# data[].attributes.attachment_caption
Reflection: Most students are working adults who are eager but a bit unsure. A big part of my role will be building trust and making it safe for them to speak up, especially when analyzing literature or sharing personal interpretations. I’ll keep everything accessible and discussion based, knowing they have a lot to say when they feel respected.

# data[].attributes.body
Classroom Snapshot (Literature 101 – Evening Class)

Education Levels: High school grads, a few GED completers, returning adult learners

Learning Preferences: Visual learners, discussion oriented, prefer hands on, group activities

Barriers to Learning: Full time jobs, family responsibilities, anxiety about writing and tech use

Learner Needs: Semi-flexible deadlines, confidence building, structured but low stress discussions

# data[].attributes.body
In the first few weeks, my goal is to build community and spark discussion around major themes like identity, conflict, and power. These activities help everyone feel heard and get used to sharing ideas aloud.

# data[].attributes.body
Why It Matters

Belonging is everything when you're working with adult learners, especially in a freshman level english class where students might feel a little out of place. Some haven’t been in school in years, and others are juggling jobs, kids, or just nervous energy. So creating a space where they feel seen, safe, and heard isn’t just nice, it’s necessary.

In our literature class, I plan to create that sense of belonging by leaning into adult learning theories. Maslow’s hierarchy reminds me that students can’t engage in analysis or discussion if their basic emotional needs aren’t met (Mackh, 2025, p. 95). That means I have to create an environment where students feel respected and like their contributions matter. Group activities, open ended questions, and flexible participation options help with that.

Transformative learning is also key. When students are encouraged to reflect on personal experiences and challenge assumptions through discussion and text analysis, they grow, not just academically, but personally (Mackh, 2025, p. 114). By designing activities like “Character Interviews” or “Big Question Icebreakers,” I’m helping students connect emotionally with literature and with each other.

Finally, belonging ties directly to retention. When students feel connected, to the material, their peers, and me, they're more likely to stick with the course and believe in their ability to succeed (Mackh, 2025, p. 139). That’s why everything I do, I will aim to affirm their creative place in the classroom.

# data[].attributes.body
Mackh, B. (2025). Teaching for Retention: Strategies to Ignite Student Success in Higher

Education. BibliU | Affordable Course Materials & Campus Solutions. https://bibliu.com/app/?bibliuMagicToken=MKha2me9FCcA2G8XT3zKaTMIZe9iZjwM#/view/books/B1BPADWSKS76X/epub/OEBPS/html/ch11.html#page_95

Mackh, B. (2025). Teaching for Retention: Strategies to Ignite Student Success in Higher

Education. BibliU | Affordable Course Materials & Campus Solutions. https://bibliu.com/app/?bibliuMagicToken=17saHIEfPUVhqv73xrZ0yNIGuwPaqoDH#/view/books/B1BPADWSKS76X/epub/OEBPS/html/ch12.html#page_114

Mackh, B. (2025). Teaching for Retention: Strategies to Ignite Student Success in Higher

Education. BibliU | Affordable Course Materials & Campus Solutions. https://bibliu.com/app/?bibliuMagicToken=17saHIEfPUVhqv73xrZ0yNIGuwPaqoDH#/view/books/B1BPADWSKS76X/epub/OEBPS/html/ch13.html#page_139