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FS 1

The Learners Development


and Environent

FIELD STUDY
EPISODE 44

INDIVIDUAL DIFFERENCES AND LEARNERS


INTERACTION
(focusing on differences in gender, racial, religious backgrounds)
Name of FS Student: Dianne N. Deato
Course: b\BS MATHEMATICS
Resource Teacher: Mr. Randy Dela Vega

Year & Section: 2-1


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 5Analyze the impact of individual differences
on learners interaction.

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
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: PALASAN COMPOUND VALENZUELA CITY
Date of Visit: FEBRUARY 01, 2016

As I observed in Polo national High School I've so the differences among


the learners and how they interact with each other even though they are differently.
They are different in age, gender, religious and even backgrounds. Each classroom
has 40-50 students. They are around 15-18 years old composed of variety of identity
but most have catholic in religion.
The learners interact in the classroom with the teacher and their
classmates. They mostly interact in two ways in each other and one way in teacher in
discussion. I've noticed that if the teacher called the weak learners and can't answer,
others helped him/her by raising their hands. The student who is weak is mostly
seated at the back part. While the most participated or active is seated in front.
Therefore, we say that the students who are seated in front behave most and active
than who seated in back part. The sitting arrangement has a factor on the learner. In
term of groupings outside the room, they group by their similarity. They are group
according to the gender, hobby, their section, and ages. They are most talked about
happy things, happenings, timely issue, projects, what to do, and one's love life. In
generalization, even though there individual differences among learners they have
similarity on their own that groups them. And they adjust themselves for each others
feelings and emotion.
It is the also one factor that the teachers think of.

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?
The persons who play roles in the relationship and interactions in the
classroom are the class officers and the other students that were quite noticeable in
the room. These students are leader, a joker, and many attention seeker.

2. Are students coming from the minority group accepted or rejected by the
others? How is this shown?
If a student comes to minority group is rejected by the others by showing
not include to the group. They didn't talk more to the on it and it fell isolated.
3. How does the teacher influence the class interaction considering the
individual differences of the students?
The teacher influences the class interaction considering the individual
differences of the learners by giving examples that average to them. And also
consider the emotions/feelings of them.
4. What factors influence the grouping of learners outside the classroom?
The factors influence the groupings of the learners outside the
classroom are gender, hobby, ages and their section itself. They group according to
their similarity.

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?
There is unity in students in some aspects like joking, making activity,
and assignment but there is a groupings and also in some ways in teacher and
students. We all know that there's a students who active most of the time .

2. In the future, how would you want the learners in your classroom interact?
How will you make this happen?
I want the learners in my classroom be interactive. Like when our
discussions start everyone must be called and participated. If one student can't
answer right, any one in class help him/her or even me. I will make it by giving
the topic advance for them to read it before come in the class. And I always said to
them that were family that help and love each other.

3. How will you encourage all learners, regardless of religious, ethnic or race
background, to interact and participate?
As a teacher, I have a responsibility to encourage my learners to
participate and interact in the class. I have in mind their religion, ethnic or race
background that i need to be sensitive. I also think of a strategy for them to
encourage to listen and actively.

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