The document provides guidance for observing learners' characteristics in a classroom. It includes questions to consider about the students' demographics, interactions with each other and the teacher, both in and outside of class. The observer is instructed to document their findings in an observation report to analyze factors like leadership roles, acceptance of diversity, and how the teacher influences interactions. The observer is also asked to reflect on how they felt during the observation and how they would want students to interact in their own classroom.
The document provides guidance for observing learners' characteristics in a classroom. It includes questions to consider about the students' demographics, interactions with each other and the teacher, both in and outside of class. The observer is instructed to document their findings in an observation report to analyze factors like leadership roles, acceptance of diversity, and how the teacher influences interactions. The observer is also asked to reflect on how they felt during the observation and how they would want students to interact in their own classroom.
The document provides guidance for observing learners' characteristics in a classroom. It includes questions to consider about the students' demographics, interactions with each other and the teacher, both in and outside of class. The observer is instructed to document their findings in an observation report to analyze factors like leadership roles, acceptance of diversity, and how the teacher influences interactions. The observer is also asked to reflect on how they felt during the observation and how they would want students to interact in their own classroom.
The document provides guidance for observing learners' characteristics in a classroom. It includes questions to consider about the students' demographics, interactions with each other and the teacher, both in and outside of class. The observer is instructed to document their findings in an observation report to analyze factors like leadership roles, acceptance of diversity, and how the teacher influences interactions. The observer is also asked to reflect on how they felt during the observation and how they would want students to interact in their own classroom.
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My 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 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 learners. Do the learners cooperate with or
compete against each other?
4. Who among the students participate actively? Who among them 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 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 ________________________________________
School Address ______________________________________
Date of Visit _____________________________
My 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 a leader, a mascot/joker, an attention seeker, a little teacher, a doubter/ pessimist?
2. Are students coming from the minority group accepted or rejected by the others? How is this shown?
3. How does the teacher influence the class interaction considering the individual differences of the students?
4. What factors influence the grouping of learners outside the classroom?
My Reflections/Insights
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?
2. In the future, how would you want the learners in your classroom to interact? How will you make this happen? Integrating Theory and Practice
Directions: Read the items given below and encircle the correct answer.
1. Which statement on the student diversity is CORRECT?
A. Teacher must do his/her best to reduce student diversity in class. B. The less the diversity of students in class, the better for teacher and students. C. Teacher should accept and value diversity. D. Student diversity is purely due to students’ varied cultures.
2. Which student thinking/behavior indicates that he/she values diversity?
A. He/She regards his culture as superior to other’s cultures. B. He/She regards his culture as inferior to other’s cultures. C. He/She accepts the fact that all people are unique in their own way. D. He/She emphasizes on the differences among people and disregards their commonalities. 3. What is a teaching-learning implication of student diversity? A. Compare students. B. Make use of a variety of teaching and assessment methods and activities. C. Do homogeneous grouping for group activities. D. Develop different standards for different student groups. My Learning Rubric (How did I perform in this episode?) Field Study 1, Episode 4- Individual Differences and Learners’ Interaction Focused on: demonstrating understanding and acceptance of the learners’ diverse backgrounds identifying best practices in dealing with diversity in the classroom Name of FS Student __________________________ Date Submitted ______________ Year & Section __________________________ Course __________________________ Learning Exemplary Superior 3 Satisfactory 2 Needs Episodes 4 Improvement Learning All tasks were All or nearly all Nearly all tasks Fewer than half Activities done with tasks were done were done with of tasks were outstanding with high acceptable done; or most quality; work quality. quality. objectives were exceeds met but need expectation. improvement
4 3 2 1 Analysis of the All questions Analysis Analysis questions Analysis Learning were answered questions were were not questions were Episode completely; in answered answered not answered. depth answers; completely. completely. thoroughly Grammar and grounded on Clear connection Vague related to spelling theories. with theories the theories unsatisfactory Exemplary grammar and Grammar and Grammar and spelling spelling are spelling superior acceptable
4 3 2 1 Reflections/ Reflection Reflection Portfolio is Reflection Insights statements are statements are incomplete; statements are profound and clear; but not supporting unclear and clear; supported clearly documentations shallow and are by experiences supported by are organized but not supported from the learning experiences are lacking by experiences episodes from the from the learning learning episodes episodes
3 1 4 2 Learning Portfolio is Portfolio is Portfolio is Analysis Portfolio complete, clear, complete, clear, incomplete; questions were well-organized well-organized; supporting not answered and all most documentations supporting; supporting; are organized but Grammar and documentations documentations are lacking spelling are located in are available unsatisfactory sections clearly and logical and designated clearly marked locations
4 3 2 1 Submission of Submitted before Submitted on Submitted a day Submitted two Learning the deadline the deadline before the days or more Episode deadline after the deadline
Effects of WRAP Strategy in Enhancing Reading Skills and Vocabulary on Specific Words Among Grade 6 Learners of Salacot Elementary School in the Schools Division of Bulacan -Authored by: Ma. Chevy L. Malang, LPT, Bryan Lloyd G. Santos, LPT, Vicky G. Catacutan, LPT
Effects of WRAP Strategy in Enhancing Reading Skills and Vocabulary on Specific Words Among Grade 6 Learners of Salacot Elementary School in the Schools Division of Bulacan -Authored by: Ma. Chevy L. Malang, LPT, Bryan Lloyd G. Santos, LPT, Vicky G. Catacutan, LPT
