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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: Karen Phetdaovieng

CSN Course: Edu 203

Professor: Patrick A. Leytham

Professors email: [email protected]

CCSD School: Eva M. Wolfe Elementary Cooperating Teacher: Mrs. Cook

Save this completed packet for your Education Capstone Course, (EDU 299) and pay
particular attention to items marked with an (* asterisk) as these will be especially helpful in
completing your Classroom Management, Diversity, and Differentiated Instruction presentation
in EDU 299. Your CSN instructor will let you know whether you will be handwriting directly in
this packet, in a separate reflective log, or word processing responses to the following
requirements and assignments.

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BEFORE ARRIVING ON THE FIRST DAY...

1. Contact your assigned school by telephone and ask the office manager, or other
contact person, for the best day/time to come and meet your assigned cooperating teacher. School
phone numbers, locations and other information can be found on the CCSD web site at
http://ccsd.net/schools/
2. Preplan an on-time arrival, and make sure that all interaction with CCSD employees and students is
respectful, courteous, and professional. You are a guest in their school, and a representative of this
CSN class and institution. The school is allowing you to visit to further your understanding of the
profession. It is imperative that your actions reflect a willingness to learn, and are reflective of a future
professional educator.
3. The first half of your field observation/experience will be centered around learning about the school
you were assigned, and focusing on the general and unique characteristics of its culture. You will be
looking at, and reflecting upon things that are going on in the classroom at the grade level or subject
that you were assigned. You are simply observing during this time. Your cooperating teacher will give
you guidance on how, and if, your experience can be expanded beyond these observations when
he/she feels comfortable with your professionalism and skills.

UPON ARRIVAL THE FIRST DAY

Introduce yourself. Since this is your first visit, ask the teacher where he/she would like you to sit
while you complete your observation hours for this CSN Introduction to Education class. Show the
teacher this Field Observation Activities Packet, your Field Observation Time Log and
Cooperating Teachers Field Observation Student Evaluation pages. Let the teacher know
that you will be asking him/her to verify your hours of attendance each time you visit, and grading
you after the observation hours are complete.

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ASSIGNMENT ONE (Observations): After arrival, take a seat in a nonintrusive 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.
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This school was actually the school that I went to for elementary. It is amazing to see how little
things have changed from the time that I was a student there. The school environment is very
warm and welcoming. All of the staff members are very friendly, and some of them even
recognized me even though it has been a few years since I have attended there. The hallways
are very colorful and showcase many of the students work on the walls. All of the classroom
doors are decorated, and the school has a very pleasant environment.
The classroom was quite small, but it was very neat and organized. Every area had a specific
function and was utilized in an efficient way. The room as a whole was very colorful and had
many posters on the walls. One thing that stood out to me was the small area made up of blue
folding mats usually used for gym. I was curious of this part of the room and actually was able
to see its use on my first day of observation.

*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 classroom was made up of seven students. There were four nonverbal students and three
verbal students. Two of these students were high-functioning, while the remaining five were
low-functioning. The class had five boys and two girls. As for the various ethnicities, the
classroom was fairly culturally diverse. There were two Caucasian boys, two Hawaiians who
were brother and sister, one African American boy and girl, and one Hispanic boy. Of the seven
students, one Caucasian boy and Hispanic boy was high-functioning.

*Observation 3: What are the posted class rules in the room? (exactly as written)
Raise hand, work quietly, hands to yourself, do your work, do not interrupt, listen to teachers.

*Observation 4: Does the teacher enforce the rules? Are rewards or consequences being
used for compliance or noncompliance?

Yes, the teacher does enforce the rules. She makes it very clear that the students should raise
their hand and work quietly. She also does not tolerate students not keeping their hands to
themselves. One of the girls would often try to play with my hair, and the teacher would tell her
to stop. If the students are on task and working quietly, they are sometimes rewarded with a toy
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of their choice. The teacher uses a lot of positive reinforcement, such as saying, Good job! or
Good girl/boy!

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 room is very neat and organized. Everything is laid out in its own space and used
efficiently. There is lots of space for the students to roam around and play in. The main table is
where students work and complete their worksheets. This space is also used sometimes for
speech therapy. They eat snacks during breaks there, as well. The computer station is mainly
used as a free time activity, but some students use it as a learning device. The desk in front of
the stress area is mainly for students who are in time out or are not actively participating.
Classroom Layout Question 2: In your opinion, how can the physical arrangement of the
room be improved?
There are no improvements I would recommend. I think the classroom is fine as it is.

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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?
No, there are no concerns regarding safety. There is a lot of room in the classroom to walk in,
and it is fairly evenly spaced.

