Name: Maribel Montalvo

Course: EDUC 1301-101

Date: March 24, 2024

EDUC 1301 – Foundations of Education

Field Experience #1

The Site: (for each site)

• Mrs. Mak
• Pasadena Independent School District
• South Shaver Elementary School
• Kindergarten
• Regular Class
• March 4, 2024
• 7:52 am - 3:54 pm

Description: (for each site)

Describe each of the following:
• The room arrangement – I should be able to envision the room.
When you walk into the classroom the first thing you notice is the carpet laid
down on the floor. On the carpet there’s a rocking chair with a pillow quoting
“Always Be Thankful” for her to sit and gather around with her students to
tell them about their daily activities. In front of the carpet there is a long
white board with a projector facing it hanging from the top of the ceiling. In
the left corner behind the rocking chair is the teacher’s desk. In the middle
next to her desk is a round table. This round table is for her to test her
students on their reading level and see how much they have improved. As
you pass the round table in the right corner there is a mini library section.
This library has a mini table with three white mini stools. There is two book
shelfs with small buckets with books added. If you turn from the corner and
go straight about like two steps forward, there is a section cart with a set of
laptops for their computer station time. When walking another step there is
a long vertical table against the wall with five seats for them to sit for
computer time. In the middle of the class there are tables that are lined up as
two columns with three rows each. Some of the tables are groups of three
and four. In each group beside one desk towards the right side there is a set
of three white or blue plastic drawers where they have their name labeled
and put their work inside or any personal items on there. Behind the long
vertical table there are four cabinets with five students work tapped in one,
the second one with writing goals during the process, and the third one with
the word wall from a through z. Next to the cabinets there is two other
shelves and in one there is boxes with little games like dice, coins and teddy
 bears and the other shelf is with folders, basket filled with assignments and
dividers for testing leading towards the classroom door.

• Items on the walls

The classroom had a variety of posters hung up. Some posters near the front
door were about less than half the class who learned how to count up to a
certain number which is 80. Something else hung up was the class rules,
working with a partner, whole body listening guidelines poster and there was
a bulletin board with the students’ pictures to define what station they will
work at. The position where the white board was at, at the very top the
alphabet and numbers one through ten were lined up horizontally. Under the
numbers there was the most primary, secondary, and neutral colors but
there was another mini alphabet that had the vowels stand out by being pink
boxes. Towards the large cabinets there were four posters about the
alphabet, digraphs, blends, and vowel teams. Near the two shelves above
was a vowel valley where the short vowel words were written, for example
cat or pig. In the library section there was a poster that said, “Have Courage
And Be Kind”. The other poster was about a plot. It has the description of
character, setting, problem and resolution. Other posters mention what a
noun, verb, capital letters, authors revise, and edit is. For the verb poster she
has a variety of action words listed all over the paper with a little image of
two shoes. As for math time there is posters about adding using strategies
like a number path, ten frame, part-part whole and counters. As for the
subtracting strategy is kind of the same except, they have the choice to draw
it and cross out the difference. Above the computer there is also a poster of
the simple shapes like a triangle or rectangle giving their sides and vertices.

• Teacher-student interactions (raised hand, free speech, etc)

In Mrs. Mak classroom her students keep in mind that no one can talk unless
they ask for permission. She has been teaching them to be respectful and to
not talk when her or other classmates are speaking. She lets them know is
very disrespectful and that they should behave well. As for participating in
class discussions like how their day has been or what they learned during the
lesson, they always raise their hand. When working together in groups of two
she makes sure they each have time to speak and give their opinion on
questions asked and let their partner know what they learned. The teacher
was more focused on the students who were most likely to failed
kindergarten and she was being more tough on them by making them study
and study and not waste their time because its going to affect them if they
stay again in the same level or if they pass but still don’t know nothing.

• Instructional groupings and organization of the class as a whole

The teacher’s organization of the class is very well handled. When it comes to
instructional groupings, most of the time they team up with three or four
 people in the tables for station assignments like seesaw, writing or phonics
time. As for the stations, most of the students are on the right level towards
moving up to the next grade level. There are some students that, due to
them being a little behind they all stay in a group to work together to find
out the answers to a math game and identify their writing skills. When it
comes to meeting up together on the carpet, they interact in groups of two
and one is peanut, and the other is jelly making it peanut and jelly time to
make it more fun experience for them to not be bored.

