Name: Jennifer Hayes Date of Reflection: 4/29/2025
TFE 800.41 Interactive Field Experiences in Planning Learning: Part 1
A well-planned lesson solves many of the problems a teacher faces before they enter a classroom.
Intentionally crafted activities that scaffold student learning to meet standards can help ensure they
remain on-level throughout the year. Well-chosen, differentiated activities provide a teacher with the
ability to teach all students effectively and keep them on-task. Also a lesson plan with prepared time-
management paired with a range of activities can help a teacher with classroom management as many
behavior issues in the classroom stem from boredom.
This field experience draws on courses such as Understanding Rigor, Understanding the TEKS, and
Elements of Effective Lesson Planning. As you spend time interacting with students in another teacher’s
classroom, pay special attention to how the teacher carries out their lesson plans. While not required, it
will be helpful to ask the teacher after class about their plan, their rationale, how effective they felt their
plan was, and what they would do different the next time they teach the lesson. In your reflection, refer
back to previous coursework to connect what you saw in the classroom with theories about student
learning and development.
IMPORTANT: This field experience requires 5 hours in the classroom. The Texas Administrative Code
requires FBEs include your active engagement with students during educational activities the entire time
you are in the classroom. Please make sure to discuss with the teacher beforehand ways for you to be
actively involved, such as but not limited to facilitating small groups, help with monitoring the class, one-
on-one tutoring during class time, answering student questions, and other activities more involved than
observation or small talk.
Reflection Questions:
1. List at least three specific lesson objectives from your time in the classroom for this field
experience. What specific things did the teacher do to meet the objectives? Describe the
overall instruction and learning process you observed as well as specific details for each of
the three or more objectives?
During my time in Mrs. Moorman’s 8th grade ELAR classroom, I observed the
following lesson objectives:Objective 1: Analyze the author’s use of figurative
language in a narrative text.Mrs. Moorman began the lesson with a mini-lecture
reviewing types of figurative language such as similes, metaphors, and
personification. She used short video clips and example sentences to reinforce
understanding. Students then annotated a short story, highlighting examples of
figurative language and writing marginal notes explaining each device’s effect on
tone and meaning.Objective 2: Use textual evidence to support written
responses.Students were assigned a short constructed response question based on the
story. Mrs. Moorman modeled a sample response using the RACES strategy (Restate,
Answer, Cite, Explain, Sum up) and provided sentence stems. Students wrote their
responses independently and then participated in a peer review activity using a rubric
checklist.Objective 3: Collaborate with peers to revise writing for clarity and
TFE 800.41 Interactive Field Experiences in Planning Learning: Part 1
A well-planned lesson solves many of the problems a teacher faces before they enter a classroom.
Intentionally crafted activities that scaffold student learning to meet standards can help ensure they
remain on-level throughout the year. Well-chosen, differentiated activities provide a teacher with the
ability to teach all students effectively and keep them on-task. Also a lesson plan with prepared time-
management paired with a range of activities can help a teacher with classroom management as many
behavior issues in the classroom stem from boredom.
This field experience draws on courses such as Understanding Rigor, Understanding the TEKS, and
Elements of Effective Lesson Planning. As you spend time interacting with students in another teacher’s
classroom, pay special attention to how the teacher carries out their lesson plans. While not required, it
will be helpful to ask the teacher after class about their plan, their rationale, how effective they felt their
plan was, and what they would do different the next time they teach the lesson. In your reflection, refer
back to previous coursework to connect what you saw in the classroom with theories about student
learning and development.
IMPORTANT: This field experience requires 5 hours in the classroom. The Texas Administrative Code
requires FBEs include your active engagement with students during educational activities the entire time
you are in the classroom. Please make sure to discuss with the teacher beforehand ways for you to be
actively involved, such as but not limited to facilitating small groups, help with monitoring the class, one-
on-one tutoring during class time, answering student questions, and other activities more involved than
observation or small talk.
Reflection Questions:
1. List at least three specific lesson objectives from your time in the classroom for this field
experience. What specific things did the teacher do to meet the objectives? Describe the
overall instruction and learning process you observed as well as specific details for each of
the three or more objectives?
During my time in Mrs. Moorman’s 8th grade ELAR classroom, I observed the
following lesson objectives:Objective 1: Analyze the author’s use of figurative
language in a narrative text.Mrs. Moorman began the lesson with a mini-lecture
reviewing types of figurative language such as similes, metaphors, and
personification. She used short video clips and example sentences to reinforce
understanding. Students then annotated a short story, highlighting examples of
figurative language and writing marginal notes explaining each device’s effect on
tone and meaning.Objective 2: Use textual evidence to support written
responses.Students were assigned a short constructed response question based on the
story. Mrs. Moorman modeled a sample response using the RACES strategy (Restate,
Answer, Cite, Explain, Sum up) and provided sentence stems. Students wrote their
responses independently and then participated in a peer review activity using a rubric
checklist.Objective 3: Collaborate with peers to revise writing for clarity and
