notes

10/13-14/14

and she asked me mine and why I was here. I explained to her I was in college and I was
observing classes. We knocked on the door and the teacher inside opened it and began
screaming at the girl that she was not to be at her door, she could not get her apple out of
the room, and that she was to leave and pointed. I then got the door slammed swiftly in
my face. This upset the little girl and she began to cry making her way back to the
cafeteria. My heart broke. I understand the girl was not to be in the hallway (now I
didnt know before I dont work here for all I know she had permission), but the
situation was handled very poorly and I am very dissatisfied with this school.
The teacher who slammed the door and made the girl cry just came up to me to try to
explain that it was the girls fault because she is never where she needs to be, but I
personally believe at this young age, you cannot blame the students just because you
dont know how to handle situations.
Observations 2b. 5th Grade Reading/Spelling w/
Observation of the reading class began at 11:40 after lunch. I watched the students
come in and they all seemed eager to be coming to this particular class. It also
could have something to do with the fact they just came from lunch, too.
Many students came in and started writing something in their notebook, however
more students were jumping around excitedly.
Observing children of this age reassures me that I do not want to teach younger
children, and I would definitely prefer to teach the high school age group.
However even though I would not want to teach this age, does not mean I am
miserable towards the children such as what I have observed here thus far.
The teacher begins his lesson with opening up the spelling list. No hello, good
afternoon, or anything straight down to business. With this particular activity he
is walking up and down the isles while every other student says the next
sequential vocabulary word for language practice.
This is a nice mechanism in order to get students involved they quieted down
quickly and seem to be paying close attention to learning their spelling words.
There is a student who must had moved from another class to this class and is
looking at a different spelling list than every one else (perhaps a below reading
level student) He had the same words in a different order. This messed the teacher
up because he did not know the order of his own spelling list.
There are students asking the meaning of some words and he is ignoring them.
Im hoping he goes over these questions at a later time.
A cute thing that happened is that one of the vocab words was mistletoe and all of
the boys went ewww.
Now the children are getting out their composition books to set up for Week 7 in
ABC order. On the next page they are writing Sentences.
2 students forgot their composition books and he is now throwing terms like
unacceptable at them.
The teacher does a good job at giving verbal transition instructions on what the
students are to do next in order to keep them on track and focused.
While I wait for the students to finish numbering their papers and for the teacher
to continue, I would like to note that maybe this observation was good for me. It

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Field Observation Notes

10/13-14/14

showed me what I dont want to do as a teacher which leaves me for more room
to explore what I want to do.
For 30 minutes of this observation, the teacher actually allowed me to teach. I
have a copy of the worksheet I taught the students. I began by asking them to turn
to the front side and putting their name on the paper. I then read the directions for
the first section and we did an example together. After doing this for each section,
I allowed the students to work on the worksheet individually and walked around
to check in on them if they were okay and answer any questions. I helped them
with vocabulary like aghast by using helpful hints that interacted with them. I
also commented on what they were doing well, especially if they were struggling
that way I could boost their confidence.
I really enjoyed teaching these students, and they seemed much more involved
with the way I went about the worksheet and the approach I had on them rather
than if I sat disinterested at a desk.
When I talked to the students, I kneeled down to get on their level so I did not
come off as a dictator.
The students are now working on their reading level books if they have not
finished, and if they have they are working on the sentence homework. The
worksheet is due tomorrow as well.
The students are now working in their reading books, working on a short story.
The teacher chose one student to read the short story out loud and then as a class
they are going over directions.
The students are now analyzing a graph and answering questions with the teacher
using words like most and least.
Many students seem to like being involved and often raise their hands to answer
questions.
The students are now working on finishing a Unit test (questions 12-24).
When the students finish 24 they are to raise their hand for teacher guidance (have
to skip a section and go to study skills section and the teacher will show them
where to go)
If the students finish the test they are permitted to work on their in class vocab.
The objectives are not posted on the board and I believe the teacher never stated
them to the students Instead he just began with First do this and progressed
from there while working the objectives into the lesson plan throughout the class.
As the students work on their unit tests, the teacher walks around the room to be
sure they are working on the correct thing and make sure they are on the right
track with no questions.
The teacher also stresses the point to refer back to the story when answering the
questions.
As the students work, the teacher sits at his desk and works on other things. Some
of the students obviously had questions and were asking one another for help. The
teacher then states if someone has a question they need to ask him, and a swarm
of students end up at his desk.
I personally see many students sitting with their test open staring off into space. I
feel as if the teacher needs to walk around to keep these students on track and
make sure they arent confused about anything.

