Field Work Journal
Introduction
I had the opportunity to observe two different classroom representing many different ages
and grade levels during my fieldwork. The majority (16 hours) of my observations took
place at Bishop Dunn Enrichment Camp. My cooperating teacher, Ms. Joanne D’Addio,
taught reading class periods, 9 to 12 each morning, to three different grade combination
levels including 2nd graders, 4th/5th graders, and 5th/6th/ 7th graders. I was not informed of
any disabilities, but my teacher said that few if any were classified. My other observation
took place at Dutchess BOCES-Salt Point site. The teacher, Ms. Calao, had seven
students from grades 4 to 6, and each child was multiple disabilities. The students mainly
worked on language arts and math skills. I enjoyed my fieldwork at each location, and
though some things did not go as planned I still had a wonderful learning experience.
I. CLASSROOM SETTING
Bishop Dunn
I draw a map of the classroom so that I could for to reference later. I will attempt to
create a small classroom map here:
Back shelves and windows
Computers
OPEN AREA FOR
GAMES AND
STUDENTS TO SIT ON
THE FLOOR,
SURROUND BY DESKS
Teacher
Desk
The remaining rectangles represent storage shelves, and the line on the bottom left
represents the door. The desk to the left of the door is were class handouts are placed, and
between this desk and the teacher’s desk is the blackboard.
BOCES-Salt Point
Ms.C
Desk
TA
Desk
desk
computers
This entrance to the classroom is at the top right and the bottom right door is for the
bathroom. The rectangles in the middle are student desks and the thin rectangle at the top
is the dry erase board. The two other things of interest are the half oval on the right,
which is another desk that four students and a teacher can interact, and the rectangle next
to the bathroom door is the sink. This rest of the rectangles are shelves and storage units.
This classroom also had a microwave.
II. PROCEDURES
Bishop Dunn
Each class lasts 45 minutes and begins when the students pick up the daily grammar
warm-ups and word of the day worksheets as they enter the room. There are typically
five questions on the warm-ups, with questions like correct these sentences, past, present
or future verbs, and finding synonyms. Ms. D’Addio has both sentences already written
on the board and asks for volunteers to make the corrections. After five minutes, the class
goes over the worksheets, and sentences on the board. Then the teacher hands out the
daily class reading assignment and after a brief discussion of where the class left off the
day before, she begins reading the reading. She randomly asks for volunteers to read a
half page to a page. She frequently stops and asks if there is any questions, and review
what has happened up to that point. The readings would take anywhere from 15 to 25
minutes of the class.
Several interruptions that took place every class period. There was snack time and a game
each period. The teacher fit snack time in randomly each day, usually trying to pair it up
with the worksheet or reading time. The game took place at the end of class and was
usually a non-education game. The teacher usually let the students come and go for water
or the bathroom, as long as it did not occur during the worksheet review or the readings.
BOCES-Salt Point
When I arrived at nine in the morning, school had already begun and the students were
going over a language arts worksheet. At ten, we the class went to recess and came back
a half hour later and asked to work on another worksheet. Ms. Calao, told me that they
were showing off for me. There was some free later for games and then we all had lunch
around eleven thirty in another room. The rest of the afternoon was filled with games and
an art project. The students had made paper mache spiders and were painting them black
the day of my visit.
There were many interruptions throughout the day. All the students had some extra
disability service, such as speech or physical therapy. The students could use the
bathroom whenever they needed, as long as they asked and they were allowed to move
about the room unless they working on an assignment.
III. ABILITY LEVEL OF STUDENTS
Bishop Dunn
According to Ms. D’Addio none of the students were classified and most seemed to be at
or above level readers. The students were very respectful and participated in the readings
and finished the worksheets. There did not appear to be a diversity of issues to contend
with in the class.
BOCES-Salt Point
The students were all multiply disabled. I had a chance to
look at the IEP’s and students were classifications ranged
from learning disabled and mentally retarded combined with
speech and language and physical disabilities. There were
three additional aides in the room to support the teacher and
students. The students behaved wonderfully while I was
there, and the teacher said they were basically a great group
of kids. Everyone was involved in the lesson and attempted
to fill in the worksheets to the best of their abilities.
Additionally, when the class reviewed the material, there
was no lack of volunteers.
IV. MOST USED MODEL OF INSTRUCTION
Bishop Dunn
The model I witnessed most often was a modified version of Direct Instruction. The
reason I thought this to be the case was that the warm-ups were reviews, everyone read,
and there were no independent practice, conclusion, or assessment. The steps usually
followed in Direct Instruction were not adhered to during the class, but I don’t think I
was observing real cooperative learning or information processing.
The students were allowed to talk, unless the class was reading, or reviewing the warmups. The teacher was always available for assistance, but she was not called on often, I
believe due to the fact that most of the content was not new, and possibly because there
was no grade attached to it.
BOCES-Salt Point
I was only at Salt Point once, but I would say that the teacher also used a modified
version of Direct Instruction. The main goal of the summer school was reinforcement of
knowledge, not necessarily the introduction of new material.
The classroom was very relaxed and the only time the teacher asked for attention was
when she had an announcement or during the review of the worksheets. The teacher was
aware of everyone’s needs and abilities and allowed the students to work at their own
pace. All the professionals in the room helped the students when called upon, and the
teacher moved about the students to check for progress and lend assistance.