• Instructional materials available in the room (activity centers, reference

books, art materials, computers, reading corner?)
The classroom had a variety of materials. There was a section where there
were red and yellow dots on two sides, star erasers, dices, colorful cubes,
pennies, nickels, dimes, quarters for their math activities or stations. Also,
the library provides students with a variety of topics like a picture book for
their visual learning and enhance their literacy level. For their art materials
they each had a cabinet next to their desk and they had colors, markers,
pencils, scissors, and glue in their color box.

• Student behaviors (generally speaking, overall attitude and behavior)

Most of the class were very well behaved. There were at least three students
who were being disrupted. There was always a student who wanted to be at
the end of the line so he would go but the other students didn’t let him. One
student was transferred to Mrs. Mak classroom due to not obeying but she
didn’t obey and follow directions either leading her to be with other
teachers. The students are always participating but it was always the same
people trying to answer. When the teacher asked her students to meet at
carpet, they liked to countdown from 10 seconds left. There was a student
who is advanced in his learning materials so he would go to another class
while the rest were still trying to learn simple math and writing skills. That
students would also let his partner know during stations if they had
misspelled any words wrong which is good because he’s also helping out in
case the teacher is helping someone else. There was also a student who
came and spent time in the classroom to engage in a math activity about a
number line. This student had a disability and the students treated him with
respect and kindness, trying their best to help him understand too.

• Teacher behaviors (generally speaking, overall attitude and behavior)

The teacher was very hard on them. She sounds very strict, but she is
authoritative. Her theme for teaching her kids is kindness. She is very
attentive to them; she lets her students know that it’s very educated of one
to be respectful when others are talking and lets them know that they should
be quiet because it is very disrespectful, and they wouldn’t like it if anyone
came to disrupt them. She makes sure her students have the ID badges on
 and if not to find one because it’s necessary in their school. When she’s at
her desk, she would go around and check to see if anyone was having trouble
with their work, and she would help them. There were other times when she
would wait on one student to meet them on the carpet and stop her lesson
because she didn’t want them to miss what she had to say. To catch their
attention she will say,” Class, class” and the students would respond with
“Yes, yes.”

• What activities were observed?

The activities I observed were freeze dance, counting and learning numbers,
science time, writing time and music time.

• Exactly what were the teachers and students doing?

The students had a freeze dance before they had their story time. Before
doing more assignments, the teacher told them to guess what time it is, and
they responded it’s time for freeze dance. This dance was for them to get
them active and help them move around while sitting down all day. The
teacher repeats to them the rules of what is said to do in case they
misunderstand. They spin like a gold coin, hide like a leprechaun, roll like a
potato, search for something in stripes or something green, run fast as a
leprechaun, and dance like a rainbow. In between each line after they do
one, they freeze if they move that indicates the leprechaun caught them.

During math time the teacher sets up a video of the numbers being counted
from 1-80 and if possible, maybe to 100 since only a few can say it correctly.
They practice it twice with the teacher as a whole group because those who
didn’t pass will have to say it again until they get it right. Those who are able
to count to 80 get a dum-dums. On their first try, they were all shouting out
different numbers and after number 25 they followed along with each other.
At the beginning of counting to 1-20 some were fast, and others were slow,
leading to numbers being thrown everywhere making everyone get
confused. The teacher presented a stack of numbers laminated and made
them guess the number. They practice on themselves while the teacher gives
them a picture of let’s say 6 pink circles and 3 red and they are supposed to
add them in total for the product and write in on the white board and cover
the answer until she arrives and checks it out. Since some had upside down
or backwards number written she makes them practice in their writing skills.
When done they start on a worksheet clover with numbers being numbered
with the correct color and cut them out to glue and paste it in a strip paper
for a number path.

During science time, the teacher projects on the board a brain pop video of
minerals and her worksheet of four water droplets diagram of things rocks
are used for. In one droplet they mention and draw spoons, forks, plates, and
 other kitchen-based materials. In other droplets they mention jewelry,
statues, roads, and buildings made of bricks. When done she gives them a
smiley face and rewards them with a snack.

In writing, they do super star sentences. The students in a higher level they
will try to make sentences way different than those who will make easy ones.
Those who write easy sentences will describe what they see. Since its stuff
dealing with March 17th to ST. Patrick’s Day, they will describe what they see
like a 4-leaf clover, leprechaun, rainbow or horseshoe They then identify
subject, verb, or noun. The teacher lets them know its sky rock time. This is
where they learn how to write it with their hands and shape it correctly
standing.

