ASSIGNMENT 1 (Observations): After arrival, take a seat in a nonintrusive location to begin your

classroom observations. Complete the questions below:

Observation 1: What are your f irst impressions of the classroom environment? Is it warm, inviting,
organized, etc? Describe the physical environment in detail. >>>

The classroom environment is extremely warm and inviting. There are many colors around the
walls in posters and student assignments. The room is a bit dark as the windows have blinds,
but the decorative lights around the student assignments slightly brighten the room. The lights
on the wall mixed with the slightly dark room bring a calming mood within the class. The layout
of the classroom is open as students have the necessary room to transition.

Observation 2: Please describe the student make-up of the class, including gender, ethnicity, ELL,
students with physical challenges, and any other apparent attributes that are important to note. >>>

There are four students total in this class, including three boys and one girl. All the children
within the class have autism. Two of the male African American students are non -verbal and
express feelings physically, not in any harmful way. The other male student, who is Asian,
learns words gradually. He is also non-verbal, but not entirely; it just takes him longer to learn
words. There is also a girl whose ethnicity is European within the classroom who is very verbal
and intelligent compared to the other students but has a low IQ. She learns more rapidly than
the other students but also forgets things quickly.

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

Dream big, be ready to learn, use kind words, follow directions, always do your best, listen
carefully, raise your hand to speak, be a friend, believe in yourself, leave a little sparkle
wherever you go.

Observation 4: Does the teacher enf orce these posted rules? Are rewards or consequences being used
f or compliance or noncompliance? >>>

Mrs. Shepard does enforce these rules through class time. She rewards students with tokens
and praise when they follow directions and specifically tells them what they did right. For the
students who do not follow directions, she lets them know why they are not receiving a reward
and how they can improve.
ASSIGNMENT 2 (Classroom Layout): Use graph paper or drawing software to create an accurate
overhead view, labeled drawing, of your assigned classroom before answering the questions below

Storage Cabinet Bag Hooks

Timeout
Microwave

Desk
Sink/

Desk

Whiteboard/ Projector
Computer

Learning
1-on-1
Area

Desk

Student
Desks

Shepard’s
Free Time Area

Desk

Mrs.
Reading
Area

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

Students are usually in the desk area when doing workbook assignments. When students have
their free time, they go to their designated area to take a break after doing individual lessons,
depending on what they want to do. The space in the classroom is used ideally as students
have different areas to keep them busy.

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

The only thing that I would change in the physical arrangement of the classroom is Mrs.
Shepard’s desk. Her desk faces the opposite direction of students, which can be difficult when
constantly turning around to check on them.
ASSIGNMENT 3 (Instruction): Observe any instructional time in your assigned classroom, and record
your observations when presented with the questions below:

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

9:10am-9:30am-- Morning Meeting

9:30am-10:00am—Morning Work
10:00am-10:10am—Free Choice
10:10am-10:45am—Reading/ Lexia
10:45am-11:00am—Recess
11:00am-11:50am—Specials
11:55am-12:30pm—Lunch/ Recess
12:30pm-1:00pm—Read Aloud/ Activity
1:00pm-1:10pm—Free Choice
1:10pm-1:50pm—Math/ ST Math
1:50pm-2:00pm—Free Choice
2:00pm-2:30pm—Board Games/ Math Games
2:30pm-2:55pm- Go Noodle/ Recess
2:55pm-3:10pm—Clean Up/ Dismissal

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

Instruction is usually done in whole groups for general lessons since the class is small. During
Specials time, students have individual instruction to address their individual needs. This is
when Mrs. Shepard and her assistant Mrs. Moon does one-on-one time with students
separately.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style? >>>

I believe Mrs. Shepard’s teaching style is perfect for engaging all students. She is up and
moving while guiding students through their work. She also keeps an eye on students this way.
She then rewards students when they’re doing their work and corrects them when they’re not
cooperating.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples. >>>

Mrs. Shepard incorporates the sensory modalities when she does individual instruction with
students depending on their IEP. An example of Kinesthetic, Visual, and Auditory modalities
includes watching videos of people dancing and singing the alphabets with the letters popping
up as they do it (students follow along, dancing and singing). An example of the Auditory
modality includes students doing a knowledge check on iPad with an app that reads out
answers to students when they choose it. Lastly, an example of Visual modality includes having
students draw what objects remind them of a specific letter.
Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented?
Please explain. >>>

Students seem to be engaging and want to get praised by the teacher. They are more likely to
engage in group work and not independent work. During group work, they are all doing
something together, and during individual work, they end up sitting there and not doing the
assignment.

