Assignment 1:

Observation 1: What are your first impressions of the classroom environment? Warm?...
Friendly?... Organized?... etc. Describe the physical environment in detail.
The environment is warm, friendly, and funny. The classroom is neat and organized as
well. It is very put together and I can tell a lot of time and thought go into the process of making
the classroom proper.
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.
The class is made up of many different ethnicities. The makeup of the class is more boys
to girls, but they are spread out and the students are not separated based on their ethnicity or
gender. They are spaced out by their challenges, and who will learn better off of each other.
From what I can tell the children have no physical challenges, but some do struggle with their
reading skills.
Observation 3: What are the posted rules in the room? (exactly as written)
To be kind, responsible, and safe.
Observation 4: Does the teacher enforced these posted rules? Are rewards or consequences
being used for compliance or noncompliance?
Yes the teacher is enforcing these rules. If a student follows the rules and directions
given to them they are given dojo points. If the student disobeys they lose a dojo point or
multiple depending on the severity.

Assignment 2:

Question 1: Describe the workflow of the room. Is the space used efficiently?
The class flows very smoothly. She doesn’t jump around with her topics. She finishes
one thing and then moves on to the next. She is very repetitive with things she wants her
students to remember. I think the space is used efficiently because she doesn’t stay in just one
spot. She teaches and moves. She also allows the students to read or do other assignments on
individual work time anywhere in the room as long as they are being productive.
Question 2: In your opinion, how can the physical arrangement of the room be improved?
In my opinion, the only physical arrangement I can think of is moving the reading area
around so that there is more space for the students to move about.

Assignment 3:

Instruction question1: What is the posted daily schedule for different subjects or periods?
 -ELA: 9-10:50
-SS/SEL: 10:50-10:55
-Lunch: 10:55-11:15
-Recess: 11:15-11:25
-Writing: 11:25-12:15
-SS/SEL: 12:15-12:25
-Specials: 12:25-1:15
-Intervention: 1:15-1:45
-Math: 1:45-2:55
-SS/SEL: 2:55-3:10
-Go home: 3:11
Instruction question 2: Is instruction done in small groups, centers, whole groups, individuals?
Instruction is done in small groups, whole groups, and individuals.
Instruction question 3: How would you describe your cooperating teacher’s teaching style?
Interactive with the use of technology, and personal.
Instruction question 4: Does the teacher incorporate the sensory modalities (learning styles)? If
so, give examples.
From what I could see the only modality she uses is sound. When she is teaching the
students new vocabulary words she has the students repeat the words in different voices, and
claps them out.
Instruction question 5: Do the students seem engaged in the lesson(s) that are being
presented? Please explain.
The students do seem engaged when the teacher is making it fun for them. When they
can giggle and for the most part be themselves. Outside of that I do not see the students that
engaged. Some of the students seem to not be present in what is going on around them.
Instruction question 6: Are there any students isolated from the rest of the class for any reason?
Why?
Not really, but when they do not participate in an activity or discussion they are singled
out.
Instruction question 7: Is instructional time managed efficiently? Please explain.
I believe that the instructional time is managed efficiently. When she teaches something
she usually starts it off as a group discussion or lesson and then has the students break off into
their groups or by themselves.
Instruction question 8: How does the cooperating teacher handle transitions from one subject or
period to another, and are these transitions efficient?
She uses a lot of “attention getters” and makes sure the students are listening before
she moves on. I think this is efficient, but can also be harmful to the students who are already
ready to move on.
Instruction question 9: List way that the teacher attempts any “attention getting” commands?
(Ex: Countdown, Light flicker, Heads on Desk) How effective are they?
She uses countdowns, saying “tracking Mrs. Jackson go”, and having their chests to the
table.
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.
The only behavioral issue I noticed was her students not listening. When the students do
not listen she takes away dojo points and if it is a class issue she takes time away from recess.
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 the use of instructional time.
I do not think there are any policies or procedures in place that help or hinder
instructional time.

Assignment 4:

Physical characteristics:
1. Consider the school property: building, grounds, fencing, equipment, landscaping, trees,
parking lot, crosswalks, gates, signs and symbols.
New, updated, the grass is semi alive, the parking lot is small.
2. Next, study the interior of the schools; halls, floor covering, lighting, doors, windows, hall
colors and decorations and entrance security.
The halls are covered in student drawings and pictures. The halls are white with
no windows. You can not get into the school without keys or unless the office lets you in
after you have signed in.

Culture of the School:

1. Identify the school’s mission statement, motto, and mascot.
The school motto is, “The love of learning is the greatest gift any generation can
give a child.” Their mission statement is, “We, the community of R.E. Tobler, are
committed to the overall growth and development of our children. We are responsible for
providing a non-threatening, nurturing and challenging environment that enables
students to develop their individual talents and become positive, productive citizens.”
Their mascot is a tiger.
2. Analyze staff and visitor interactions in the main office. Note student and faculty
interactions in other areas of the school.
Everyone is very caring and most of the parents I saw seemed to be very
involved.
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 bell is always on schedule and rings twice in the morning, but I never heard it
again after that. The school does use a pull-out program for their students. I noticed in
the class I was observing there was one student who got pulled out for help with her
reading comprehension skills every day. They also had assistants who pulled students
out for their site words and also students who were involved in the GATE program.
 4. Observe student-to-student interactions, inside and outside of the building. Observe
where students gather to socialize - lunchroom, halls, playground, etc.
From what I could see from my time there the students gathered almost
anywhere. In the class I was observing in specifically they would gather by the bookshelf
the most and would socialize while they were picking out a new book to take a quiz on.
5. Examine school traditions, achievements and award; community recognition ot
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.
The school really focused on being kind a responsible. They always did be kind
awards every week and they dedicate a whole week just to respect. The kids get to go to
socials when they get nominated for being kind every week.