During music time, the students were welcomed with the song “Shake It Off”
by Taylor Swift as they were seated in a pink, purple or blue dot. Before they
go into their lesson the teacher plays a music video and starts to clap, stomp
march and the process is repeated multiple times at a faster pace. The
students start to follow the teacher’s movement, and she gives them a
thumbs up. They start watching a clip of string instruments describing high
and low pitch. They start playing a game with a bee puppet. They form a
circle and start the game duck, duck, goose but instead the teacher sings bee,
bee, bumble bee to take them out of the game. After, she makes the
students decide how long to take the bee in an imaginary roller coaster by
how many loops to say the bee’s sound (zzzzz). They use drumsticks to make
rhythm sounds like drumroll, violin play and lastly dropping them onto the
floor. Before they head out the teacher plays three piano notes, and they line
up correctly. The teacher sees if they did everything correctly to give the
class a sticker.

• Was the learning objective stated?

The learning objective was stated repeatedly, Before she started each of her
objectives, she would present her PowerPoint and what the lesson will be
about.

• How will learning be measured?

When the students were in their writing time the teacher made sure they
had at least 3-5 minutes to write the word in the laminated worksheet, use it
in a sentence, trace it and when they finished, she would go around those
who covered their answer to give them a green checkmark or make them re
do it again. After she would make them raise it up to check their answers as a
class. For the individuals who did it wrong she would provide them with
feedback and most of the time it was because the words were all piled up
and there was no space telling them to use a finger to space it out. The
teacher will call one student at a time to her round table to see how much
 they have grown from their reading level requirements if they understand,
identify what the noun or problem is and see if they comprehended what
they read. The students who did their work in time will be rewarded with star
stickers.

• What materials were being used? What did the students use? (books,
manipulative objects, crayons, computers, etc?)
During their class time the students used the same materials for most of
their learning activities. For example, pencils, markers, crayons, popsicles
sticks, glue, scissors, computers, headphones, books from the library section
of the class, dry erase boards, expo markers, their whole body for a dance
time, laminated worksheets, composition notebooks, folders, a long green
strip paper and a math board game.

• What did the teacher use? (whiteboard, computer, flip chart, book,
puppets?)
The teacher used most of the time the whiteboard, projector, expo marker
and her computer. Most of her time using the projectors she uploaded on
her PowerPoint videos from YouTube. One of them was Jabari Jumps to
define plot characteristics from a poster of a t-chart mentioning the setting,
character, problem, and solution. Other things she used was her reading test
checklist, scissors, black marker, glue, more YouTube videos, and a laminated
keyring of a random stack of number cards.

Personal Reflection of the Observation: This section will be in paragraph form.

This is where you will deliberately include 5 key terms defined in your own words with
specific examples related to your observation. The terms that you will include must be
directly linked to specific examples from your observation)
You will also include positive and/or negative experiences from your observations.
Discuss what you liked and would include in your own classroom one day and any
changes you would make.

When it comes to the students learning, the teacher helps the students with their
growth mindset meaning by being focused and letting them know mistakes are seen as
opportunities to learn from (29). Now during kindergarten, they tend to improve their
learning skills. When the teacher is encouraging them to study and practice on their own
how to write sentences, count numbers and learn how to read is so they are taught to
develop through their effort and desire to learn and build new skills.

Something I observed was how the class used two types of Gardner’s multiple
intelligence. The two types they used was musical intelligence and bodily-kinesthetic
intelligence. For the bodily-kinesthetic intelligence it refers to the ability to move
around freely and in the freeze dance, it consisted of the students being on the carpet
and having enough space to do any type of movement (30). During the video, they had
to participate in jumping, kicking, and running. The second freeze dance was related to
St. Patrick’s Day, and it was time for them to move to find something in stripes or green.
They had to spin like a gold coin, hide like a leprechaun, roll like a potato and the
process went on. When it comes to musical intelligence, meaning to respond to rhythm
sounds, the teacher goes to YouTube and plays a video that has a rhythm were as the
students are physically moving, they will freeze when they hear no sound playing so
they have to listen really well (30). It is a fun way for students to distract their brain
from doing lots of work during the day.

During math time, students will gather together to practice their numbers. Since almost
about less than half the class passed their test by mentioning all numbers 1-80, they
tried to practice it again. The teacher noticed her student’s prior knowledge, meaning
how they have encountered the information she has been teaching them, by seeing how
far they could count to and mostly some tried to 20 (38). As they count and learn those
numbers they will go and apply it towards their addition skills by using the red and
yellow dots in a ten frame and doing an addition equation like 4+3=7. In the ten frame
they will represent four red circle dots and three yellow circle dots and then say how
four plus three equals seven. The teacher making them learn to count numbers will help
a student understand the concept of the addition strategies.