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

There are no students isolated from the class, but one of them learns differently from the rest.
She is technically a higher grade level and knows more advanced work. Also, she does not need
extra attention because she is verbal.

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

I think instruction is efficiently managed because it is not too extensive, so students tend to
cooperate throughout the whole time. Students participate in group work and instruction
throughout the day and then do an individual assignment that focuses on their unique strengths
and weaknesses.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period
to another, and are these transitions efficient? >>>

Mrs. Shepard handles transition by giving students break time. Students can go on an iPad or
bounce on a ball in the free activity area during this time. I think this is efficient because it gives
students time to recharge after instruction 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? >>>

Mrs. Shepard attempts “attention-getting” by counting down from the number three. This is
usually effective if the student is not frustrated. If a student gets frustrated/ angry, this does not
work. If this is the case, the teacher uses repetition and raises a stern voice.

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. >>>

Mrs. Shepard deals with many different behavioral types. She deals with students who do not
want to do their assignments when angry. She handles this by being consistent with
instruction/ direction. She also gives them extra breaks to cool down. She then praises them
after for letting her know their feelings. Students have a hard time coming back from break time
and get mad when needing to get off the iPad. Mrs. Shepard addresses this by taking away
privileges of using iPad for the day.
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. >>>

A procedure that Mrs. Shepard put in place to help with instructional time is the token system.
Students get a token when they follow directions which acts as an award. Student like it when
they get an award, so they follow along during lessons.
ASSIGNMENT 4 (Culture): Using the information provided below, carefully observe and evaluate the
culture of the school where you are assigned to observe. Remember you are evaluating the school for its
educational culture, place of learning, sense of safety, invitation for learning, promotion of 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. >>>

The school property creates a safe feeling for students as there is an open layout on the
outside of campus with gates to keep playing areas secure. Although there are not many
grass areas, this is replaced with a desert landscape with trees that stand in the front of
campus, creating shade areas. Also, some crosswalks direct to the front of the school
building, making a safe way for students who walk to school.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall
colors and decorations and entrance security. >>>

The interior of the school contains hallways full of colorful posters and class president
runner-ups. There are also many bright lights in halls to help guide students without
fear. Many decorative colors and items fill up the walls, which brings a livelihood to the
school. The environment is filled with joy and opportunity.

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 "We take pride in ourselves, our school, and our
community. We have the power to succeed. We perform to our highest potential every
day." The motto is "Pride, Power, and Performance." Lastly, the mascot for this school
is superheroes.

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in
other areas of the school. >>>

The staff and visitors can be identified easily as the office layout is very open and
welcoming. The staff is kind and willing to help, which can also be said with student and
faculty interaction.
 3. Look at the formal practices: School bell schedule, and the grouping of students. (ie. grades,
block scheduling, periods) Does the school use inclusion, or a pull-out program for special
education students? >>>

The school bell schedule is different from what the students follow, depending on grade.
Although the bell still rings at certain times, students do not follow it correlating with
recess, lunch, etc. Students are grouped by grade and do not have a block schedule.
Also, the school uses inclusion programs but has certain Special Education classes
which are just for special needs students.

4. Observe student-to-student interactions, inside and outside of the building. Observe where
students gather to socialize – lunchroom, halls, playground, etc. >>>

Students are always happy when they can interact with each other outside of the
classroom. Depending on their grade level, most younger students are on the
playground during recess time. Other older students like to hang out in open areas free
of big groups of running students.