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?
8:55-9:25 - Breakfast in the cafeteria
9:25-9:30 - Bathroom whole group
9:30-10:00 - Calendar whole group
10:00-11:00 - Reading/Writing centers
15 minute rotation/5 minute free time
11:00-11:10 - Recess
11:10-11:20 - Bathroom whole group
11:20-11:40 - Reading/Writing centers
11:40-11:45 - Clean up
11:45-11:55 - Recess
11:55 - Line up/walk to cafeteria
12:00-12:25 - Lunch
12:25-12:30 - Bathroom whole group
12:30-12:45 - Reading/teacher will read a book and ask questions
12:45-1:20 - Social skills/communication
1:20-1:30 - Clean up
1:30-2:20 - Specials
Monday - PE
Tuesday - Music
Wednesday - Library
Thursday - PE
Friday - Art
2:20-2:30 - Bathroom whole group
2:30-3:15 - Math centers
3:15 - Clean up/goodbye song/line up for bus
3:15-3:21 - Dismissal
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Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?
Instruction is mainly done in whole groups. If a student is not participating, they are given
individual time.
Instruction Question 3: How would you describe your cooperating teachers teaching style?
I would describe my cooperating teachers teaching style as that of a progressive teacher. She
really cares about each of her students and focuses on the feelings and needs of her students.
She understands what engages her students to work and uses this knowledge to help them
learn. She centers her instruction on what her students find interesting and encourages them in
everything they do. She is big on positive reinforcement and always helps her students.

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

One learning style the teacher incorporates in her instruction a lot is musical/auditory learning.
She uses many songs throughout her lessons. For example, when the students learned about
colors, there was a song for each color they learned about. Another example was the calendar
song where they each said good morning and moved their body to different parts of the song
(waving hello, stomping their feet, clapping their hands, etc.)

*Instruction Question 5: Do the students seem engaged in the lesson(s) that are being
presented? Please explain.

Yes, the students seem very engaged in the lessons they are being presented. They all sing
along and all move their body to the songs. All of the students are very energetic and laugh
throughout the songs because they are having so much fun. The teacher sees this and also
makes them even happier by pulling a silly face or clapping along with them.

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

The Hawaiian boy was the only student who was isolated from the rest of the class. He was not
disrupting the class in any way, but he was left alone to sit in the stress area. He sat on the
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mats and played with blocks while the other students were engaged in the lesson. The teacher
did not seem to mind. She just left him to do his own thing. I believe she did this because he is
one of the nonverbal students that is not an active participator.
Instruction Question 7: Is instructional time managed efficiently? Please explain
Yes, instruction time is managed efficiently. The students work well on their own on the
computers or reading books. The classroom is fairly quiet when the students are working on
the computers, playing on the iPads, or reading books. The schedule is followed without any
issues and there are no real problems during instruction besides some students acting out, but
this is a very rare occurrence.
Instruction Question 8: How does the cooperating teacher handle transitions from one
subject or period to another, and are these transitions effective?
The cooperating teacher does not really have any transitions. All she does is announce what
the students are going to be doing next. This is effective because the students listen to her and
know what they are supposed to be doing.

*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 does not really attempt any attention getting commands.

*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.

Some behavior issues that the teacher has to deal with are students having loud outbursts,
screaming, banging on objects, and throwing tantrums. For one of the students who throws
tantrums, she puts a helmet on his head to prevent him from hurting himself. This is the same
student that is isolated from instruction. This student often hits himself and tries to slam his
head on the ground. The teacher deals with the students who scream and make loud outbursts
by telling them politely to stop. If they do not stop, she raises her voice.

*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.
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There is a target behavior on the board. It is a standard behavior chart. The colors are green,
yellow, and red. Green is cool, and red is not cool. This does not really help or hinder
instructional time because the students do not really understand it. It does not effective their
behavior, and it is not really used because of the lack of understanding.

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.
The school property is very nice and clean. The building is large and the grounds are smooth.
There are hardly any cracks or deteriorating parts of the school. There are fences around the
school where the students have recess and line up. The equipment is highly functioning, and
there are no broken pieces of equipment anywhere. The landscaping is pleasing to look at.
There are trees outside of the building and a park next to the school. The parking lot is big
enough. There are multiple crosswalks and signs present.

