TFE 800.21 INTERACTIVE FIELD EXPERIENCES IN LEARNER DEVELOPMENT: PART
1|ACCURATE AND VERIFIED | 2026 UPDATE
Name: Jayla Aldridge
Date of Reflection: 1/28/2026
TFE 800.21 Interactive Field Experiences in Learner Development: Part 1
Once completed, please upload this reflection to the Learner Development Reflection Submission page
in TFE 800.21
Reflection Questions:
1. Describe the makeup of the students in the classroom, socially, culturally, and academically.
What background knowledge has the teacher given you about the students and what questions
do you want to ask so you are better prepared to facilitate their learning?
Since this was a PE/Conditioning setting, the students were socially energetic but varied in their
physical confidence. Culturally, the group was diverse, which meant I had to be mindful that
"fitness" means different things to different families. Academically, the students were at a stage
where they could follow multi-step directions for a circuit, but they stayed more focused when
instructions were broken down into quick, visual chunks rather than long explanations
2. Think back to what you learned about child or adolescent development in your coursework.
Reflecting on the classrooms you observed for this FBE, how did the teachers use strategies that
were appropriate for their students given their levels of cognitive, physical, and social
development? Share specific examples. The teacher (and I) focused on scaffolding physical
tasks to match their development. Since adolescents are still developing coordination, I
actively modeled the proper form for stations like high knees and mountain climbers to
ensure safety. To support their social-emotional development specifically their need for
external structure when things get hard I managed an interval timer and provided "time
checks" like, "Last 10 seconds, finish strong!" This kept their energy high when they
began to fade
1|ACCURATE AND VERIFIED | 2026 UPDATE
Name: Jayla Aldridge
Date of Reflection: 1/28/2026
TFE 800.21 Interactive Field Experiences in Learner Development: Part 1
Once completed, please upload this reflection to the Learner Development Reflection Submission page
in TFE 800.21
Reflection Questions:
1. Describe the makeup of the students in the classroom, socially, culturally, and academically.
What background knowledge has the teacher given you about the students and what questions
do you want to ask so you are better prepared to facilitate their learning?
Since this was a PE/Conditioning setting, the students were socially energetic but varied in their
physical confidence. Culturally, the group was diverse, which meant I had to be mindful that
"fitness" means different things to different families. Academically, the students were at a stage
where they could follow multi-step directions for a circuit, but they stayed more focused when
instructions were broken down into quick, visual chunks rather than long explanations
2. Think back to what you learned about child or adolescent development in your coursework.
Reflecting on the classrooms you observed for this FBE, how did the teachers use strategies that
were appropriate for their students given their levels of cognitive, physical, and social
development? Share specific examples. The teacher (and I) focused on scaffolding physical
tasks to match their development. Since adolescents are still developing coordination, I
actively modeled the proper form for stations like high knees and mountain climbers to
ensure safety. To support their social-emotional development specifically their need for
external structure when things get hard I managed an interval timer and provided "time
checks" like, "Last 10 seconds, finish strong!" This kept their energy high when they
began to fade