5. Examine school traditions, achievements and awards; community recognition or community

partners; extracurricular activities/clubs and athletics. Look for and document sources of
community pride and sense of identity through ceremonies, assemblies, trophies, and artifacts.
>>>

Stuckey Elementary School is a strong candidate for the National Blue Ribbon Award.
This school is recognized as dynamic and scored with five stars. The school is also in
the top five percent for test scores in the state of Nevada. In addition, the student body
is diverse, and the extracurricular activities include music, art, and sports. Lastly, the
ratio of student to teacher is 19:1.

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. >>>

Mrs. Shepard’s expectations for learning and success are for students to believe in
dreams and accomplish them. She is also very interactive with students and has a great
relationship with each of them individually. She is also very attentive and outgoing as
well as determined. These are all excellent traits for her role as an educator for special
needs students because it contributes to her educational instruction.

2. Evaluate the level of student participation in the class. Who participates? Who does not? What
modifications, accommodations, and/or inclusion techniques were observed? >>>

Out of the four students in the class, three of them, the males, are unpredictable as to
when they will participate. They are usually like this at the beginning of instruction time
when transitioning from break time. Mrs. Shepard is actively engaging and rewarding
 students when they join, so they end up participating more. She does this by constantly
asking them questions individually.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of
power, tone, frequency and reinforcements. >>>

Teacher interaction with students is firm when need be. All teachers have the same
amount of power and strive for students to be more aware of themselves and their
surroundings. Some reinforcements that Mrs. Shepard uses when students are not
listening include taking away break-time items that students like to play with. These
items may include iPads and bouncing balls.
ASSIGNMENT 5 (Cooperating Teacher Interview): Complete the questions below by interviewing your
cooperating teacher during a convenient time. Include any school documents that your cooperating
teacher will allow you to photocopy for your packet.

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

The primary reason why I became a teacher is because I enjoy being around children and helping and
watching them grow to be successful. The biggest reward is seeing my students reach their IEP goals
and making positive impacts on their lives.

Interview Question 2: What are the main challenges you face as a teacher? >>>

The main challenges I face as a teacher include not having enough time to meet individual student
needs in the day. Also, not always having the resources needed to get the job done efficiently.

Interview Question 3: What is the best part of being a teacher? >>>

The best part of being a teacher is watching the day-to-day growth in my students and the relationships
in my students; also, the relationships I form with their families.

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

Students have assigned seats that they pick at the beginning of the school year.

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

Due to my student's individual goals, the only group activity is during the morning meeting.

Interview Question 6: Beyond standardized testing, what assessments do you use regularly? >>>

I use core phonics, DRA, student work samples, and AIMS web.

Interview Question 7: What requirements are placed on you for reporting progress to parents? >>>

I am required to send home progress reports on their child’s goals at the end of every quarter.

Interview Question 8: How often do you interact with a student’s parents in person, and what type of
discussions do you typically have? >>>

I interact everyday with my student’s parents. We discuss any problematic behaviors, good behaviors,
and how their child’s overall day was at school.
Interview Question 9: How much grading do you complete on a daily/weekly basis? >>>

I do not do grading, I keep data on IEP goals, and that is weekly.

Interview Question 10: How long does it take to prepare lessons for the day/week? >>>

I prepare lessons for a month at a time and each student has work that tie into their IEP goals.

Interview Question 11: What procedures or strategies do you use to maximize instructional time? >>>

I have students work on independent tasks while my assistant and I work one-on-one with other
students.

Interview Question 12: What positive reinforcement programs have you had success with, and what
behavioral consequences seem most effective with this age group? >>>

I utilize a token board to reinforce target (wanted/appropriate) behaviors. Consequences depend on

what the student is working for, and that could be taken away.

Interview Question 13: How are specialist teachers involved in the instructional planning process? >>>

N/A

Interview Question 14: How often are you evaluated, and what measurement tool is used by the
administration for determining your teaching performance? >>>

I am evaluated once a year.

Interview Question 15: What consequences are there if your evaluation is not favorable? >>>

Not sure, I believe an action plan is created.

Interview Question 16: What types of support do you receive instructionally, financially, or professionally
from the school, parent organization or school district to enhance instruction? >>>

I receive trainings in my focus area of autism. I have special ed funds to help buy resources for the
classroom.