Tiffany Cence

Field Observation Notes

10/13-14/14

This is not coherent with the sequence of my bullets, but right now the students
are independently working on their tests and it felt weird to say, My name is
Miss Cence. That is all
When thinking about changing my major, I feel confident with my selection of art
therapy. Today confirmed with me that I do love working with children, just not
so much in the teaching circumstance. I would love to work with young cancer
patients at a place like Childrens Hospital or Saint Judes and help them to use
art as a method of therapy to cope with their terminal illness.
The students now have questions and have their hands raised either to be put to
the next section or have a question answered. One particular girl had a question
and the teacher stood above her while she read the passage trying to figure out
what was going on. Before he walked away he gave her a reminder.
Im assuming the class is ending because the students are beginning to put things
away. The period ended and the teacher tells the students to put away the reading
books and what to do with the unfinished unit test.

Observation 2c. Geography w/

Begins by opening notebooks and beginning with study guide questions to be
answered by the students.
The students are avidly volunteering to answer questions and the teacher seems to
be very joking with this selection of students.
The teacher then put a PowerPoint presentation on the board with questions and
blanks for the students to fill out in their notebooks.
The teacher forgot to tell the students what page to open their books to so this led
to some confusion until they found their place.
When the student answers the question, the teacher moves along the PowerPoint
to show the answer to the whole class so nobody misses it.
The teacher instructs the students to look at page 99 and look at Marco Polos
journey.
The teacher does a good job at directing the students through the map by using
words like right, left, Asia, up, down. This was specifically helpful rather than
North, East, West, and South.
One thing I think the teacher failed to do was keep the students from the start. He
did not introduce me, so the students constantly lost interest in his lesson and
turned to look at and discuss me since I was something not normally in the
classroom. I feel as if he would have introduced me, it would have done away
with the illusion of who is this lady and the students would have been able to
focus on their studies.
I only had to stay in this lesson for 20 minutes, so I was not there for the closing.
When I left, the teacher was asking the students what animals would be found in
this part of the world. This seemed to excite the children an many stood up to
answer the questions. (Maybe the bubble gum idea would be extremely helpful in
this class with penalties put in place if the gum started to be found under the
desk.)
Right as I left, the students turned to page 104 to answer another question
displayed on the white board. The teacher went around and asked each student to

Tiffany Cence

Field Observation Notes

10/13-14/14

point to the answer in his or her book and went around to check if they were
correct.

Field Observation 3 First Grade Lessons w/

When I first got here students were at the bathroom and she showed me to walk
backwards so you can keep an eye on young first grade students.
Already there is a lot going on in this classroom.
She instructs all students to get out their folders to put in a paper to take home to
their parents.
When calling students from their desks to another area in the room she calls them
by table 1,2,3 so the room doesnt become hectic.

