Field Journal

 

 

 

 

FOED 1110 – Honors

Education as a Profession

 

Middle Tennessee State University

 

 

Field Experience Requirements

FOED 1110 – Honors

 

As partial requirement for completion of the course, students will complete the following activities:

 

Initial Observations/School Visits:  Conduct at least two observations – one hour each – in a public school classroom.  Use the guidelines included in the field journal to assist you in observing the classroom situation.  Complete the "observation logs" for each visit.  Activities that should be recorded on the observation logs include:

 

¨      Drawing a diagram of the teacher's classroom showing the room arrangement,  (ex:  student desks, teacher's desk, bookshelves, etc.)

¨      Conduct a case study of one student within the classroom situation.

 

Teacher Interview/School Visit:  The Teacher Interview Assignment is a requirement for any student enrolled in FOED 1110.  For students enrolled in FOED 1110-Honors, the Teacher Interview Assignment is one component of the Field Placement Journal/Experience.  The assignment consists of conducting an onsite interview with a teacher currently employed in a public school.  The interview should be conducted with the Field Placement Cooperating Teacher at either Kittrell School or—in the case of those students who self place—with the cooperating teacher at the selected school.

 

Interview Paper:  (see guidelines that follow at end of file) Compile the teacher responses gathered from the interview.  Use the responses to complete a written report, which should include:

 

¨      Overview of the teacher's background – education, years of experience, locations of schools that the teacher has taught in and grades/subject areas,

¨      Teacher responses written in concise, narrative form,

¨      Your reaction to the teacher's responses and why you believe the teacher gave the answers that he/she did.

 

Total Number of Classroom Observations/Visits – 3

Total Number of Hours – 3

 

 

 

 

Onsite Initiation Visit – Kittrell School

 

 

 

A mandatory onsite visit/meeting at Kittrell School is required.  The time and date of the meeting will be announced in class.  During the visit you will take part in an Orientation and will be introduced to your cooperating teacher. 

 

Preparing for the Visit:

Before the scheduled visit, you must prepare a letter of introduction, which you will give to your cooperating teacher.  The letter should include the following:

  1. Your name, phone number, and email address
  2. Major and minor (if you have one)
  3. Grade/s and/or subject areas you hope to teach
  4. Background information—classification, projected date of student teaching, projected graduation date, home town, etc.
  5. Any previous teaching experience such as Sunday School, day care, after-school care, babysitting, etc.
  6. Overview of the requirements for completing the FOED 1110 – Honors Field Placement experience (see page 2)

 

The Orientation Visit/Meeting:

The onsite visit/meeting will take place at Kittrell School in Murfreesboro.  Ms. Williams, Guidance Counselor and/or Mr. Herbert, Principal will give you a brief orientation to Kittrell School.  Immediately following the meeting, you will have an opportunity to meet your Cooperating Teacher.  Please give the teacher a copy of your Introductory Letter and keep a copy for your Field Journal.  Exchange phone numbers and email addresses with the teacher.  Try to secure a time and date that you will return for the first observation.

 

 

**For those you self-place, please follow the same procedures and field journal requirements and submission/completion deadlines.

 

Observation/Classroom Visit #1 - Information Gathering Visit

 

Guidelines:  On your first visit to the classroom, observe for at least one hour.  During that time, consider these questions:

 


1.      What is the classroom arrangement/floor plan and how does it affect classroom instruction?






2.      What is the makeup of the class you observed – diversity factors, cultural factors, gender factors?






3.      What types of instructional methods did the teacher employ throughout your visit and how effective were these in terms of student learning and understanding?






4.      Were there ample resources—other than textbooks—visible in the classroom setting and how did these enhance the learning environment?

 

 

 

 

Reflections – Visit #1

Record your reflections—as a future teacher—after visiting the classroom for the first time.  What did you notice that worked/did not work?  What were your impressions of the teacher, student-teacher relationships, and learning environment?  What would you change about the classroom situation?

 



 

 

 

 

 

 

 

 

 

Observation/Classroom Visit #2 – Case Study

 

 


Guidelines:  On your second visit to the classroom, single out one student to observe carefully.  Observe the student for at least one hour.  During that time, record the following information:

 

 

1.      Student profile – gender, race, outward appearance, observed academic ability.

 

 

 

 

 

 

 

2.      Describe what types of learning activities was the student engaged in while the observation took.

 

 

 

 

 

 

 

 

3.      What was the relationship between the student and other students; student and teacher and how—in your opinion—did this affect the learning situation?

 

 

 

 

 

 

 

4.      Explain why you selected this student to observe?

 

 

 

 

 

 

 

Reflections /Case Study – Visit #2

Reflecting on the student and learning environment/activity that you observed, what would you do differently to assist this student in meeting success?  If you feel that the student was successfully engaging in his/her learning, how would you enhance the situation if this were your classroom?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Observation/Classroom Visit #3 – Teacher Interview

 

Guidelines:  Conduct an onsite visit with the teacher you have been assigned to.  Use the interview questions compiled in class as a guide.  During this last visit, gather information—in addition to the interview question responses—so that you can put together a "teacher profile."  To assist you, use the following:

 

 


1.      Number of years teaching:

 

2.       Grades and subjects taught:

 

 

3.      List the schools and locations where the teacher has worked:

 

 

 

 

4.      Gender – male/female

 

 

 