Interview Question 17: What surprised you most about teaching as a profession? >>

That it never feels like I am going to work because I love what I do.
ASSIGNMENT 6 (Observing a student): Discretely observe one student in your assigned classroom
during an extended period of direct instruction.

Detail what was going on in the environment, and what you observed the student doing while the lesson
was being given. Make sure to document ALL behavior in relationship to what was being presented by
the classroom teacher. Please describe the setting, the lesson that was given, if the student was on task
and engaged in the lesson, and what you uncovered about putting yourself in a lesson from the student’s
point of view. >>>

During math time, I observed a non-verbal male student named Marcus. Mrs. Shepard was doing a
one-on-one lesson with him and asked him to press the number she would say on his iPad. He was
actively engaging with her and getting all the answers correct. While he was getting the answers right,
he would smile as Mrs. Shepard would praise him. Since he answered 1-30 correctly without any
disruptions, he could choose what he wanted to do/eat for his next break. If I were to put myself in a
lesson from Marcus’ point of view, I would uncover that although it is a bit difficult to process, I would
get a reward if I engaged and participated. This would motivate me to try harder and get the lesson
done so I could get a reward.
ASSIGNMENT 7 (Summary): Thoroughly summarize and reflect upon your entire 10 hour Field
Observation Placement.

>>>

When stepping on the campus of Stuckey Elementary School, it felt as though I was being invited into a
welcoming community. During the pandemic, I had not been out of the house much, so engaging with
students and teachers was something that I longed for. I have learned many things about the student
environment as well as IEP goals being accomplished in action. During my observation, I learned that
autistic students have very different situations that affect their instruction and what they will do during
individual lessons. The way these students have their daily schedules is entirely different than general
education students. In between their tasks, they have break times when they can play on their iPad or
go into the play area to bounce on yoga balls. I believe this strategy keeps students engaged in their
work and not be mentally exhausted after lessons. I also have seen that praising a student is an
excellent way to reward them as well as the token system. These are strategies that Mrs. Shepard uses
daily with her students that keep them participating. I was amazed at how different the instruction goals
are for autistic students to be successful and meet their IEP goals.
COOPERATING TEACHER INFORMATION - CSN FIELD OBSERVATIONS

Dear Cooperating Teacher,

Thank you for assisting in the preparation of a new generation of Nevada teachers. Our education majors are
required to complete 10 field observation hours in these courses:

EDU 201 Introduction To Elementary Education

EDU 202 Introduction To Secondary Education
EDU 203 Introduction To Special Education

This class is where many of our students actually make the decision whether they will continue further study of
the profession. We appreciate you joining us in providing these students with a wonderful first experience in
the classroom. If at all possible, please utilize the student to assist you in supervised classroom instructional
activities if you deem them ready.

We are hopeful that the information we have enclosed with this letter, which has been approved by the Nevada
College Consortium, will help you with a clear sense of how this field experience works.

When the student has completed his/her required observation hours, please complete and sign the “FIELD
OBSERVATION TIME LOG” and “FIELD OBSERVATION STUDENT EVALUATION” (along with the student).
Then, return these two pages to the student who will submit them to his/her professor. For your convenience,
the student has provided you with CSN contact information below. Please contact the CSN instructor if there
are any questions or concerns.

Also, before a final grade for EDU 201, EDU 202, or EDU 203 courses can be assigned, the CSN professor
MUST receive your official email verification that the student successfully completed his/her 10 hours. Please
also “cc” the student on this email as soon as the student has completed the 10 contact hours. The student
WILL NOT receive a final grade in the course until the email is received from you.

CSN Course # & name: >>> EDU 203

CSN Professor: >>> Dr. Dale B. Warby

CSN Professor’s phone: >>> 651-4189

CSN Professor’s email: >>> [email protected]

Student’s name: >>> Anela Gonsalves-Park

Student’s email: >>> [email protected]

Should you have any concerns or questions about this process, please feel free to contact the instructor
directly, or the CSN Education Department at: (702) 651-4400.