The teacher effectively manages diversity in the classroom by understanding students' backgrounds, fostering respect among students, and integrating cultural celebration into lessons. Students demonstrate unity through accepting differences, openly communicating, and collaborating. The observer felt a sense of oneness between teacher and students and among learners due to students' empathy, independence, and care for each other with the teacher's guidance.
The teacher effectively manages diversity in the classroom by understanding students' backgrounds, fostering respect among students, and integrating cultural celebration into lessons. Students demonstrate unity through accepting differences, openly communicating, and collaborating. The observer felt a sense of oneness between teacher and students and among learners due to students' empathy, independence, and care for each other with the teacher's guidance.
The teacher effectively manages diversity in the classroom by understanding students' backgrounds, fostering respect among students, and integrating cultural celebration into lessons. Students demonstrate unity through accepting differences, openly communicating, and collaborating. The observer felt a sense of oneness between teacher and students and among learners due to students' empathy, independence, and care for each other with the teacher's guidance.
The teacher effectively manages diversity in the classroom by understanding students' backgrounds, fostering respect among students, and integrating cultural celebration into lessons. Students demonstrate unity through accepting differences, openly communicating, and collaborating. The observer felt a sense of oneness between teacher and students and among learners due to students' empathy, independence, and care for each other with the teacher's guidance.
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JIZIEL C. ORINA A/PROF.
ABNER ARISGA BTLED -4A
LEARNING EPISODE 3
1) Identify the persons who play key roles in their 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? There was a joker in the class who’s always kidding and joking. He hangs around with every classmate, asks for food because he’s lazy. There was also a top student who also serves as the leader of the class always try to tell the class to keep quiet although not all listen to her. There was also a student who acts as the secretary of class even though she’s really not. The teacher always asks her to write the assignments on the board, collect printing fees and the one who write the names of the naughty students. What makes the learners assume these roles? What factors affect their behavior? What influences them to assume these roles are their peers, their belief that they would be better to be this way, people’s reaction that somehow satisfy them and their teachers’ meaningful feedback.
2) Is there anyone you observe who appear left out? Are you students who appear “different”? Why do they appear different? Are they accepted or rejected by the others? How is this shown? There was no student who I’ve observe being left out or different. The students celebrate differences and create bond with each other.
3) How do you spell the teacher influenced the class interaction, considering the individual differences of the students? The teacher influences the students to be supportive of each other and to respect each other’s’ differences by being mindful and careful of their words, and to be available for each other as friends who are willing to help and be their emotional support. In addition, the teacher encourages the students accept and appreciate each other’s opinion and belief about a certain matter, as well as their interest, hobbies and preferences.
4) What strategies does the teacher use to maximize the benefits of diversity in the classroom? How does the teacher leverage diversity? The teacher makes sure that she is aware of students’ individual difference through understanding their backgrounds, learning styles, hobbies and interest. The teacher establishes friendly relationship with her students and encouraging them to be open for communication while fostering respect in the classroom by letting them to talk about their cultural backgrounds. The teacher also tries to integrate celebration of cultural differences in every lesson in any way she can, for instance employing activities that allow the students learn about each other’s culture such as sharing, role playing etc
1) How do you feel being in
that classroom? Did you feel a sense of oneness or unity among the learners and between the teacher and the learner?
REFLECT
How do you feel being in that classroom? Did you feel a sense of oneness or unity among the learners and between the teacher and the learner? As I was observing the classroom, although the students are individually different from each other, their unity regarding acceptance and appreciation of each other had made me feel comfortable. How the teacher manages diversity in the classroom is a sign that she is very effective in developing teaching strategies that promotes awareness and creating connection with diverse cultures. Evidently, the students are empathetic and open-minded about diverse backgrounds which helped them understand each other well. Students demonstrating confidence and independence in the class is also a sign that the teacher is effective in fostering cultural sensitivity in the classroom. The way they care for each other and how openly they communicate with their teacher and how they become united in collaboration activities made me feel a sense of oneness in the classroom.
Reflect based on your actual visit or videos that you watched.
1) What new things? Did you learn about indigenous peoples?
Based on what I have watched, the students are more concerned with the harsh possibility that they may be fooled if they don’t study than focusing on their dreams and aspirations as learners. I also learned that, there are numerous factors that affect the students’ performance in class so teachers as well as the parents of these students should be aware of these challenges and as much as possible, find way to at least solve the problem. For instance, the lack of food which greatly affect the students.
2) What did you appreciate most from your experience in visiting the school with indigenous learners? Why? I admire the teachers in teaching in Flora Primary School in terms of their determination to teach the students no matter how difficult the situation is. I appreciate their effort to travel 5-6 hours just to teach the students, and most importantly they never give up on helping these students achieve their dreams. For them, teachers are the only heroes that will help the students claim their rights to education.
3) For indigenous learners, as a future teacher, I promised these three things:
3.1 Be open to respect indigenous peoples by being culturally-sensitive and effective
communicator, who influence other people to be appreciative of indigenous people and lead in upholding their rights.
3.2 Uphold and celebrate their culture, beliefs and practices by integrating celebration of cultures activities in every lesson, and maximizing the use various teaching strategies that consider diversity and inclusion among students.
3.3 Advocate for indigenous peoples education by continuously supporting of
developing and enhancing IPED curriculum, sharing meaningful suggestions to the head members of Department of Education/Commission on Higher Education regarding how we can improve the curriculum that suits well the needs of IP students.
