TFE 800.33 VIRTUAL FIELD EXPERIENCE PART 2 |ACCURATE AND
VERIFIED | 2026 UPDATE
Name: Jennifer Hayes
Date of Reflection: 7/14/2026
TFE 800.33 Field Based Experiences: The Learning Environment
A positive learning environment fosters student engagement, motivation, and academic success by
providing a safe, supportive, and inclusive atmosphere. It encourages collaboration and open
communication, where students feel valued and are willing to take intellectual risks. Additionally, a well-
structured learning environment with clear expectations and resources promotes effective learning and
helps students develop critical thinking and problem-solving skills. This field-based experience draws
upon learning in TCR 504 Developing a Respectful Learning Environment, TCR 501 Theories of Classroom
Management, and TCR 502 Techniques of Classroom Management. In your reflection, refer back to this
coursework to connect what you saw in the classroom with what you learned about the learning
environment.
Reflection Questions:
1. In Theories of Classroom Management, you learned about four different management styles:
Authoritative, Behavior, Instructional, and Social-Emotional. In video 1, where you observed the
classrooms of Ms. Uzick and Ms. Quigley, what management styles did you see the teachers
exhibit? Note the specific style and describe in two or three sentences for each teacher the
evidence you saw that brought you to that conclusion. How effective were these styles and why?
Ms. Uzick exhibited a combination of Instructional and Social-Emotional classroom management
styles. Her instructional approach was evident as she kept all students engaged with structured
questioning, such as calling on students by even numbers to respond to the shared poem. She
clearly communicated expectations, guided transitions efficiently using countdowns and
directions, and reinforced routines that kept the class orderly and on task. At the same time, she
demonstrated a social-emotional style by affirming student responses and connecting the
poem's theme to their real-life experiences at recess, helping students see relevance and build
emotional connections to learning. This blend of approaches was highly effective because it
supported academic engagement while also nurturing a safe, respectful environment where
students felt seen and motivated to participate. Ms. Quigley demonstrated a strong Social-
Emotional classroom management style in her high school biology class. From the start, she
created a relaxed, emotionally supportive environment by greeting students with a game-based
warm-up and allowing them to take ownership, such as deciding which partner would download
a QR scanner for the scavenger hunt. Her calm demeanor and strong rapport with students
helped them transition smoothly between tasks while remaining seated and engaged. She
clearly had a positive relationship with her class, which was reflected in their attentiveness and
willingness to participate. By connecting the opening game to an academic activity like “Two
Truths and a Lie” using biology terms, she effectively blended emotional connection with
instructional goals, enhancing student motivation and deepening content engagement. This
management style proved highly effective in maintaining both structure and strong student-
teacher relationships.
VERIFIED | 2026 UPDATE
Name: Jennifer Hayes
Date of Reflection: 7/14/2026
TFE 800.33 Field Based Experiences: The Learning Environment
A positive learning environment fosters student engagement, motivation, and academic success by
providing a safe, supportive, and inclusive atmosphere. It encourages collaboration and open
communication, where students feel valued and are willing to take intellectual risks. Additionally, a well-
structured learning environment with clear expectations and resources promotes effective learning and
helps students develop critical thinking and problem-solving skills. This field-based experience draws
upon learning in TCR 504 Developing a Respectful Learning Environment, TCR 501 Theories of Classroom
Management, and TCR 502 Techniques of Classroom Management. In your reflection, refer back to this
coursework to connect what you saw in the classroom with what you learned about the learning
environment.
Reflection Questions:
1. In Theories of Classroom Management, you learned about four different management styles:
Authoritative, Behavior, Instructional, and Social-Emotional. In video 1, where you observed the
classrooms of Ms. Uzick and Ms. Quigley, what management styles did you see the teachers
exhibit? Note the specific style and describe in two or three sentences for each teacher the
evidence you saw that brought you to that conclusion. How effective were these styles and why?
Ms. Uzick exhibited a combination of Instructional and Social-Emotional classroom management
styles. Her instructional approach was evident as she kept all students engaged with structured
questioning, such as calling on students by even numbers to respond to the shared poem. She
clearly communicated expectations, guided transitions efficiently using countdowns and
directions, and reinforced routines that kept the class orderly and on task. At the same time, she
demonstrated a social-emotional style by affirming student responses and connecting the
poem's theme to their real-life experiences at recess, helping students see relevance and build
emotional connections to learning. This blend of approaches was highly effective because it
supported academic engagement while also nurturing a safe, respectful environment where
students felt seen and motivated to participate. Ms. Quigley demonstrated a strong Social-
Emotional classroom management style in her high school biology class. From the start, she
created a relaxed, emotionally supportive environment by greeting students with a game-based
warm-up and allowing them to take ownership, such as deciding which partner would download
a QR scanner for the scavenger hunt. Her calm demeanor and strong rapport with students
helped them transition smoothly between tasks while remaining seated and engaged. She
clearly had a positive relationship with her class, which was reflected in their attentiveness and
willingness to participate. By connecting the opening game to an academic activity like “Two
Truths and a Lie” using biology terms, she effectively blended emotional connection with
instructional goals, enhancing student motivation and deepening content engagement. This
management style proved highly effective in maintaining both structure and strong student-
teacher relationships.