Tiffany Cence

Field Observation Notes

10/13-14/14

The use of technology is very potent in this classroom. In the classroom they use a
smart board to help perform their math and counting lessons.
She also uses models to help students count by 1s, 5s, and 10s.
She also uses a student of the day who gets to be the individual to write the
answers on the smart board.
This amazes me because myself, as a first grade student, would never had been
able to use the technology to this extent.
In order to practice their counting schools, they count sunny school days, cloudy
school days, rainy school days, and snowy school days.
When asking students for answers, the teacher also made them answer in
complete sentences to practice their grammar skills.
There dont seem to be any students with disabilities in the room, just fidgety first
graders.
This classroom varies drastically from the other classrooms I have observed so
far. Everything in this room is so much smaller. There are decorative learning
activities hanging on the wall, the smart board is low, holiday decorations, and
backpack cubbyholes.
The teacher sends the students back to their seats with the directions of getting out
a orange colored pencil. Then table 1 can go get their teaching chart, then the
next, and the next.
The teacher gives directions such as top left hand corner but then also says
near the staple in case a student couldnt figure out where she was talking about
to print their name.
The students are now reading a humorous story and she explained what
humorous meant by telling the students that humorous means you will make your
family laugh.
The teacher is now going over all of the various definitions of Saw, to/two/too
The teacher then reads the words aloud and has the students repeat them after her
In order to keep the students actively involved, the teacher has the students over
up ed endings and then put them back on.
Although the teacher is heavily guiding the instruction, the students answer the
majority of the questions and are constantly being brought into the lesson.
When looking at the seating arrangement, there seem to be some students sitting
together, and others are separated who I assume are individuals who get distracted
easily.
When the students read the story, they each read a sentence taking turns.
The teacher walks around placing the students fingers on the story if they seem to
be unfocused.
The teacher seems to have a knack for calling on this one particular student and
glorifying him for how well he reads.
When putting their storybooks back, she once again calls them by tables.
The students often go up to hug the teacher.
The teacher instructs them to open their workbook and to carefully tear out page
51.

Tiffany Cence

Field Observation Notes

10/13-14/14

When the teacher caught a student trying to copy off of another student, she
moves them around so there is a desk in-between them.
The teacher gives very specific instructions when asking the student to do
something, such as right or left, front or back, top or bottom.
When the teacher is explaining something she also uses the chalkboard to
demonstrate what she means.
The students are very trained to reply their answers to questions in complete
sentences.
When the teacher doesnt want the students to be writing, she instructs them to
put their pencils in their desk trays.
After doing examples of each problem, the teacher then allows the students to
finish the front and back of the worksheet by themselves leaving them with
specific instructions. Read, print, fill in the blank on the back. repeated 3
times.
The teacher then goes back to her desk to grade papers while giving the students
time to complete their assignment. She tells them to check their spelling when
they are done because last week she gave stickers to people with correct spelling.
Halfway through the time, she also reminds the students of the directions again,
and uses stickers as a type of bribery for good performance.
After a few short moments she calls the students up by tables to put the worksheet
on her table.
When the students go back to their desk she tells them to put their letter tiles on
their desk
This classroom seems to be constantly moving with little down time
The teacher often also acts as a mother trying to make sure everyone has
everything they need out, shoes are ties, chairs are tucked in, etc.
The students are now putting their letter cards for phoenix in alphabetical order
She then calls the students over by table to sit in front of a mini chalkboard and
the students are giving the teacher different answers for learning.
There seems to be one student who is still at their desk trying to put their letters in
alphabetical order and he seems to be struggling. Perhaps he could be lower
reading level, but the teacher did not wait for him or help him.
After the lesson at the board, the students go back to their seats and spell out
words as given by the teacher.
When the student can see a student is having a hard time paying attention, she
went over and spoke to him quietly not sure what was said.
The teacher also rewards students by hanging their spooky stories in the
hallway if they get a 100%
The students are then told to put the letter tiles in the jar alphabetically and to get
their paper off the white box when they are done.
The teacher is now reading aloud words for the students to practice of their
worksheets based off of the lesson they learned today and they are to cover up
their answers with their cardboard cover as they go.
The teacher does a very good job at pronunciation when needed to read words
aloud for the students to be sure they hear her clearly

