FS 1

The Learners
Development
and Environent

FIELD STUDY
Episode 4

INDIVIDUAL DIFFERENCES AND LEARNERS

INTERACTION
(focusing on differences in gender, racial, religious backgrounds)
Name of FS Student: Kyla Marie P. Pastoral
Course: BSED Mathematics
Resource Teacher: Mr. Arnel L. Poja

Year & Section: 2-1

Signature _____________________

Cooperating School: Caruhatan National High School

Your Target
At the end of this activity, you will gain competence in determining teaching
approaches and techniques considering the individual differences of the learners.

Your Map
The learners individual differences and the type of interaction they bring surely
affect the quality of teaching and learning. This episode is about observing and gathering
data to find out how student diversity affects learning.
To reach your target, do the following tasks:
Step 1 Observe a class in different parts of a school
day. (Beginning of the day, class time, recess, etc)
Step 3Describe the interaction that transpires inside
and outside the classroom.
Step 5Analyze the impact of individual differences
on learners interaction.

Step 2Describe the characteristics of

the learners in terms of age, gender,
and social and cultural diversity.
Step 4Interview your resource
teacher about the principles and
practices that he/she uses in dealing
with diversity in the classroom.

Your 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 these 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 teachers 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 REPORT
Name of the School Observed: Caruhatan National High School
School Address: Pacencia, Lungsod ng Valenzuela, Kalakhang Maynila
Date of Visit: January 12, 2016

In the classroom, Grade 10-Reverence interacts with their teacher in

discussion. They raising their hands if they have answer or questions, and in this
situation they are happy of doing this situation because each student and teacher
benefit in this interaction of the class, but some students have different. The
students who seated in front are more focus than the students who seated at the
back. The relationship between the teacher and the students was good, and the
relationship of student to their classmates is very nice. They treat each other as a
family. The students who participate actively are the students who seated at the
front because this student is focus on what the teacher discusses. If one of their
classmates called by the teacher and didnt know the answer they help it or they
raise their hand to help their classmate.
The groupings or circle of friends outside the classroom is according to their
want to join. They talk about their similarities and the trending news in social
media.

Your 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, a doubter/pessimist?
Theres a student who ask to record their score in their activity or quizzes she have
intelligence but she was a naughty one.
2. Are students coming from the minority group accepted or rejected by the others?
How
is
this
shown?
As we had observed, theres no situation like that. Every group is having equality.
To avoid misbehaviour like bullying.
3. How does the teacher influence the class interaction considering the individual
differences
of
the
students?
If the teacher notice his/her students as a slow learner he/she give more time to this
particular student and teach this student that will fit on their ability. The teacher
will build their confidence to recite in class.
4. What factors influence the grouping of learners outside the classroom?
Interest, because the groups outside the classroom is according to where group
they want to join or they have a group before they entered this school.

Your Reflections
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?
Not all times, most the time teacher teaches his/her students because this is his/her
work and then the students will listen. But somehow teacher help the students to
improve the skills of his/her students and to bring out what can a student do more.
2. In the future, how would you want the learners in your classroom interact? How
will
you
make
this
happen?
I want them to be active in my class. Our discussion is quietly fun and they will
learn more. I will give some activities that will fit for their excitement.
3. How will you encourage all learners, regardless of religious, ethnic or race
background,
to
interact
and
participate?
I will create an activity that will not harm any religious. I will set some rules that
can help some students who have a different religion and be comfortable on what
they are doing.