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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 is very warm and welcoming. The halls are labeled by 10s. The floor
coverings are clean, and little to no trash is on the ground. The school itself is very brightly lit.
The doors are all decorated as different books. There are lots of windows throughout the
school. The halls are full of wall decorations and murals. It is very colorful and bright. The
school mission statement is also found on various walls in the hallway. A lot of green is used in
the main office (entrance security).
Culture of the School: Read, listen and observe to determine the climate, values, and
atmosphere within the school.
1. Identify the schools mission statement, motto, and mascot.
The schools mission statement is Work collectively to ensure a safe, nurturing, and
cooperative environment, where all children have the opportunity to achieve academically,
develop socially and grow emotionally. The mascot is the Desert Suns.
2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions
in other areas of the school.
The staff are very friendly and helpful to those who visit the main office. Students always greet
other teachers and staff in the hallway with a warm smile or wave. In the teachers lounge, they
talk amongst themselves about subjects regarding the school programs and education
department.
3. Look at the formal practices: school day schedule; ages of students; calendar of events; size
of school; grouping of students.
This was not a question in our packet.
4. Observe student to student interactions, inside and outside the building. Observe where
students gather to socialize lunchroom, halls, playground, etc.
Students like to gather on the playground during recess and socialize. In the lunchroom,
students are mainly focused on eating their lunches, so there is little to no interaction in the
cafeteria.
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5. Explain how the school is organized - by grades, departments or not. Are
hallways/classroom labeled?
This was not a question in our packet.
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.
There are lots of student of the year awards, GREAT program awards, and trophies for different
athletic programs. One thing that stood out to me was that now there is a cheerleading team.
When I was a student here, we did not have a cheerleading team. There are lots of trophies
and pictures showcased in the front main hall.
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.

The teacher is very patient and understanding towards her students. She will raise her voice if
students disrupt the classroom and speak gently if they are behaving. She helps each student
individually and is generally very nice.

*2. Evaluate the level of student participation in the class. Who participates? Who does not?
A majority of the students participate. There are only one or two students that do not
participate from time to time. It all really depends on how they feel that day. The teacher
usually leaves them to themselves and does not bring attention to them.

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

The teacher speaks gently and kindly to her students. She uses a lot of positive reinforcement
in her classroom. The students know that she is in power, so when she raises her voice, they
tend to stop what they are doing and behave accordingly.
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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?
She has always wanted to be a teacher since she was a kid. She became a teacher because
she wants to make a difference with the kids.
Interview Question 2: What is the main challenge(s) you face as a teacher?
The main challenge she faces as a special education teacher are the different level abilities in
the classroom.
Interview Question 3: What is the best part(s) of being a teacher?
The best part of being a teacher is seeing the progress the students make through the years.
Interview Question 4: How do you determine where students sit in class?
This was not a question in our packet.
Interview Question 5: How do you determine the members of any flexible groups?
She determines the members of flexible groups by trying to group the higher students with
each other and the lower students with each other.
Interview Question 6: Beyond standardized testing, what assessments do you use regularly?
The assessments she uses regularly are Core Phonics, Aimsweb, KTEA, functional testing,
and ST Math.
Interview Question 7: What requirements are placed on you for reporting progress to
parents?

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The requirements placed on her for reporting progress to parents are progress reports every
six weeks and IEP goals.
Interview Question 8: How often do you interact with a students parents in person?
She interacts with students parents in person by filling out a daily communication sheet
outlining how their student did that day. She speaks with many parents in person every day.
Interview Question 9: What type of discussions do you typically have with parents?
The discussions she typically has with parents are what is going on with the students and what
they did in class.
Interview Question 10: How much grading do you complete on a daily/weekly basis?
She completes grading mainly for inclusion students, so not much.
Interview Question 11: How long does it take to prepare lessons for the day/week?
It takes an hour to an hour and a half on the weekends to prepare lessons.

*Interview Question 12: What procedures or strategies do you use to maximize instructional
time?

The procedures and strategies she uses to maximize instructional time is differentiated lessons
and grouping higher functioning students with lower functioning.

*Interview Question 13: What positive reinforcement programs have you had success with?
The positive reinforcement programs she has had success with are ABA methods with autistic
students. Ignore the bad, praise the good.

*Interview Question 14: What behavioral consequences seem most effective with this age
group?

This was not a question in our packet.

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Interview Question 15: How are specialist teachers involved in the instructional planning
process?
Specialist teachers are involved in the instructional planning process by differentiating their
instruction to the special education children.
Interview Question 16: How often are you evaluated, and what measurement tool(s) is used
by the administration for determining your own performance?
She is evaluated twice a year. The measurement tool used by the administration for
determining her performance is the Nevada Educator Performance Framework.
Interview Question 17: What consequences are there if your evaluation is not favorable?
The consequence that is there if her evaluation is not favorable is a conference with the
principal to address the improvements that need to be made.
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?
Financially, she receives $1100 a school year from the school district. Instructionally, there is a
program called LINKS to help for autism and a behavior mentor.
Interview Question 19: What surprised you most about teaching as a profession?
This was not a question in our packet.

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.

