Name: Jennifer Hayes Date of Reflection 7/13/2025
TFE 800.23 Field Based Experiences: Learner Development
In order to be effective educators and sensitive mentors, teachers must know their students. In addition
to knowing about child development, learner theories, and the unique learning needs of diverse student
populations, teachers also need to be familiar with their students’ interests, academic strengths, learning
styles, family backgrounds or home situations, and assessment data. This field experience draws on
courses such as Meet Your Students, Child Development and Motivation to Learn or Adolescent
Development and Motivation to Learn or Human Development and Theories of Learning, and Special
Populations in the Classroom. As you spend time observing students in another teacher’s classroom, pay
special attention to how the students engage with the lesson content, with the teacher’s and your
directions, and with other students in the classroom. In your reflection, refer back to previous
coursework to connect what you saw in the classroom with theories about student learning and
development.
Reflection Questions:
1. Describe the makeup of the students in the classroom from Video 1, the classrooms of Ms. Solis
and Ms. Avila. What do you notice about the student populations in each classroom and how did
each teacher address the students’ needs? What questions might you want to ask so you are
better prepared to facilitate their learning?
During my observation of Ms. Solis’s classroom, I noticed that the student population
was predominantly Hispanic, with many students likely being English learners. Her
teaching approach reminded me of the behaviorist theory through her use of repetition,
encouragement, and clear feedback, but I also saw strong elements of constructivist
learning, especially Vygotsky’s Zone of Proximal Development. She spoke slowly,
repeated key points for emphasis, and worked closely with small groups, making sure
each student understood before moving on. These strategies connect to what I’ve learned
in my certification coursework, especially in classes focused on supporting English
learners and diverse student populations. For example, the use of simplified language and
verbal scaffolds is something emphasized in our training, and I saw that applied
effectively in her classroom. Her instructional style also reflects Krashen’s Input
Hypothesis, showing the value of comprehensible input in language development.
Although her students were younger, I can see how these foundational strategies would
also apply in a secondary ELAR classroom, particularly when working with struggling
readers or emergent bilinguals.
In Ms. Avila’s class, I observed a diverse group of older students engaged in a more
active and differentiated learning environment. Her approach reflected elements of
constructivism and social learning theory, as she built student understanding through
questioning, peer interaction, and varied group tasks. She lectured with energy, affirmed
student responses, and circulated the room to offer support and monitor progress. I
especially appreciated how she paused after asking questions and offered prompts or
sentence stems to help students express their ideas. This reminded me of what we learned
, about the importance of scaffolding and academic discourse in adolescent learning. One
of the strongest connections to my certification coursework was her use of formative
assessment to form groups based on student submissions, which ties directly into what we
studied about using data to differentiate instruction. I would want to ask her whether her
differentiation is influenced by IEPs or 504 plans and how she tracks student progress.
Observing her class helped me see how effective differentiation and student-centered
strategies support deeper engagement in a secondary ELAR setting.
2. After observing Video 2 in the classrooms of Ms. Luther and Ms. Nilsson, how did you see that
each teacher knew her students and responded to their needs appropriately. Apply what you
have learned about child development in your response.
In Ms. Luther’s 5th grade classroom, it was clear that she knows her students well and responds
to their needs with both structure and compassion. She demonstrates this by knowing their
names, working through problems in real time, and directing them to resources like math
journals so they can build independence. She also forms student partnerships intentionally,
ensuring that students are respectful and collaborative rather than working in isolation. This
shows an understanding of social development at this age, as students in upper elementary
grades are learning how to function in group settings and benefit from guided peer
interaction.Ms. Luther also supports emotional and academic development by checking in with
students who didn’t complete their homework. Rather than punishing them, she gives them
time to finish in class, showing that she understands the importance of meeting students where
they are. Her decision to create a “teacher station” for students needing more support while
others work in a “plot partner” group shows that she is providing differentiated instruction
based on readiness and need. Walking around the room and offering individualized guidance
reflects her ability to assess and respond in the moment, a skill grounded in what we’ve learned
about child development. At this stage, students thrive when given structured routines, clear
expectations, and compassionate support, all of which Ms. Luther models consistently. In Ms.
Nillson’s high school commercial photography class, it was evident that she understands her
students and responds to their developmental needs in ways that differ from elementary-level
teaching. She begins class by recognizing students who completed their assignments well, using
their work as a model for others. This shows she values peer influence and uses it strategically,
which fits with adolescent development theory since students at this age often respond more
positively to peer comparison than adult praise. She also stands close to students while they are
working but makes a point to explain why, respecting their growing need for personal space and
body autonomy. This contrasts with younger students, like those in Ms. Luther’s class, who are
often more comfortable with physical proximity and require more one-on-one interaction. Ms.
Nilsson’s instruction is more directive and content-focused. Instead of engaging students in
extended dialogue, she tends to ask questions and answer them herself, guiding the lesson with
efficiency. While her teaching is less interactive, it reflects an understanding of high school
students’ need for independence, clear structure, and respect for their social boundaries. Her
approach fits what we’ve learned about adolescent cognitive development. Students at this
stage are capable of higher-order thinking but still benefit from concrete modeling and clearly
defined expectations.