V. STRUCTURE OF THE LESSON
This was one of the areas where things did not go as planned. I was not able to teach
three complete lessons, but I was able to do some teaching during my observation. The
teacher allowed me to do a shortened version of my Direct Instruction and Cooperative
Learning lesson plans. I was also able to show the teacher my webquest and briefly walk
her through the lesson and activities. She allowed me to teach my Direct Instruction
“Angles” math lesson on a Friday, when the teacher can choose the activity. She liked
variety and was not opposed to teaching math and other subjects in the reading class,
because she felt that reading was related to all subjects.
Before I gave the lessons she reviewed the lesson plans and used them for reference
during my teaching.
Direct Instruction (15 minutes)
Grade 5/6/7
Because I was pressed for time I wanted to highlight the best parts. I choose to do the
anticipatory set, and short versions of development and guided practice. In all I had about
fifteen minutes
The lesson began after the teacher told the
class that I would be teaching them something
new and that they needed to give me their
attention. I did not have an LCD screen for my
graphic organizer and I did not think I had the
time to hand out copies. I also thought it might
be distracting. Therefore I started by
standing/leaning at an angle in front of the
class. I tell the students that angles are
everywhere even the way I am standing. I
made another angle by bending my arm. I told them today’s lesson is about angles, I
explain that they will learn about the components of an angle, degrees, and measuring
and drawing angles. Overall, the student’s were receptive to the introduction. I went into
the development and drew angles on the board, labeled them and measured angles. The
students were patient and followed along with the lesson. The part of the lesson they
liked the most was coming to the board to label, draw and measure the angles (guided
practice-WE DO). I had no problem finding volunteers. Sometimes they talked out of
turn, but for the most part everyone cooperated and took part.
Afterwards, I asked the students what they thought about the lesson. A couple of students
told me that they had already studied angles, a few thought the angles I demonstrated
were pretty funny, and most thought it was an okay lesson. I thought that it was okay
myself and took it as a compliment from preteens. I knew that I was rushed and that it
was my first time teaching it with limited time and supplies, but I felt it was a decent first
attempt. My teacher seemed to like it and thought I did a good job teaching a math
lesson, on shortened time to a reading class. I’m not sure I deserved the high marks she
gave me, but I appreciated the feedback.
Cooperative Lesson (20 minutes)
Grade 5/6/7
Creative writing and Storytelling
I begin this lesson by reading a few lines of the story I
wrote (see lesson plan). I asked the students if they knew
what I type of story I had read. The students’ guessed
that I had made it up. I told them it was creative writing,
which most of them had done before. I told them that
stories are often created and shared with others and that
today they would work in groups sharing stories. I told
them that they would then share their group’s story with
the class. I used the Roundtable method. There were
only nine students so I separated them into groups of
three. I had them count off to three until I had three
groups of three. The students’ who were ones, twos, or
threes formed each group. I directed them to pull their
desks together so that they were facing one another.
Then I assigned roles to each student (supply
person/time keeper, reporter, and note taker). I explained
each person’s role and then had the supply person collected the paper, markers, and the
graphic organizer for brainstorming I put at the front desk. The students followed along
and I had no problems. I think they were excited to be doing something different.
Once they had their supplies, I had the reporter from each group pick a topic from my hat
(magic and magicians, aliens, greatest moment ever, cool animals, Halloween, and scary
monsters). I explained that each story needs an introduction, body, conclusion, and that
stories need characters and that dialogue can be included in their stories. I explained how
they would each take a turn writing and then pass it to their left, and that the paper would
go around five times. I also said that everyone should try to write at least three times. I
then told them that they would have ten to fifteen minutes to complete the activity. I told
them that this was a cooperative effort and that in order for it to work everyone had to
participate and help one another out.
I had to explain the process again, which I will need to work on for the future. I think that
there is a lot to think about for students. I may have to pair down the activity.
When they begin I just wandered around, watched, and made myself available by asking
each table how they were doing and if they had any questions. It appeared as if most of
them were following the rules and working cooperatively. As I said before, they all
seemed enthused to be doing something creative and different. When I called for time,
(my time was running out), I had them each reporter get up and read their groups story.
They were all silly and fun, and everyone laughed. Everyone seemed to have a great time.
It was a good experience, but I would like to spend some more time tightening up the
activity. It also would have been nice to have a little more time to do the whole lesson. I
felt a bit nervous and rushed. I guess that is to be expected and I will get to perfect this
when I begin teaching my own students.
VI. REFLECTION ON THE WHOLE EXPERIENCE AND CONCLUSION
I have been thinking about this and the best thing that happened to me during these
observations was spending time with students. It only
reaffirms my desire to teach. Most of the
kids were very accepting of me from the
start, especially the wonderful kids at
BOCES. I was asked to play games with
students and they all responded well to my
assistance and my lessons.
I liked both of my cooperating teachers,
and they were very helpful, thoughtful
and considerate to give me their time.
Ms. D’Addio did was not told that I
would be observing until I walked into
class. Luckily, she was a good sport
and willing to take me on. We had
several nice conversations about
education and children, and I think we got
along pretty well. She had me help out with the students, and I co-taught a cooperative
lesson she had created where the students were solving a mystery. The little time I spent
with Ms. Calao was pleasant; she was less a comedian than Ms. D’Addio and her relaxed
demeanor worked really well with her students.
Due to the summer school time constraints, I don’t think things went as smoothly or as
productively as I would have liked, but everything is rushed in summer school. I would
have liked to teach full lessons, and it would have been nice to teach a direct teaching
lesson at BOCES.
Overall, I thought it was a great experience and even though it was not perfect I believe
that I learn something new every time I work with students and teachers. I know I am a
better teacher for it.