Field Observation 3
Field Observation 3
Instruction Question 1: What is the posted daily schedule for different subjects or periods? >>>
Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual? >>>
Instruction is given to the whole class, then it’s broken up into small groups where some
students do break and others work on their assignments at the teacher desk.
Instruction Question 3: How would you describe your cooperating teacher’s teaching style? >>>
I would describe my cooperating teacher’s teaching style as very activity styled. She did lots of
activities and liked working with students in groups.
Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples. >>>
Ms. Keeley used the kinesthetic sensory modalities (learning style) a lot. The students were very
hands on like students would do puzzles, build the metal blocks, playing board games, making
a skeleton finger. They were very hands on.
Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented?
Please explain. >>>
The students did seem engaged in the lesson(s) although they’d much rather do their breaks
they finished their assignments all the way through. Everyone was actively engaged during their
math lesson using a website called freckle math.
Instruction Question 6: Are there any students isolated from the rest of the class for any reason? Why?
>>>
Students usually isolated themselves during breaks especially when going on the IPads they
preferred being isolated, they would sit on the bean bags by themselves, sit in the corners of
the room, etc.
Instructional time was managed efficiently the teacher would give out instructions and make
sure everyone was set up and would use a video timer to manage time. She would also give
students a heads up so they knew where they were going or what they were doing next to make
sure to efficiently use time.
Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period
to another, and are these transitions efficient? >>>
The cooperating teacher handled transitions from one subject to the other very smoothly after
the break, she gave everyone a heads up of where to go to next. For example she would go up
to a student and say “he teachers desk in 5 minutes” and stuff like that so the students were
able to efficiently transition.
Instruction Question 9: List ways that the teacher attempts any “attention getting” commands? (Ex:
Countdown, Light flicker, Heads on Desk) How effective are they? >>>
The teacher calls out “class, class” to get the students attention and it’s effective all the
students put their attention on her.
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. >>>
Specific behavior issues that the teacher has to deal with is when students play a game during
break time they usually get frustrated with each other or with their work. The teacher deals with
this behavior issue by giving choices for example, she goes you can either do your work now or
get your IPad locked. The kids love the IPads so it definitely works.
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. >>>
I think there was one procedure that both helped and hindered instructional time which was the
breaks. The breaks were helpful because they helped the student transition into the next task
but it hindered it because it took away on work time.