Fs 1 episode 4

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Fs 1 episode 4

  1. 1. My Tools Use the activity form provided for you do document your observationAn Observation Guide for the Learners’ Characteristics Read the following carefully before you begin to observe. Then write your observation report onthe 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. As I am observing the class, I observe that there are like more than 40 pupils. Their ages vary from 7 to b years old. Almost from these pupils are Roman Catholic in religion, there are few who are Born again Christian.During 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. The interactions between each other including the teacher are present. The pupils interact with their classmates when they have activities; they also interact with each other when they have their own business aside from the lesson discussion with the teacher. 2. Observe the learners seated at the back and the front part of the room. Do they behave and interact differently. Yes, the pupils who are seating in front and at the back they interact differently, those who are seating in front are the pupils who are more participative compare to those who are at the back maybe because, the teacher attention are more focus to those who are in front of the row. 3. Describe the relationship among the learners. Do the learners cooperate with or compete against each other. The learners usually compete with each other. However, there was also an instance that they have cooperation’s.
  2. 2. 4. Which students participate actively? Which students ask for most help? The pupils who are in seated in front are those group of pupils who participate actively, while those who are seating at the back but wants to participate in the discussion they are the pupils who ask help most. 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? There is an instance that the teacher ask one pupil to answer a question, then the pupils were not able to answer the question, then the pupil seating beside him tries to help him answering the question, and then somebody from the other side, raise her hand to answer the question.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. As I have observe them outside the classroom, they group themselves I think based on their locality at home, I mean based on how far is their home in each other. Or maybe since then they already have this group of friends. But I also observe a numbers of pupils they are group because they are classmates. 2. Describe how the learners interact with each other. What do they talk about? They interact with each other by bullying somebody, mostly boys are playing and roaming around, while girls are sitting with their friends and having some snacks.
  3. 3. OBSERVATION REPORTName of the School Observed: Naval SPED CenterSchool Address: Naval, BiliranDate of Visit: February 26, 2013 As I am observing the class, I observe that there are like more than 40 pupils. Their agesvary from 7 to b years old. Almost from these pupils are Roman Catholic in religion, there are fewwho are Born again Christian.During Class: The interactions between each other including the teacher are present. The pupils interactwith their classmates when they have activities; they also interact with each other when they havetheir own business aside from the lesson discussion with the teacher. The interaction of the pupilsto their teacher is when they have something to ask or clarify from the teacher. And theinteractions from the teacher to the pupils are during the discussion of the lesson, to make thediscussion alive. There are group of pupils who interact more to the teacher, I think this group ofpupils are those who are above average or the intelligent pupils, because as I observe them theyare really participating in the discussion compare to the other pupils on the other group. Yes, the pupils who are seating in front and at the back they interact differently, those whoare seating in front are the pupils who are more participative compare to those who are at theback maybe because, the teacher attention are more focus to those who are in front of the row. The learners usually compete with each other. However, there was also an instance thatthey have cooperation’s. The pupils who are in seated in front are those group of pupils who participate actively,while those who are seating at the back but wants to participate in the discussion they are thepupils who ask help most. There is an instance that the teacher ask one pupil to answer a question, then the pupilswere not able to answer the question, then the pupil seating beside him tries to help him answeringthe question, and then somebody from the other side, raise her hand to answer the question.Outside Class: As I have observe them outside the classroom, they group themselves I think based ontheir locality at home, I mean based on how far is their home in each other. Or maybe since thenthey already have this group of friends. But I also observe a numbers of pupils they are groupbecause they are classmates. They interact with each other by bullying somebody, mostly boys are playing and roamingaround, while girls are sitting with their friends and having some snacks.
  4. 4. My Analysis1. 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 person who play an important roles in the classroom interactions are the teacher and the pupils. The teacher acts as facilitator and the pupils as learner. There are pupils who are attention seeker; they tried to catch the attention of their teacher as well as their classmates. There are pupils who appeared to be the leader and a little teacher; they are the one who teaches their classmates who have less knowledge on the subject matter. The teacher and the pupils are also jokers in the classroom. The teacher makes jokes to break the monotony in the room.2. Are students coming from the minority grout accepted or rejected by the others? How is this shown? There are situations wherein the pupils 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 activity and class discussion and even during and after hours. Some of the pupils who belong to the average group don’t want to have a group mates who are in minority level. Others are also laughing their classmates when somebody commits mistakes like for example wrong pronunciation of words. Probably, these kind of cases are found in every institutions in which this could affect deterioration of self-possession of every pupils3. How does the teacher influence the class interaction considering the individual differences of the students? The teacher influence the class interaction considering the individual differences of the pupils by manifesting a fairly values inside the classroom. The teacher doesn’t discourage her students whenever responding her wrong answer from the question. The teacher doesn’t show biases according to her pupils performance 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”. Thus is comparable to the groupings of the learners outside the classroom. The persons having common interest with one another are in one group. The factors that manipulated the groupings of learners outside the classroom are there gender, racial, ethnic and religious background. For instance, one pupil has a preference to choose a friend who has the same gender and racial group with him.
  5. 5. My Portfolio Post a collection of quotations advocating for celebrating diversity in the classroom. Usingthese quotations, explain how you will encourage all learners, regardless of religious, ethnic, orracial background to interact and participate well. "Its time for parents to teach young people early on that in diversity there is beauty and there is strength." As teacher you have to emphasize to your learners, that whatever your culture or race your pupilsinto, there is equal when it come to the teaching and learning process. One mans religion is another mans belly laugh As a teacher also you have to be flexible in dealing learners which have different religion withyou. You should also be careful that you will not discriminate ones religion, so that pupils are not beingthreaten. Religions are many and diverse, but reason and goodness are one. As a teacher you have to emphasize to your learners that not because you have a different religionwith almost of your classmates you are different. You have to treat them equally and no bias. Diversity may be the hardest thing for a society to live with, and perhaps the most dangerous thing for a society to be without. Also as a teacher, always put in the mind of the learners, regardless to their race, religionreligious, ethnic, or racial background, they were being sent to school to learn, and that is very importantfor them. Treat everyone as they are all the same.

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