Abstract
A large body of literature recognizes the many challenges teachers experience in the classroom. The research and subsequent article bring to light the concerns identified by undergraduate teacher candidates during a day-long field experience. The intention of the experience was to focus on literacy instruction; however, that was often overshadowed by classroom and behavior management concerns and questions. Reflections and discussions after the experience were dominated by the identified behavior and classroom management issues and concerns the teacher candidates noticed. Their post-experience reflections were so focused on them that the candidates were unable to process the literacy behaviors, instruction, and resources.
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