Something I considered a positive experience was to see a student with learning

disabilities be part of the classroom (51). A student with a learning disability means it is
a conditions that affects an individual’s ability to learn. Now in many schools these
specific students are normally placed in a different type of classroom. This student came
to have a little math coloring moment and vibe with the class to feel and see what it will
be like when he goes and is part of a classroom. In the table he was sitting a little boy
was helping him color and letting him know how the numbers should be placed in the
number line. I enjoyed the fact that the students around him were very supported and
at least one of the students in the class didn’t really know why he couldn’t talk properly.
The teacher who was with him let him know that the student is learning how to speak
little by little and that he is developing a little bit behind than others but in his speaking
class and the support of the teachers they make him feel safe, happy, and helpful. The
student with special needs was having the best day of his life by interacting with his
other classmates and seeing how colorful he left his paper. Seeing how happy he was,
made me realize the reason why I wanted to be a teacher because students would feel
safe and happy to come if they have a good relationship with others.

When it comes to a negative experience, I don’t think there was one, but I really didn’t
like how the teacher was very hard on them I get that they have to learn so they can
move onto the upcoming grade level but pushing them more and more to give it their
best is like not good because they will lose interest, not pay attention anymore and be
overwhelmed.
Something I liked was how the teacher paid close attention to her students’ learning.
She would notice who really understands the assignment by how much they participate
in the class and made eye contact. As I mentioned before her pushing her students
more and more that’s something I would change. If I was in her position and knew most
of my kids would not end up passing to the next grade level, I would have stations
specifically with those particular students and bring them in my round table and discuss
a story theme or count numbers visually with objects like dices or circles and not make
them be all together in a group trying to solve problems on their own. Something I
would like to include in my classroom is more math board games that relate to addiction
or subtraction. I would like to create a personal board game just like monopoly except
with maybe math equations, or math ten frames visually. In my class I would love to
have kids feel happy to sit and learn new tasks and I feel like I would be more of a
teacher to engage them in fun activities and projects that are related to the subject.

Teacher Interview
• Select a teacher you admire or one that teaches in an area of your interest.
• Interview the teacher using the assigned questions posted on blackboard. Ask all
questions. Type teacher responses and submit with your field experience report
through Turnitin on blackboard.

SEE TEACHER INTERVIEW QUESTIONS LISTED ON THE LAST PART OF THIS DOCUMENT

Your signed log sheet is required in order to receive a grade for this assignment. It is
the documentation that you did indeed do the observations.

No signed log sheet = no grade (0).

 Teacher Interview
Teacher’s Name Kathy Mak

School District Pasadena Independent School District

School Name South Shaver Elementary School

Grade Level Kindergarten

Describe each of the following in detail:
1. What factors contributed to your decision to She said that everything she teaches is given to her.
teach this subject and at this grade level?
2. What do you enjoy most about teaching this She said she enjoys teaching reading because she can
curriculum? What do you enjoy least? see whether or not the kids really understand things
and she doesn’t think there is anything she enjoys
least about teaching.
3. How do you go about selecting what content The content and skill is given to us by the district, we
and skills to teach? don’t get to choose what we want to teach, the
district lays it out for us, we follow the plan.
4. Do you try to offer different perspectives She said she does not try and offer different
(multidisciplinary, multicultural) on these perspectives.
topics?
5. Are there areas of this curriculum that are
controversial? How do you handle “hot” She stated that they are not controversial.
topics when they arise?
6. How do you accommodate multiple She mentioned she differentiates from her kids.
intelligences in your classroom?
7. How do you track and record grades? Does She said she uses a checklist, and the school does not
your school or district require a certain require a software.
format? Do you use grading software?
8. When do you do your planning? The week She mentioned she does her planning the week
before, the night before, impromptu? before with her team.
9. How do the school district’s official
curriculum and the textbook shape your She said they don’t have a textbook.
decisions?
10. Can you make your own decisions as to what She said she is not confined to the district curriculum,
topics to teach, or are you confined to the and she does have some leeway for example the
official school curriculum? How do you make kindness week she did kindness writing kind of like
your class unique? that but that is not on the school’s curriculum, but
kindness is something that is very important so her
and her team taught the kids what kind is and wrote
about it, which writing is part of our curriculum. She
makes her classroom unique by making it fun for her
kids, involving them in things, letting them make their
own decisions. All the kids in my classroom all get a
 chance to be student of the day and it rotates.
11. Do parents or students participate in Parents do not participate on deciding what is taught.
deciding what is taught?