Culture of the Classroom:

1. Look for teacher(s) expectations for learning and success, interactions with students,
and his/her personality.
She expects her students to think about what they are learning and to ask
questions if they do not understand. She is also a very bubbly, energetic, and happy
person. She is very respectful and is always willing to help her students.
2. Evaluate the level of student participation in the class. Who participates? Who does not?
What modifications, accommodations, and/or inclusion techniques were observed?
Majority of the students in the classroom participate. There was a handful that
seemed disengaged and when she would notice that she would always pull them up to
the front to get them to participate or move their seat to a table where other students
seemed more engaged in what was going on.
3. Evaluate the interactions between teachers and students, rapport, cohesiveness,
distribution of power, tone, frequency and reinforcements.
I have noticed that teachers are always caring and kind towards their students. If
a student is misbehaving they are only stern with the student. They never yell at them.
They all treat each other with respect.

Assignment 5:

Interview question 1: What was the primary reason you became a teacher?
The schedule was great because of my son and because I like kids.
Interview question 2: What are the main challenges you face as a teacher?
Time management and trying to teach to everyone's level.
Interview question 3: What is the best part of being a teacher?
 When kids get excited about learning something or telling you that you are the best.
Interview question 4: How do you determine where students sit in class?
I put kids that need to be reminded of stuff up front. I also use the Kegan Strategy and
keep them in groups.
Interview question 5: How do you determine the members of any flexible groups?
From data you get from maps or teacher observation.
Interview question 6: Beyond standardized testing, what assessments do you use regularly?
Success criteria, exit ticket, and google classroom.
Interview question 7: What requirements are placed on you for reporting progress to parents?
Class dojo and infinite campus, and we send home unsats.
Interview question 8: How often do you interact with a student’s parents in person, and what
type of discussions do you typically have?
Just at family events.
Interview question 9: How much grading do you complete on a daily/ weekly basis?
Try to get 2 math and 2 reading, but in all honesty I have a big pileI just try to get done.
Interview question 10: How long does it take to prepare lessons for the day/week?
Few hours a week.
Interview question 11: What procedures or strategies do you use to maximize instructional time?
Lots of attention getters and countdowns and stay at school folder.
Interview question 12: What positive reinforcement programs have you had success with, and
what behavioral consequences seem most effective with this age group?
Class dojo and filling of marvel cards and they pick class jobs. If they get a compliment
they get a reward.
Interview question 13: How are specialist teachers involved in the instructional planning
process?
They are not.
Interview question 14: How often are you evaluated, and what measurement tool is used by the
administration for determining your teaching performance?
One scheduled observation a year and random pop ins they use NEPF.
Interview question 15: What consequences are there if your evaluation is not favorable?
They do intervention and have someone come work with you.
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?
The district gives you $174 usually parents will donate and if we really need it the
principal helps.
Interview question 17: What surprised you most about teaching as a profession?
Lack of parent involvement.
Assignment 6:

When I started observing this student they were reading a story with the teacher which
later turned into independent work time. The student I was observing seemed to have trouble
staying engaged in the story. During this time the teacher was reading the story and after
reading a certain part she would ask the students questions or she would ask them to point out
a key detail about something she had just read to them. On more than one occasion this student
was called upon and he could not answer her questions. The questions seemed very straight
forward, but if you were not paying attention to what was being read you would not be able to
answer the questions. Instead of paying attention to the story I noticed this student was just
flipping his book and then close it until the teacher said something to him. I noticed by watching
this student that if you are not involved in the actual assignment, it is very hard to stay engaged.
I am 20 years old and if I wasn’t reading the story myself I do not think I would have been able
to stay engaged.

Assignment 7:

The field observation was an amazing opportunity for me. When I was still in high school
I would go into my old elementary school teachers classroom and help out with her students,
but it was different to actually learn from another teacher rather than just helping out. I found out
that my teacher had struggled finding her calling as well and it helped me come to terms with
the fact that it takes some people longer to find their calling. She gave me a lot of advice and
always made sure I knew I could ask any questions I had. It was nice to be able to take notes
on ways she taught as well as finishing these assignments. She was constantly asking me if I
understood why she did something a certain way and why it was a good idea. It was an
extremely amazing opportunity to go back to the elementary school that I used to go to and see
how different things were. These 10 hours were the best part of this class I wish we could have
done more field observation and because of the field observation I think I am going to try to
shadow one of my old teachers to get more insight and more practice in the field. I really
enjoyed our field observations and I cannot wait to be able to do more in the classroom setting.