This document summarizes a classroom observation at Abellana National School. It describes the students observed as 24 female Grade 7 students studying garments, who were mostly Christian with one Muslim student. It notes that socially the students had peer groups and wanted to mingle with classmates and teachers, and emotionally most were happy. It analyzes how the teacher facilitates learning and allows student participation and questioning, and how students interact outside of class in their peer groups during breaks. It reflects that the teacher encourages unity and active learning, and ways to improve would be encouraging more passive students and using varied materials to engage different learners and encourage interaction regardless of backgrounds.

1. Cebu Normal University
Osmeña Blvd., Cebu City
Name: Cañada, Shara S. Yr. & Sec.: BSEd-TLE III
Subject: Field Study 1 Class Schedule: MW (1:30-3:00 P.M.)
Learning Act. #: 6 Social Dimensions of Education
Observation
Name of school observed: Abellana National School
School Address: Osmeña Blvd., Cebu City
Date of Visit: September 03, 2014
Subject observed: Garments
A. Pupil’s Socio-Cultural Characteristics
Number of Students: 24
Females: 24 Males: 0
Age range of Students:
Religious Affiliation: 23 Christian 1 Muslim
Ethnic Groupings: Cebuano
B. Distinct Feature of the learners observed
 Physical
They are all girls in Grade 7 major in Garments.
 Social
They have their peer group. They wants to mingle with their classmates as well
as to their teacher.
 Emotional
Most of them are happy.
 Intellectual
Some are active participants of the discussions while others are just passive.

2. Analysis
1. Describe how the teacher plays his/her role in allowing the learners interact with
others in the classroom activities.
She serves as the facilitator of learning process. She allows reporting in front of
the class. After the reporting, she allows the students to ask questions and any
clarifications regarding on the subject matter.
2. Have you noticed anyone or group that do not join the group? Why don’t they
join the others?
No, each one them are belong to a peer group where they can share their
opinions and beliefs.
3. How does the teacher influence the class interaction considering the individual
differences of the students?
The teacher plays a vital role in influencing the class interaction between
different kinds of learners. She let someone to act as a little teacher in a way
students will participate more because their leader is their peer.
4. Are there interactions of learners outside of the classroom? Describe it.
Yes, some of the learners ate their snacks & lunch together. They also go by
peers in travelling to their next respective classes. They also share their thoughts
and ideas in the subject as well as non related topics.
5. What factors may have influenced the grouping of learners outside of the
classroom?
Factors that influenced the groupings of the learners are similarities of interest,
classmates of the next subject, and religious affiliation.

3. Reflections
1. Based on your experience, do you see unity among the teachers and learners?
Explain.
Yes, teacher allows learning to be active process and she gave feedbacks, honor
and compliment to the learners.
2. Is there anything you would like to improve in the classroom interaction? How
will you do it?
Yes, by allowing the passive learners to participate in the class. Also, I would use
variety of instructional materials that would cater the needs of each learner
despite of their differences.
3. How will you encourage all learners, regardless of religious, ethnic, or racial
background interact and participate in the class activities?
I will encourage them to mingle with each other with different beliefs so that
they can share their differences and allowing acceptance with each other.