Field study 1episode 4
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Field study 1episode 4



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    Field study 1episode 4 Field study 1episode 4 Document Transcript

    • The Learner’s Development and Environment Episode 4INDIVIDUAL DIFFERENCES AND LEARNER’SINTERACTION(Focusing on differences in gender, racial, religious backgrounds)Name of FS Student Hazel C. Enciso_________________________Course Bachelor of Elementary Education Year & Section 2-2Resource Teacher _________________________________Signature _____________Cooperating School Maysan Elementary School _____ ____Your Target At the end of this activity, you will gain competence in determining teaching approaches andtechniques considering the individual differences of the learners.Your Map The learners’ individual differences and the types of interaction they bring surely affect the quality ofteaching and learning. This episode is about observing and gathering data to find out how student diversityaffects learning. To reach your target, do the following task in different parts of a school day Step 1. Observe a class (beginning of the day, class time, recess, etc Step 2. Describe the characteristics of the learners in terms of age, gender, social and cultural diversity. Step 3. Observe the interaction that transpires inside and outside the classroom. Step 4. Interview your resource teacher about the principles that she uses in dealing with the diversity inside the classroom. Step 5. Analyze the impact of individual differences in learners interaction.
    • Your Tools Use the activity form provided for you to document your observations. An Observation Guide for the Learners’ Characteristic 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 the students. Gather data as to their ages, gender, and racial groups, religious and ethnic backgrounds. During class: 1. How much interaction is there in the classroom? Describe how students interact with one another and with the teacher. Are there 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 teacher’s 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 REPORTName of School Observed Maysan Elementary School___________________School Address Maysan Road,Maysan Valenzuela city ________________Date of Visit ________________ December 12, 2011 marks the day of our observation in Maysan Elementary School.Our target on this activity is to gain competence in determining teaching approaches andtechniques considering the individual differences of the learners in terms of age, religioussetting, social and cultural diversity. I observed the class of Mrs. Amandoron in grade 1 class. She discussed about the‘English’ reading skills in particular as their main focal point because they were presentlyreviewing for their third periodical test. In the room, the learners who are occupying the classroom were approximately 53students. There are 25 males and 28 in females. Most of them are Roman Catholic in termsof religious setting. They ages from 6-7 years old. Some of them are came from minoritylevel and there are others also who were reared by an average level family. During the class hour, I was terribly impressed with students reciting a poem in theclass, for the reason that they are very participative and instantly responds to the questionabout poem which asked by their teacher and explained it very well . I saw that there aregroup of students in the classroom who act as a leader and a little teacher; for they are theone who volunteer to make right the mistake of their classmates though they already knowthat the teacher is responsible for that. But I admired them not because of being a correctorin the classroom but for helping their classroom a good and interactive way so as to help theteacher achieved a better classroom interaction. Furthermore, the students who seated at the back and front part of the room areexceedingly supportive, cooperative, and participative and they show positive behaviorinside the classroom. The interaction is still the same in terms of a students arrangementwhether it is at the back or in front of the classroom. In addition, as what I have perceived, when their teacher called and asked them aquestion concerning about the topic they are being discuss, the student who previously gotthe wrong answer was helped by his classmates by merely raising their hands to call theattention of the teacher. He tried to help his classmate who are standing and currently thinkfor the answer. This is only shows oneness towards the learners and the teachers whereinthe students participate actively. Before their class ends, their teacher told them to study their lessons and ended itwith a closing prayer. The class had ended already but still my eyes don’t stop staring at the learners. Itried to grappled on my mind what should they next to do. After a short time of watching onthem, I have already an idea on how they grouped themselves based on my observation.They used to form a grouped in terms of gender and by racial group. Gender and racialgroup because one student told me that they favor to choose a group by racial because theywanted to have a group accompanying person in school which is there remote neighbor inthere place already. While grouping themselves they quickly talked more on their earliertopic, their group activity and even there assignments on the next day. *
    • Your Analysis1. Identify the persons who play key roles in the relationship and interactions inthe classroom. What roles do they play? Is there somebody who appears to bethe leader, a mascot/joker, an attention seeker, a little teacher, a doubter/pessimist? The persons who play an important roles in the classroom interactions arethe teacher and the students. The teacher acts as facilitator and the student aslearner. There are students who are attention seeker; they tried to caught theattention of their teacher as well as their classmates. There are students whoappeared to be the leader and a little teacher; they are the one who teaches theirclassmates who have less knowledge on the subject matter. The teacher andstudents are also jokers in the classroom. The teacher jokes to break the monotonyin the room.2. Are students coming from the majority group accepted or rejected by theothers? How is this shown? There are situations wherein the students that belong to the minority group(e.g. poor, black complexion, etc.) are being rejected by some of their classmates. This is manifested through group activityand class discussion and even during and after class hours. Some of the studentswho belong to the average group don’t want to have a groupmates who are inminority level. Others are also laughing their classmates when somebody commitmistake like for example wrong pronunciation of words. Probably, these kind ofcases are found in every institutions in which this could affect the deterioration ofself-possession of every students.3. How does the teacher influence the class interaction considering the individualdifferences of the students? The teacher influence the class interaction considering the individualdifferences of the students by manifesting a fairly values inside the classroom. Theteacher doesn’t discourage her students whenever responding her wrong answerfrom the question. The teacher doesn’t show biases according to her studentsperformance and routine when they were inside the classroom.4. What factors influence the grouping of learners outside the classroom?“Birds of the same feather, flocks together”. This is comparable to the groupings ofthe learners outside the classroom. The persons having common interest with oneanother are in one group. The factors that manipulated the groupings of learnersoutside the classroom are there gender, racial, ethnic and religious background. Forinstance, one student has a preference to choose a friend who has the same genderand racial group with him.
    • Your Reflections1. How did you feel being in that classroom? Did you feel a sense of oneness orunity among the learners and between the teacher and the learners? While I am seating at the back of the classroom, observing, watching thelearners, I feel an optimistic feelings that as if I am already a teacher of them.Within my mind I could sense the oneness and unity among the learners and theteacher because the learners intermingled positively to their teacher, when theirteacher ask a question they responds it instantly without any hesitation and qualmto themselves. This is shown by the student who have a full self-confidence andtrust to himself.2. In the future, how would you want the learners in your classroom interact?How will you make this happen? In the future, I want that the classroom interaction to be very interactiveand participative wherein the learners could express their ideas in varied modesand participate actively in every classroom activities. As a prospective teacher, I amthe facilitator of the learning process, providing direction and feedback to thestudents rather than just instruction and I will focus instruction on the needs,preferences and interests of the learner.3. How will you encourage the learners, regardless of religious, ethnic or racialbackground, to interact and participate? As a future educator, most likely I will treat my students fairly. I willinculcate in the minds of them the value of being just and respectful. If ever I askthem a certain question and respond me with a wrong answer. Ofcourse I will notdiscourage them so that they could feel the so called unity towards each otherregardless of their religious, ethnic or racial background. Further, I will initiate tothem that there religious, ethnic, and even their racial backgrounds are not themajor concern of education and it is not a gigantic blockade to there success inparticipating within the classroom. The total achievement lies on their hands noton the system they have on their background.