By writing individual reflections for each pre-trip and field trip, I identified specific teaching practices to emphasize or to adjust. For example, my reflection for my first field trip to HJ Andrews on April 28 helped me contemplate how generally asking students “Does anyone have any observations?” diffused responsibility and yielded few responses. Rather, asking a specific student by name “How does this salal look different from the Oregon grape?” produced more detailed responses and is a tool to have each student participate, with the added bonus of helping me memorize their names and build rapport. My fourth field trip was disheartening because two engaged students participated throughout, but the other five students still had trouble with basic vocabulary such as “nurse log” and “snag” at the end of the trip. Speculating on how to address this problem in the future in that week’s reflection, I wondered if I was framing the questions in such a way that the students were self-conscious of being evaluated. I elected that, in the future, I might incorporate activities such as sketching plants to evaluate quieter groups. These realizations have proved to me that reflecting on teaching became instrumental to improving my facilitation with each subsequent teaching experience.