TNT 700.2 The Learner Project
During my field-based observation at George Washington Middle School, I was able
to learn some of the most valuable things about the learner for this project. I observed Mr.
Orlando Rios and Mr. Emmanuel Alejandro. Mr. Rios teaches seventh grade Social Studies
and Mr. Alejandro teaches eighth grade Social Studies. Something they both assured me is
that the most important thing is to provide the students with the education they deserve. All
students despite race or ethnicity should be given the same opportunities despite their
backgrounds they came from. GWMS and it’s teachers prepare their students for not only the
next step in their education but also life.
During my observation with Mr. Rios, I witnessed all of Maslow’s Hierarchy of Needs
being met. The students’ psychological needs were met with brain breaks, lunch time, and music
listening sessions. Mr. Rios made it a priority to give the students small breaks in order to keep
them focused during his lesson. He also uses flexible seating, this way the students are
comfortable while learning. With the students being in seventh grade it is important to give them
breaks to ensure that they are staying involved during the lesson. Mr Rios stated that they
needed brainbreakes in order to re-energize the brain. However, these brain breaks included a
short review video in order for students to review knowledge covered in a previous lesson. Their
safety needs were met because Mr. Rios was always present in the room with them and ensured
that the classroom rules were posted in every corner of the room to minimize any chance of
harm. During transition to the next period He was always always outside of his portable being
attentive to the students and welcoming. It is very important to GWMS that their teachers are in
the hall monitoring for the safety of their students. The students’ esteem needs were met during
class as well. Mr. Rios likes to make sure his students feel comfortable in his class and I was
able to observe this. During group discussions most students’ participated and if they were
wrong she corrected them but still gave them rewards for attempting to answer. He also uses
Class Dojo and whichever class has the most dojo points at the end of the six weeks gets a prize,
such as a game day or a small treat. This is great as it encourages positive behavior and creates
an amazing classroom environment . The students' need for belongingness and love were also
met. Mr. Rios’ classroom environment was very welcoming and warm. Mr. Rios even played
music from a playlist created from the students favorite songs when they were working on the
independent practice which even elevated the overall environment of his classroom and showed
his devoted attention to his students. You could tell that the students truly enjoyed being in his
classroom. Lastly, I was able to see their self-actualization needs being met when they would
answer a question correctly. Their face and body language showed excitement. I even witnessed
a student get up and start dancing after answering a question correctly.
While observing Mr. Alejandro, I was able to observe stages three and four of Erikson’s
Stages of Development. For Initiative vs. Guilt the students were being taught different strategies
to utilize on the STAAR test. The strategies that Mr. Alejandro was teaching were to help the
students relieve stress on test taking day. Mr. Alejandro modeled the exact strategies the students
During my field-based observation at George Washington Middle School, I was able
to learn some of the most valuable things about the learner for this project. I observed Mr.
Orlando Rios and Mr. Emmanuel Alejandro. Mr. Rios teaches seventh grade Social Studies
and Mr. Alejandro teaches eighth grade Social Studies. Something they both assured me is
that the most important thing is to provide the students with the education they deserve. All
students despite race or ethnicity should be given the same opportunities despite their
backgrounds they came from. GWMS and it’s teachers prepare their students for not only the
next step in their education but also life.
During my observation with Mr. Rios, I witnessed all of Maslow’s Hierarchy of Needs
being met. The students’ psychological needs were met with brain breaks, lunch time, and music
listening sessions. Mr. Rios made it a priority to give the students small breaks in order to keep
them focused during his lesson. He also uses flexible seating, this way the students are
comfortable while learning. With the students being in seventh grade it is important to give them
breaks to ensure that they are staying involved during the lesson. Mr Rios stated that they
needed brainbreakes in order to re-energize the brain. However, these brain breaks included a
short review video in order for students to review knowledge covered in a previous lesson. Their
safety needs were met because Mr. Rios was always present in the room with them and ensured
that the classroom rules were posted in every corner of the room to minimize any chance of
harm. During transition to the next period He was always always outside of his portable being
attentive to the students and welcoming. It is very important to GWMS that their teachers are in
the hall monitoring for the safety of their students. The students’ esteem needs were met during
class as well. Mr. Rios likes to make sure his students feel comfortable in his class and I was
able to observe this. During group discussions most students’ participated and if they were
wrong she corrected them but still gave them rewards for attempting to answer. He also uses
Class Dojo and whichever class has the most dojo points at the end of the six weeks gets a prize,
such as a game day or a small treat. This is great as it encourages positive behavior and creates
an amazing classroom environment . The students' need for belongingness and love were also
met. Mr. Rios’ classroom environment was very welcoming and warm. Mr. Rios even played
music from a playlist created from the students favorite songs when they were working on the
independent practice which even elevated the overall environment of his classroom and showed
his devoted attention to his students. You could tell that the students truly enjoyed being in his
classroom. Lastly, I was able to see their self-actualization needs being met when they would
answer a question correctly. Their face and body language showed excitement. I even witnessed
a student get up and start dancing after answering a question correctly.
While observing Mr. Alejandro, I was able to observe stages three and four of Erikson’s
Stages of Development. For Initiative vs. Guilt the students were being taught different strategies
to utilize on the STAAR test. The strategies that Mr. Alejandro was teaching were to help the
students relieve stress on test taking day. Mr. Alejandro modeled the exact strategies the students