5.      Approximate age:

 

 

 

6.      Degrees and where they were completed:

 

 

 

 

7.      Areas of interest:

 

 

 

 

 

 

 

**See further explanation of assignment beginning on page 11

 

Observation/Classroom Visit #1 – Room Arrangement

Optional:  Photograph of the Classroom

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reflections – Visit #1

Obtain a copy of a typical assignment from your cooperating teacher.  If possible, make a copy of student work that resulted from the assignment.  Reflect on the assignment and student work—what do you think of the assignment; was the assignment effective; how would you change the assignment to achieve positive learning outcomes?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Observation Log

 

 

 

Name of Teacher:

 

 

School:

 

 


                                                                       

Date                Time In           Time Out

 

 


Observation/Classroom Visit #1                  

 

 


Observation/Classroom Visit #2

 

 

Observation/Classroom Visit #3

 

 

 

Teacher's Signature:                                                                                      Date:

 

 


Comments:

 

 

 

 

 

Teacher Interview Assignment – FOED 1110

 

Part I:  Each student is required to conduct a teacher interview with the cooperating teacher (Kittrell School).  FOED 1110 students will refer to the set of questions as a guide throughout the interview.

 

Part II:  In addition to the interview—which may be conducted by phone, email, or in person—the student must visit the teacher’s classroom in order to draw a diagram or take a picture of the classroom.  This diagram/picture must be included in the final Teacher Analysis and will be used to compare changes in education that have taken place over a period of time.

 

 

Part III:  Once the interview has been conducted, the student will complete:

 

!      A teacher profile which must consist of: a) the location of the school, b) grade, c) number of years experience in a public school, d) education background, and e) other professional experiences/activities such as coaching, yearbook advisor, membership in professional organizations, etc.  Utilize the teacher responses collected (see page 8) when writing your teacher profile.  The responses must be written in narrative format.

 

!      An analysis of the teacher’s responses to the interview questions (see page 13).  The analysis should reveal any patterns in responses such as trends in education that the teacher has seen, issues in school reform that are of concern, etc.   Analysis results must be typed in narrative form and must include any emerging patterns along with the student’s opinion as to why the teacher responded in a specific manner

 

Grading:  The assignment will be graded using the attached Rubric.  Please refer to the grading checklist (below) and rubric when preparing your assignment.   The assignment must be typed and should include:

 

ü       Cover Sheet – Title of the Assignment, Your Name, Course, Date

ü       List of Generated Questions utilized (refer to Suggested Questions List)

ü       Profile of Teacher (one page)

ü       Narrative of Teacher Responses (one page)

ü       Diagram or Picture of Classroom

ü       Analysis of Responses (approximately one page)

ü       NO FOLDER NEEDED – Please staple in the upper left-hand corner

ü       EXTRA CREDIT – Include samples of teacher-made materials, student work, or additional pictures of classroom    

 

ASSIGNMENT DUE: 

 

 

 

 

 

Updated – Spring 2002

Craig

 

 

Teacher Interview Assignment – FOED 1110

FOED 111 – Suggested Interview Questions

 

  1. In your opinion, what things are the most important, most interesting, and least desirable aspects of teaching?
  2. Would recommend the profession?
  3. What are the biggest problems facing the public schools in your community?
  4. Do you think parents have lowered their discipline standards – and – what type of discipline problems do you think teachers should be able to handle on their own?
  5. What do you think of extending the school year – to year round?
  6. What was the most difficult aspect of your first year of teaching?
  7. In your opinion, are public schools demanding enough of students –with regard to required courses, testing, and quality work?
  8. What do you think about inclusion and how has it affected your classroom?
  9. What suggestions would you give to help prepare the future teacher for the classroom?
  10. What bilingual education/ESL problems do you see facing your community, school, and the profession in general?
  11. How do you feel about corporal punishment?

 

Alternative Questions:

 

  1. What is your opinion of “parent choice” and vouchers?
  2. What do you consider to be qualities of effective teachers?
  3. Should public schools consider becoming charter schools or should they consider reorganization by private businesses?
  4. How can funding be increased to meet the needs of specific communities?
  5. What do you think of the idea, which would require all tax revenue to be pooled and redistributed evenly regardless of income, property tax, etc., in every system across the state?

 

 

 

 

 

 

Middle Tennessee State University

Dr. Tammie Brown

Department of Educational Leadership

University Honors Program

 

 

 

 


To:                   Cooperating Teachers

 

From:              Dr. Tammie Brown

 

RE:                  Field Experience – FOED 1110 – Honors

 

 

                        Thank you for agreeing to sponsor and assist a FOED 1110-Honors/Education as  Profession student.  Each student must complete a field placement consisting of three hours in a public school classroom.  The guided observations are outlined in the Field Placement Journal that students will share with you during the first visit.  Activities include conducting a teacher interview, drawing a diagram of the classroom, completing a guided observation of one student within the classroom setting, and recording reflections after each visit.  Please encourage students to become involved in the classroom environment.  University students will ask each cooperating teacher to sign their completed observation log and offer comments regarding the field placement.  If you have any questions regarding the field placement and assignments, please feel free to contact me.  Thank you again for assisting future teachers as they enter the profession.

 

 

Dr. Tammie Brown

Department of Educational Leadership

And

Honors College

Middle Tennessee State University

PO Box 91

898-2325

tsbrown@mtsu.edu