FS1

The
Learners
Developme
FIELD STUDY
nt
Episode 4
and
INDIVIDUAL DIFFERENCES
AND LEARNERS
Environent
INTERACTION
(focusing on differences in gender, racial, religious backgrounds)
Name of FS Student Fatima M. Perez
Course BSED Math

Year & Section 2-1

Resource Teacher Mr.Arnel L. Poja

Signature _____________________

Cooperating School Polo National High School

Your Target
At the end of this activity, you will gain competence in determining teaching
approaches and techniques considering the individual differences of the learners.

Your Map
The learners individual differences and the type of interaction they bring surely
affect the quality of teaching and learning. This episode is about observing and gathering
data to find out how student diversity affects learning.
To reach your target, do the following tasks:
Step 1 Observe a class in different parts of a school
day. (beginning of the day, class time, recess, etc)
Step 3Describe the interaction that transpires inside
and outside the classroom.

Step 2Describe the characteristics of

the learners in terms of age, gender,
and social and cultural diversity.
Step 4Interview your resource
teacher about the principles and
practices that he/she uses in dealing
with diversity in the classroom.

Your
Tools the impact of individual differences
Step 5Analyze
on learners interaction.
Use the activity form provided for you to document your observations.

An Observation Guide for the Learners Characteristics

Read the following carefully before you begin to observe. Then write your
observation report on the space provided on the next page.
1. Find out the number of students. Gather data as to their ages, gender, racial
groups, religious and ethnic backgrounds.
During Class
1. How much interaction is there in the classroom? Describe how the students
interact with one another and with the teacher. Are these groups that interact
more with the teacher than others?
2. Observe the learners seated at the back and the front part of the room. Do
they behave and interact differently?
3. Describe the relationship among the learners. Do the learners cooperate
with or compete against each other?
4. Which students participate actively? Which students ask for most help?
5. When a student is called and cannot answer the teachers question, do the
classmates try to help him? Or do they raise their hands so that the teacher
will call them instead?
Outside Class
1. How do the students group themselves outside class? Homogenously, by
age? By gender? By racial or ethnic groups? Or are the students in mixed
social groupings? If so, describe the groupings.
2. Describe how the learners interact with each other? What do they talk
about?

OBSERVATION REPORT

Name of the School Observed Polo National High School

School Address P.V.E.S. Compound, Palasan, Valenzuela City
Date of Visit
As I had observed, the students interact with each other comfortably.
They interact with their teacher with respect. I noticed that the learners seated
at the back are noisier and dont have their attention at the lesson than those at
the front. While on the learners at the front are more focused on the lesson and
more participating. The relationship among learners is like they are all friends
they are united and they are happy interacting with each other. The learners at
the front participate more actively than those at the back, while the learners at
the back ask for most help because there are times that they dont listen to the
discussion thats why they dont know what to do. I observed that they have
unity in their classroom whenever one of their classmates is called and cant
answer it they will try to help him/her by whispering the answer or will raise
their hands for them to answer. The students group themselves by gender and
also by their common interests. The boys group themselves and also the girls.
There are mixed social groupings based on their common interests. They group
themselves outside the classroom by gender, interests, and their relationship to
each other. They talk almost about everything like the latest trend, issues,
etc.anything that they want to talk about.

Your Analysis
1. Identify the persons who play key roles in the relationships and interactions in the
classrooms. What roles do they play? Is there somebody who appears to be the
leader, a mascot/joker, an attention seeker, a little teacher, a doubter/pessimist?
Every student have different roles in the classroom. There is a leader who
helps the teacher, jokers who keeps the class lively and not boring. And other
students who play different roles based on their individual differences.
2. Are students coming from the minority group accepted or rejected by the others?
How is this shown?
Yes. Because even though they come from different groups they cooperate and
help each other. There is unity in them as a class.
3. How does the teacher influence the class interaction considering the individual
differences of the students?
The teacher influences the class interactions by treating them equally so the
students will feel that they are all the same in the class.
What factors influence the grouping of learners outside the classroom?
The factors influencing the grouping of learners outside the classroom are
gender, interest and relationship to each other.

Your Reflections
1. How did you feel being in that classroom? Did you feel a sense of oneness or unity
among the learners and between the teacher and the learners?
I did feel a sense of oneness among the learners. Like for example, one of their
classmate is called and he/she cant answer his/her classmate will help her out
by whispering the answer or they will raise their hands for them to answer
the question. There is also unity between the teacher and the learners because
they have that sense of agreement or called house rules for them to have a
good relationship for the students learning.

2. In the future, how would you want the learners in your classroom interact? How
will you make this happen?
I would want my students to interact cooperatively and productively, and
have a harmonious relationship with each other.
3. How will you encourage all learners, regardless of religious, ethnic or race

background, to interact and participate?

I will encourage all learners regardless of their differences to interact and
participate by letting them know that each one of them have their own roles
in the world. That each one of us play a vital role. Doing little things can
make big things.