TFE 800.23 Field Based Experiences: Learner Development
In order to be effective educators and sensitive mentors, teachers must know their students. In addition
to knowing about child development, learner theories, and the unique learning needs of diverse student
populations, teachers also need to be familiar with their students’ interests, academic strengths, learning
styles, family backgrounds or home situations, and assessment data. This field experience draws on
courses such as Meet Your Students, Child Development and Motivation to Learn or Adolescent
Development and Motivation to Learn or Human Development and Theories of Learning, and Special
Populations in the Classroom. As you spend time observing students in another teacher’s classroom, pay
special attention to how the students engage with the lesson content, with the teacher’s and your
directions, and with other students in the classroom. In your reflection, refer back to previous
coursework to connect what you saw in the classroom with theories about student learning and
development.
Reflection Questions:
1. Describe the makeup of the students in the classroom from Video 1, the classrooms of Ms. Solis
and Ms. Avila. What do you notice about the student populations in each classroom and how did
each teacher address the students’ needs? What questions might you want to ask so you are
better prepared to facilitate their learning?
During my observation of Ms. Solis’s classroom, I noticed that the student population
was predominantly Hispanic, with many students likely being English learners. Her
teaching approach reminded me of the behaviorist theory through her use of repetition,
encouragement, and clear feedback, but I also saw strong elements of constructivist
learning, especially Vygotsky’s Zone of Proximal Development. She spoke slowly,
repeated key points for emphasis, and worked closely with small groups, making sure
each student understood before moving on. These strategies connect to what I’ve learned
in my certification coursework, especially in classes focused on supporting English
learners and diverse student populations. For example, the use of simplified language and
verbal scaffolds is something emphasized in our training, and I saw that applied
effectively in her classroom. Her instructional style also reflects Krashen’s Input
Hypothesis, showing the value of comprehensible input in language development.
Although her students were younger, I can see how these foundational strategies would
also apply in a secondary ELAR classroom, particularly when working with struggling
readers or emergent bilinguals.
In Ms. Avila’s class, I observed a diverse group of older students engaged in a more
active and differentiated learning environment. Her approach reflected elements of
constructivism and social learning theory, as she built student understanding through
questioning, peer interaction, and varied group tasks. She lectured with energy, affirmed
student responses, and circulated the room to offer support and monitor progress. I
especially appreciated how she paused after asking questions and offered prompts or
sentence stems to help students express their ideas. This reminded me of what we learned
, about the importance of scaffolding and academic discourse in adolescent learning. One
of the strongest connections to my certification coursework was her use of formative
assessment to form groups based on student submissions, which ties directly into what we
studied about using data to differentiate instruction. I would want to ask her whether her
differentiation is influenced by IEPs or 504 plans and how she tracks student progress.
Observing her class helped me see how effective differentiation and student-centered
strategies support deeper engagement in a secondary ELAR setting.
2. After observing Video 2 in the classrooms of Ms. Luther and Ms. Nilsson, how did you see that
each teacher knew her students and responded to their needs appropriately. Apply what you
have learned about child development in your response.
In Ms. Luther’s 5th grade classroom, it was clear that she knows her students well and responds
to their needs with both structure and compassion. She demonstrates this by knowing their
names, working through problems in real time, and directing them to resources like math
journals so they can build independence. She also forms student partnerships intentionally,
ensuring that students are respectful and collaborative rather than working in isolation. This
shows an understanding of social development at this age, as students in upper elementary
grades are learning how to function in group settings and benefit from guided peer
interaction.Ms. Luther also supports emotional and academic development by checking in with
students who didn’t complete their homework. Rather than punishing them, she gives them
time to finish in class, showing that she understands the importance of meeting students where
they are. Her decision to create a “teacher station” for students needing more support while
others work in a “plot partner” group shows that she is providing differentiated instruction
based on readiness and need. Walking around the room and offering individualized guidance
reflects her ability to assess and respond in the moment, a skill grounded in what we’ve learned
about child development. At this stage, students thrive when given structured routines, clear
expectations, and compassionate support, all of which Ms. Luther models consistently. In Ms.
Nillson’s high school commercial photography class, it was evident that she understands her
students and responds to their developmental needs in ways that differ from elementary-level
teaching. She begins class by recognizing students who completed their assignments well, using
their work as a model for others. This shows she values peer influence and uses it strategically,
which fits with adolescent development theory since students at this age often respond more
positively to peer comparison than adult praise. She also stands close to students while they are
working but makes a point to explain why, respecting their growing need for personal space and
body autonomy. This contrasts with younger students, like those in Ms. Luther’s class, who are
often more comfortable with physical proximity and require more one-on-one interaction. Ms.
Nilsson’s instruction is more directive and content-focused. Instead of engaging students in
extended dialogue, she tends to ask questions and answer them herself, guiding the lesson with
efficiency. While her teaching is less interactive, it reflects an understanding of high school
students’ need for independence, clear structure, and respect for their social boundaries. Her
approach fits what we’ve learned about adolescent cognitive development. Students at this
stage are capable of higher-order thinking but still benefit from concrete modeling and clearly
defined expectations.
