Field Experience (Observation/Participation/Reflection)
The purpose of the field experience is to add to one’s knowledge base and enhance skills of observation, analysis, data collection, and reflection in the areas of content management, conduct management, and covenant management. This field experience will require that an experienced teacher be observed for an entire class period. The observation checklist must be prepared in advance of the observation and then filled in during the observation as a draft. It is looked at as data.
You will then use this data to write your reflective journal wherein you analyze and synthesize your field experience observation. the broad questions you will be analyzing should include the following:
1. How successful was the teacher in his/her ability to manage content?
2. How successful was the teacher in his/her ability to manage conduct?
3. How successful was the teacher in his/her ability to provide an inviting classroom community?
4. Was consideration given to students who are culturally and/or linguistically different?
5. Was consideration given to students with special needs?
6. Was consideration given to students of mixed ability levels?
A signed verification form completed by the cooperating team must be included. (See Appendix B)
Specific directions to complete this assignment:
Field Experience: Observation of a Teacher in the classroom
Directions: Part 1: Create a Checklist
Prior to your observation develop a checklist to ensure your observations include the components listed below.
1. Observation of Content Management which could include but is not limited to how a teacher manages:
1. Space
2. Classroom materials and equipment
3. The movement of people (including transitions from one subject to another)
4. Lessons
5. Questions and how students answer questions.
6. How a teacher introduces or concludes a class lesson
2. Observation of Conduct Management: Does the teacher have or did you observe:
1. A set of procedural skills
2. Rules (basic/school, classroom rules) posted in the classroom
3. Application these rules
4. Consequences for Appropriate and Inappropriate Behavior (specific praise or reprimand)
5. Provisions for Cooperation (small group rules)
3. Observation of Covenant Management: Did you observe the teacher’s:
1. Focus on the classroom group as a social system
2. Interpersonal relationships in the classroom
3. Tone of voice, eye contact
4. Communication Characteristics including nonverbal cues
5. Forms of Assistance providing students with opportunities for extra academic help, student-teacher interaction
Part 2: Observation and Written Analysis and Reflection
1. You will bring the checklist you created in Part 1 to your observation either on paper or electronically. Be sure to have space on this checklist to write notes next to each component.
2. You will use this checklist to write notes during the observation period of what you specifically observe. You may not observe all items during your observation period. However, if you have time to talk with the teacher you could ask her/him to explain any components you did not directly observe during that class period.
3. Now you are ready to write you Reflection paper. This checklist with the jotted down notes provides the basis for your reflection paper which must include and Introduction and then a systematic answer to the following questions:
4. The reflective journal entry must be at least three pages in length wherein you analyze and synthesize your field experience. The reflective journal entry must expand on the checklist and provide greater Specificity. Address the following questions in the reflection:
5.
1. How successful was the teacher in his/her ability to manage content? (Provide specific examples from your checklist notes)
2. How successful was the teacher in his/her ability to manage conduct? (Provide specific examples from you checklist notes)
3. How successful was the teacher in his/her ability to provide an inviting classroom community (covenant management). (Provide specific examples from you checklist notes)
4. Was consideration given to students who are culturally and/or linguistically different? (Provide specific examples.)
5. Was consideration given to students with special needs? (Provide specific examples.)
6. Was consideration given to students of mixed ability levels? (Provide specific examples.)
You will end this Reflection paper with a conclusion.
Assignment #2 Field-Experience Observation Grading Rubri
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