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*Summarize your Classroom Interactions data from above:

I was able to observe the students when they were practicing their speech. The teacher____
exchange was pretty equal. The teacher made sure to ask each student a question about the
story they were reading. One of the students improved greatly from the beginning of the year,
according to the teacher. The higher functioning students mainly answered the verbal______
questions. The other students were asked what the pictures were and to stick the picture___
identical to the one on the reading booklet. After reading, the students all made zebras out of
paper and various materials. The teacher made sure every student asked politely for the____
different pieces of material they needed to complete their zebras. She also asked them to tell
her what the different pieces were (string was used to make the zebras mane).___________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

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
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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?)

CSN Student Created Open Ended Question # 1 for Administrator:

What qualities do you look for in a teacher when doing a formal observation?__________
_______________________________________________________________________
CSN Student Created Open Ended Question # 2 for Administrator:
What limits are there on the classroom environment that I create for my students?______
_______________________________________________________________________
CSN Student Created Open Ended Question # 3 for Administrator:
What is your philosophy on technology in the classroom?__________________________
_______________________________________________________________________
CSN Student Created Open Ended Question # 4 for Administrator:
How often do you visit classrooms, aside from formal observations, to observe instruction?
________________________________________________________________________
CSN Student Created Open Ended Question # 5 for Administrator:
How often do you receive feedback on your own performance as an authority figure?_____
________________________________________________________________________

_______________________________________________
Interviewed school administrators name/title:

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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 teachers grade level team.
1. Do the students participate or behave differently in these classes in comparison to
their regular academic/cooperating teachers class?
2. Does any student seem to have a particular talent? Describe.
3. What is the curriculum like in comparison to the regular education(cooperating
teachers) class?
4. Describe the specialist teachers instructional style.
5. What different strategies do you notice this teacher using that are successful?
6. What are the challenges the specialist teacher has to deal with?
7. How are student needs being met?
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.

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 teachers 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 students name down when you are writing observation notes.
Maintain the students right to privacy by referring to a student as Student #1, Student #2 etc.
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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 teachers 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
students point of view.
I observed the student who was often isolated from the entire class. This student threw many
tantrums and would yell while instruction was being taken in place. Despite instruction being
taken in place while the student was making lots of noise, the teacher carried on with direct
instruction. It seemed to me like this students behavior was normal, and that was why she did
not do anything. The other students also did not pay much attention to said student.________
Throughout the rest of the day, the student did not really participate in instruction with the rest
of the class. The student stood in the mat corner, or stress area and played with blocks. The
lesson being given was Calendar, which is when the students all sit in front of the calendar_
and recite the calendar song. All of the other students were engaged and participating in the
lesson. To put myself in this students position, I can understand why they were behaving this
way. It is not the students fault that they are this way and cannot participate with the other__
students in the lesson. From my understanding, students who behave this way should be left
alone. Seeing this, if I have a student with the problems this student has, I should do the same.
These students need alone time and should not be bothered even though they are not______
engaged in the lesson with the rest of the class._____________________________________
___________________________________________________________________________
___________________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

ASSIGNMENT TEN (Summary):

Thoroughly summarize and reflect upon your entire 10 hour Field Observation Placement.
This 10 hour Field Observation was quite the experience. It was much different than observing
a general education classroom. For starters, the class size is a lot smaller and instruction is a
lot different. The students start the day with breakfast and get a half hour longer in the morning
than regular students. They also get more chances to have recess because they really need it
to function throughout the day. Unlike a general education classroom, they are not really given
much work. The students are given a lot of time to freely roam the room and do whatever they
please as long as they do not make a lot of noise or disturb others in the process. The______
students were so sweet and friendly to me on the days I came in to observe their classroom._
Each student was very different and it was so interesting to see the ways special education__
students behaved and acted. On my first day, I actually experienced quite a show. The student
who was often isolated from the rest of the class threw a tantrum during the last few minutes of
the school day. He started wailing very loud and hit himself out of frustration. The teacher had_
to put a helmet on his head, and she told me they put that on his head to prevent him from___
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knocking his head to the ground. The teacher and teachers aide were grabbed by the leg by_
the student and I had no idea how to react. It was such a sight to see and really scared me. On
the second day, however, he was a lot better. He actually participated more during instruction_
and did not throw much tantrums. The other students were all very unique and each of them__
put a smile on my face when I saw them complete a task. Although I am a very patient person,
I do not think I would ever be able to teach a Special Education classroom. My observations,_
however, have taught me how to properly react when dealing with a student with disabilities._
Because of this experience, if ever I have any special education students in the future, I will__
know how to respond to their behavior and make adjustments to instruction accordingly._____
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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 students
CSN Instructor before the final exam date. The instructors 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)

CSN Education Department, Las Vegas, Nevada 2013

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