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Field Observation Notes

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The teacher often walks around standing above the students to contain authority
and professionalism, however when a student is extremely lost she will kneel
down next to the student to get on their level and try to explain it to them.
When this part of the lesson is over, the students are to put their pencil and eraser
in their box in their desk.
The teacher is rewarding them with extra playtime tomorrow if they get the paper
they did today correct.
A big stress point this teacher seems to use is for the students to use their finger to
follow along on the worksheet so they sty focused.
The students are now getting out their readers and they are looking for the second
purple title on page 4.
They will be reading a story called Jack in the Box on page 36.
The teacher tells the students to practice reading the story with their eyes.
(Silently to themselves)
The teacher also stresses for students to use excited reading voices and tones
when reading poems and rhymes.
The students read the story together aloud an then put the storybook away.
The students are to get in their reading workbooks and go to page 53 and tear it
out, and then put workbooks away.
Then they flip the page over to page 54 and put their name and number date on
page 54 and are going to work on a hippity hop map.
She ended this mornings lesson with packed students grabbing their lunch and
getting in one line and buying students getting in another for lunch.

Observation 4 Lunch and Recess Observations w/

As it would turn out, the school got rid of the stoplight because parents were
complaining.
The lunchroom is divided into 2 sections for the grades as they come in.
I stood near the stage with a few other teachers and helped students open
complicated packages as they raised their hands and allowed them to go to the
bathroom and grab napkins, spoons, etc.
The students seemed very happy during lunch and it often became very loud.
At the end of the lunch period, I dismissed each table to throw their garbage
away, return to their seats, and put their heads down until their teachers came and
got them from the lunchroom. Many students had a hard time being quiet and then
got sent to another table for punishment.
The teacher is unsure if we are going outside for recess due to it clouding up
outside.
It is decided we are going outside for recess, however there is a slide that the
janitor is cleaning so it is soapy, and we are required to keep the children off of
that particular slide.
Observation 5 Special Education w/
The principal talked to me about how they try to include their learning support
students with specials, lunch, and recess.

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Field Observation Notes

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Currently the students are at specials, but I am chatting with the teacher.
She comments on how much fun this is and Im actually really excited to begin
interacting with the students.
There are 4 students, 1 is a half-day so he is gone. The ones I will meet are 2
autistic and 1 Down syndrome.
The students are all kindergarteners
1:10 the students come back
Teacher is against worksheets likes hands on activities
Students do not like cutting and gluing
The students are working on a worksheet where they will glue their name, the
date, and what their special was on a piece of paper in order to see if they
remember. The teacher then writes one positive thing on the worksheet to be sent
home to the parents.
This is considered the communication mechanism between the teacher and the
parents
However the teacher is required to hold a communication notebook between one
of the parents by request.
After the students complete the worksheet, they get playtime until they go back to
their class, which I will follow.
One of the students just came back from their special and ran into the room and
went straight to the trampoline. He was bouncing and giggling and it was amazing
how something so simple made him so happy.
He is now looking at books and his aide is explaining to him what he is looking at
it. He is talking about a puppy book now.
The student pulled out a piece of foam from the trampoline and is now being a
shark.
Another girl came back and she is sitting with her head down.
The student wanted to play with blocks and the teacher said after the worksheet.
He got upset and his aide distracted him with a puppet.
Another boy came in and came right up to me saying hi! I said hello and he asked
me whats that? referring to my computer. I told him a computer! and he ran
away laughing
My heart is melting, this is so sweet
dddCHYBV XSAL One of the children typed that on my computer
The students are working on their worksheet and the one child, Drew, spelled his
name aloud correctly. The one child struggled with the date, and the other girl is
sleeping.
The one aide is doing the paper for the sleeping girl
is being very patient waiting for his turn
was also able to identify that he went to music class when given options
The children are now playing with blocks and they are playing very nicely. They
became super excited when they got to dump them on the table.
The one aide is singing a song to the down-syndrome child and he sits there
patiently and says AGAIN! When she finishes
The one autistic child is now screaming, very upset not sure of the cause

Tiffany Cence

Field Observation Notes

10/13-14/14

The teacher is handling the situation very calmly and relaxed

The one girl just came up to me and looked at my computer so I put on face time
so she could see herself. This fascinated her like something wonderful. She started
putting her doll in front of the screen and singing and coming back.
The one girl yells when she goes to the bathroom
The students are now going to go have a snack they did not like the pudding and
this greatly upset them
The one girl found and apple and wandered around the room
I am now back in the room without the students talking to the teacher