Field Observation Procedures

The purpose of the EDCI 205 field experience is to provide you with real teaching experiences in local schools. These experiences should provide the substance for worthwhile and meaningful reflections on your decision to become a teacher. Your experience will begin by observing a class and then assisting the teacher, and (at times) participating as a teacher.

EXPECTATIONS OF PURDUE NORTH CENTRAL STUDENTS

• Display your Purdue North Central I.D. (at Westville sign in and wear in addition to the PNC ID a Westville nametag at all times)
  
  
• Snacks, coffee, soda are allowed, in our classroom, but do not take anything out to the classroom that you will be working in. Please do not leave cans, cups, etc. lying around when you have finished with them. Gum chewing is not allowed in the school.

• Please use proper grammar when addressing the teacher and students. You will be a role model for the students. Refrain from saying, “I seen that movie too” or, “She don’t know the answer to that question.”

• Be assertive without being aggressive. Teachers are extremely busy. Sometimes it is difficult for them to take time out of teaching to help you begin an activity. Be responsible by waiting patiently or walk around the room to offer individual help. You can keep yourself busy with “cut & paste” activities while the teacher is conducting the lesson. Or…discover all of the activities, games, bulletin boards, children’s literature, science experiments in the classroom. Or… simply observe and write anecdotal records.

Attendance: The teachers and students at the school depend on you. They will expect you to be punctual* and a willing participant in their classroom every week. Your teacher will have activities planned for you to help the children with, papers for you to grade, and individuals for you to work with. The students will learn to depend on your help and guidance. In addition, you may wish to volunteer time at outside of EDCI 205 class time. This is perfectly acceptable! Please ask your teacher when he/she would like some extra assistance in the classroom.

The First Visit: Your teacher will introduce you to his/her class on your first visit. Most of the first visit will likely consist of observation. You are encouraged to take the initiative and discuss with your supervising teacher, the activities you would like to do in the class. With your help, the supervising teacher will decide the activities you will be performing during the remaining visits you make to this school. You will be communicating the ongoing nature of your field experience with me through your school-based discussions. If any problems arise, please make an appointment to discuss the difficulty with me.

Feedback and Evaluation: The field experience should provide you with opportunities to observe teaching, assist teachers, participate as a teacher, and reflect on teaching. A Student Appraisal Form will be provided to your supervising teacher toward the end of your observation experience. Teachers are encouraged to share this evaluation with you. You will receive this form during the last class meeting. You are encouraged to include this form in your portfolio.

Responsibilities and Expectations: Field Experience is made possible because classroom teachers are interested in your professional growth and have volunteered to invite you into their classrooms. If good relations are to be maintained with teachers in our local schools, and if we wish to continue this field experience program, then it is imperative that you live up to certain responsibilities. These responsibilities include:

Participation: You are expected to observe classroom interactions, and actively participate in ways that assist the teacher. We also hope you will have opportunities to directly interact with the students in one-on-one, small group, and large group activities. The most common reason for poor evaluations by classroom teachers is lack of interest and failure to participate. The degree to which you participate depends on you, your supervising teacher, and the particular class to which you are assigned. In some classrooms, participation may not be easily accomplished, but most classroom teachers expect you to take the initiative and find ways to participate.

Dress, Conduct and Attitude: Remember that when you enter the classroom you become part of the learning environment. Your first responsibility is to act like a teacher. Appropriate dress and good grooming are essential. Also, please remember that you must follow the dress code of the school. If you are not sure what is appropriate, dress up for the first visit, then follow the teacher’s advice. Women should wear dress slacks/skirts/blouses/dresses. Crop tops are not acceptable—no mid-sections showing. Men should wear dress slacks/button down shirts, tie, casual shirts (not tee-shirts.) Under no condition are you to wear low-cut revealing clothing or gym shoes. Sleeping, reading the newspaper, doing homework, chewing gun, or eating snacks are not appropriate. Talking and laughing with a partner are likewise inappropriate. This includes both in the hallways, and the classrooms. Your attitude as well as your physical appearance indicates your level of seriousness in this experience. Your interest, appreciation of others, and sensitivity contribute to the total climate of the classroom. Show that you are interested in teaching and want to participate.

Develop a Professional Attitude: Become familiar with school rules. Be alert to standards set by the teacher. Avoid discussion of school incidents or names of children as you talk with friends. You receive privileged information about the school, teachers, and pupils, and you must respect their right of privacy and keep that information confidential. In your writing assignments, refer to teachers and students with an initial. If you need to conference with your teacher about the needs/difficulties of a particular student, please ask your teacher to make time after class, before school, or after school so that you may do so privately. Refrain from talking about the students in the teacher’s lounge or within hearing distance of other students, aides, and parent volunteers. This also goes for conversations outside of the school building. Respect confidentiality.

Develop a Professional Relationship with Students: Central to your relationship with each student is your responsibility to teach. The nature of your interactions should be connected to this responsibility. You can and should be warm and friendly, but you should not be a “pal” or “buddy.” Show that you care about each pupil, but avoid being drawn into “counseling” relationships. You should be identified as a teacher, not a fellow student.

Discussions with the Supervising Teacher: If you have questions, talk with your supervising teacher or me. Set conference times with your supervising teacher and/or me. Ask when it would be most convenient to meet. The teachers are interested in your development, but it is not always possible for them to stop their work to discuss problems or procedures. You may need to stay late in order to provide this opportunity. You may even need to schedule a time when you can meet after school dismisses or on a day other than your assigned visitation day.

Interactions with Supervising Teacher

The way in which you raise questions is important. Do not give the impression of criticism or disapproval. Remember you are a guest among professionals, and your role is primarily that of learner. Be a warm, responsive person who is genuinely interested in them, yet maintain enough emotional distance to be seen as a professional. Accept the statements of all individuals at the school without voicing your judgment. Avoid making a quick diagnosis of students’ abilities. Be alert for cues from the teacher or supervisor.