OBSERVATIONS OF TEACHING-LEARNING IN ACTUAL SCHOOL ENVIRONMENT (FIELD STUDY

1)

Name: Angel I. Sagapi Course/Major: BSED-SS 4

Resource Teacher: Nerissa B. Icao Signature: _______________

Observed Date/s: Time: August 31, 2021

EPISODE 4: INDIVIDUAL DIFFERENCES AND LEARNER’S INTERACTION (backgrounds)

INSTRUCTION:
WORKSHEETS #4
Do the following tasks: Batch 1
1. Observe a class.
2. Describe the characteristics of the learners in terms of age, gender, social and cultural diversity.
3. Describe the interaction that transpires in the class.
4. Interview your resource teacher about the principles and practices that she/he uses in dealing
with diversity in the classroom.
5. Analyze the impact of individual differences on learner’s interaction.

OBSERVATIONAL GUIDE: (during the class)

1. How much interaction is there in the classroom? Describe how the students interact with one
another and with the teacher. Are there groups that interact more with the teacher than others?
2. Observe the learners, do they behave and interact differently? Describe.
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 teacher’s question, do the classmates try to help
him? Or do they raise their hands so that the teacher will call them instead?

OBSERVATIONAL REPORT
Name of School: Cordillera Career Development College
Grade/Level: Grade 9
Date/Time Observed: 9:00- 10:00 am
This observation was done before the pandemic, during the school year 2018-2019.
As we enter the classroom, you can already see that students interact with other who are same
with their genders. They interact informally and you can see that they are comfortable with teach
other. When it comes to their teacher, students do interact with formally and ask questions politely.
Girls do interact more with their teacher since there teacher is also a girl. There are also some
boys who interact with their teacher but only few of them. The learners do behave properly, but
there are still some of them who behave differently just like making noise in the corner and doing
things that is unnecessary. The learners cooperate with their fellow students, you can see that
there are also times when a student stand out too much and displays too much of its intelligence. I
can say that based on the observation there are times when learners cooperate with each other
when the activity is one by group and you can already see that there is a competition against those
students who are aiming for a top. The students who participate actively are those students who
are in the front seat and students who are intelligent. The students who asked most of the help are
those students who are seated at the corner or at the back. Most of them are also boys. When a
student is called and cannot answer the question, she/he just stays quiet and tell it directly to the
teacher that she/he doesn’t know the answer. If the question was not answered, students raise
their hand and try to answer.

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, doubter/pessimists?
- The person who play key roles in the relationships and interaction in the classroom is
the teachers itself. The teacher serves as their go signal, the teacher makes sure that
there would be an interaction that happens between the students and the teachers.
Sometimes it was also the teacher that initiate the interaction and conversation.
Sometimes when the teacher is not around the students play key role in the
relationships and interactions in the classrooms. It was the students who sometimes
initiate an interaction with their fellow classmates. Yes there are students who appears
to be the leader which is the class president, he/she makes sure that when the teacher
is not around, the class is still performing well and are actively doing their tasked
properly. There is also a mascot or joker in the classroom which also appears to be
attention seeker. Sometimes this mascot or joker is loved by everyone because of
making the classroom humorous and lively. There is also a little teacher in the
classroom on which is I think is being played by an intelligent student or a student who
is well behave.

2. Are students coming from the minority group accepted or rejected by others? How is this
shown?

- The students coming from the minority group is being accepted by other. Since most of
the students are coming from the cordilleran, they tend to be more open and curious
by the identity of the person who is coming from the minority group. For example, the
student who is coming from the minority group is from the lowland, the students are
being likely to be curious on how does this person live. Thus they try to communicate
with her and know more about this student. They even interact with her and make sure
that she will feel comfortable and accepted in the environment that she has.

3. How does the teacher influence the class interaction considering the individual differences
of the students?
- The teacher influence the class interaction by serving as a key facilitator, and making
sure she/he integrates socialization in its class. She makes sure that there will be no
student left alone whenever there is a group activity. She also integrates group
activities where in students will be grouped by count to make sure that the class will be
distributed evenly. When there is also a sensitive topic which tackles the differences
that students have she make sure that there will be always a respect. Another way
where students influence the class interaction when she lets the students to speak in
front and share their own culture and ethnicity. Through this students will ask questions
that they are curious of it.
4. What factors do you think can influence the grouping of learners inside and outside the
classroom?

- I think the factors that can influence the grouping of learners inside and outside the
classroom is their gender, hobbies, ethnicity, sports, intelligence, and own preferences
and likeness. When students have the same hobbies they tend to go together group as
 one, just like those boys who are fond of basketball. In the school, we can see that
boys are group as one since they with each other for most time, that even after their
class they are still together having their trainings. We can also see that some of the
students who are group as one have the same hobby of playing computer games, that
even after school, they go together in a one computer shop and spend their time
playing computer games.

REFLECTIONS
1. How did you feel being in the virtual classroom? Did you feel a sense of oneness or unity
among the learners and between the teacher and the learners?
- I feel sad being in a virtual classroom, because we cannot really feel and see how
everybody does interact in a real classroom. Because in a virtual classroom, you
cannot how excited, how amazing the students perform and how they socialize with
their friend, classmates and teachers. To be honest I did not feel a sense of oneness
or unity among the learners because the virtual classroom they have is somewhat
creating a barricade for them to interact. They are just there sitting on their chair with
their phones and laptops listening to what the teacher discuss. You cannot see how
students communicates with other learners, since most of their activities are also done
individually in their modules. For the teacher and learner, I can sense a little oneness
from them, this is when the student listen actively to their teachers and answer the
questions given to them.

2. In the future, how would you want the learners in your classroom to interact? How will you
make this happen?
- In the future, I want my learners to interact in my classroom freely without any
boundaries hindering them to communicate with each other. I want classroom that
welcomes diversity and respect their differences that they have. I can make this
happen by integrating some group activities which give them an opportunity to talk with
their groups mates and afterwards by sharing it to the class. In addition, whenever I
discuss I want my students to talk and give out some of their opinions regarding to the
topic discuss.

3. How will you encourage all learners, regardless of religious, ethnic or racial background to
interact and participate?

- I can encourage all learners, regardless of religious, ethnic or racial background to

interact and participate by making them comfortable first. I want to make them feel that
despite of the differences they have they are being loved and respected. I will also let
myself as an example that I as person having differences with other people will interact
with my fellow teachers. I want to create a diverse classroom by informing them and
integrating various activities that accept and respected this diversity we have. With
this, students will feel comfortable and try its best to interact and participate in the
class discussions and group activities.