Name: Alyssa D Azua Date of Reflection 7/24/2024
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?
In the video Ms.Solis’s make-up was more light not of full-coverage but nothing to crazy. In the
video she gave off a more older women like mid 40’s and in the video with Ms.Avila was wearing
a bit more make up and gave off a younger adult probably in her early to mid 30’s and was a bit
more youthful. In each video the classroom Ms.Solis was more of an elementary school setting
so she was managing 4-5 students on a table while the other students were in groups so she was
able to give each student about 20-30 mins and possibly have the students switch to the next
group(s). In Ms. Avila’s she was a high school English teacher and taught an overall group of
stuents. She was assessed each students needs and where they wer needing help or struggling
and if there was at least 2-3 students were in the same area of help she split up and separated in
small groups to make sure her studnes were finishing up their work assignment and if help was
needed she already knew what each student was lacking. I would love to ask both of them what
their planning looks like and how their set up is and what advice they would give to hopefully
use when I begin teaching.
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.
Ms. Nilsson in her math classroom she addressed her students by their names but she also
validated their responces if another student was going about the math problem on the board a
bit differently but she was explaining to the other students why they chose that route. She was
addressing their needs by explaining if a student(s) did not see their answer choice then we had
to simplify and probably simplify again until we saw the answer as an answer choice and
continued to redirect that to the students as they are not wrong or have donethe problem
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?
In the video Ms.Solis’s make-up was more light not of full-coverage but nothing to crazy. In the
video she gave off a more older women like mid 40’s and in the video with Ms.Avila was wearing
a bit more make up and gave off a younger adult probably in her early to mid 30’s and was a bit
more youthful. In each video the classroom Ms.Solis was more of an elementary school setting
so she was managing 4-5 students on a table while the other students were in groups so she was
able to give each student about 20-30 mins and possibly have the students switch to the next
group(s). In Ms. Avila’s she was a high school English teacher and taught an overall group of
stuents. She was assessed each students needs and where they wer needing help or struggling
and if there was at least 2-3 students were in the same area of help she split up and separated in
small groups to make sure her studnes were finishing up their work assignment and if help was
needed she already knew what each student was lacking. I would love to ask both of them what
their planning looks like and how their set up is and what advice they would give to hopefully
use when I begin teaching.
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.
Ms. Nilsson in her math classroom she addressed her students by their names but she also
validated their responces if another student was going about the math problem on the board a
bit differently but she was explaining to the other students why they chose that route. She was
addressing their needs by explaining if a student(s) did not see their answer choice then we had
to simplify and probably simplify again until we saw the answer as an answer choice and
continued to redirect that to the students as they are not wrong or have donethe problem
