Name: Kelly Morgan Date of Reflection: 9/10/2025
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?
Three specific lesson objectives from my time in Ms. Vega’s classroom were that the
students would be able to complete a multistep number problem using PEMDAS, implement
the proper sequence of operations of PEMDAS, and properly use parenthesis for grouping.
During the student exemplar, there were many example problems which required the use of
PEMDAS. For the example problem “-3 + (-7-2)”, Ms. Vega first started by writing the
acronym on the board and asking the students “do I have anything to do inside of my
parenthesis”. She then began solving the equation inside of the parenthesis and leaving it
inside to emphasize to the students that she was targeting one of their lesson objects:
properly using parenthesis for grouping. Once she finished with the parenthesis, she asked
learners, “what comes next” and after they responded with the letter “E”, she then follows
up with, “what does E stand for”. She continued this process all the way until she got to
subtraction. For each problem, she used the same strategy, and by using this strategy, she
was ingraining the acronym in their minds. For students to complete their multistep word
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?
Three specific lesson objectives from my time in Ms. Vega’s classroom were that the
students would be able to complete a multistep number problem using PEMDAS, implement
the proper sequence of operations of PEMDAS, and properly use parenthesis for grouping.
During the student exemplar, there were many example problems which required the use of
PEMDAS. For the example problem “-3 + (-7-2)”, Ms. Vega first started by writing the
acronym on the board and asking the students “do I have anything to do inside of my
parenthesis”. She then began solving the equation inside of the parenthesis and leaving it
inside to emphasize to the students that she was targeting one of their lesson objects:
properly using parenthesis for grouping. Once she finished with the parenthesis, she asked
learners, “what comes next” and after they responded with the letter “E”, she then follows
up with, “what does E stand for”. She continued this process all the way until she got to
subtraction. For each problem, she used the same strategy, and by using this strategy, she
was ingraining the acronym in their minds. For students to complete their multistep word
