My Observation

Each classroom has a number of 30 students who need

attention every day. They are more accustomed to interactive
ways of learning, and in this method, they are more
enthusiastic about listening and participating in class. When
the teacher only lectures and there is no discussion, they
quickly get bored. Today's generation of students is more
hyperactive compared to the past.
Children seated in the front are more attentive than
those in the back because, often, boys seated in the back are
not as focused. In contrast, those at the front learn quickly and
listen well. While some students inevitably compete with each
other, only a few do so, while others help each other answer
questions. If a student who is called upon cannot answer,
others quickly raise their hands to be called on by the teacher.
Outside the classroom, students often group together
based on their gender because they tend to have similar
interests. There are, however, some students who prefer to be
alone and don't join their classmates, especially those who
don't have gadgets with them and can't keep up with trends or
technology.
To address the needs of diverse students in terms of
gender equality, LGBTQ+ inclusion, religion, language,
cultural differences, and socioeconomic status, I would foster
an inclusive classroom environment by promoting respect
and using inclusive language. The curriculum would reflect
diverse perspectives, and I’d offer flexible learning options to
accommodate different needs, such as language support or
religious observance flexibility. Encouraging student voice
and creating safe spaces for expression is key, particularly for
marginalized groups. I would also ensure equitable access to
resources, choosing affordable activities to include students
from low-income backgrounds. Continuous professional
development in cultural competency and gender equality
would help me stay informed, while enforcing strong anti-
bullying policies would protect students from discrimination.
Lastly, offering mentor-ship and guiding students to support
services would ensure they feel valued and supported
academically and personally.

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1. Inside the classroom, students have different personalities. There are those who
naturally take on leadership roles, often being the ones who quiet down their classmates.
Some are jokers who love to make the class laugh, while others stay quiet on the sidelines.
Then, there are those who frequently fall asleep during class, in which I can relate.
A. These are the factors that affect their behaviour:
- Personality - Natural traits like extroversion or introversion shape behavior.
- Peer Influence- Social dynamics and desire for acceptance affect roles.
- Academic Confidence- Confidence in abilities impacts participation or withdrawal.
- Emotional Well-being- Stress, anxiety, or tiredness can cause distraction or sleepiness.
2. A student is often left out because they can't keep up with trends or don't share the
same interests as others. Especially now that almost everyone has a cellphone, those without
one struggle to keep up since others are too busy with their own interests. Instead of playing
or talking with others, they no longer engage in social activities as much.
A. To address issues of students feeling left out due to differences in interests or access to
technology, a teacher can encourage inclusive activities that don't rely on technology,
fostering face-to-face interactions and teamwork. Promoting empathy and understanding
among students is also crucial, helping them appreciate and include classmates who may lack
the same resources, and also facilitating discussions and group work that connect students
based on shared values or ideas rather than material possessions can also help build stronger
social bonds and reduce feelings of exclusion.
3. A teacher influences class interaction by creating an inclusive environment that
respects individual differences. They design activities that cater to various interests and
learning styles, use differentiated instruction to meet diverse needs, and promote empathy
and understanding among students. By encouraging open communication and teamwork, the
teacher helps students appreciate each other's unique perspectives and fosters a supportive
classroom community.
4. To maximize the benefits of diversity in the classroom, a teacher uses several
strategies. They integrate diverse perspectives into the curriculum, ensuring that materials
reflect various cultures and backgrounds. creating a flexible classroom environment supports
various needs and preferences. By leveraging diversity in these ways, the teacher enriches
learning experiences and prepares students for a diverse, globalized world.
 I feel a mix of excitement and nervousness. There
could be a sense of unity as everyone works toward
common goals, with interactions between students and
the teacher fostering a collaborative atmosphere.
Observing the dynamics, I'd likely notice how the
teacher's guidance and the students' engagement
contribute to a shared learning experience. Students
collaborating in groups, sharing ideas, and seeking
feedback, while the teacher facilitates discussions and
provides support.
Students' attitudes toward the teacher can
significantly impact the classroom atmosphere. If the
teacher is approachable and engages students with
enthusiasm, students are likely to respond positively,
showing interest and respect. They might actively
participate in discussions, ask questions, and seek
clarification, indicating a high level of engagement.
Conversely, if the teacher is perceived as distant or
unapproachable, students might feel hesitant to
contribute or might display disinterest. Their attitudes
could range from passive compliance to active
disengagement, which can affect the overall dynamic of
the classroom.In a supportive and encouraging
environment, students are more likely to show
appreciation for the teacher's efforts, respond with
enthusiasm, and collaborate effectively with peers. This
mutual respect and positive interaction contribute to a
more productive and harmonious learning experience.
 Learners often differ in several key abilities usually in academic
Skills. Some students may excel in reading, writing, or mathematical
reasoning, while others might struggle with these skills. This can be
influenced by prior knowledge, learning experiences, and individual aptitudes.
Also in Motivation and Attitude: Students’ motivation levels and attitudes
toward learning can vary widely. Motivated students might actively seek out
additional resources and opportunities, while others might need more
encouragement.
Some of the students often ask questions, volunteer answers, and
engage confidently in discussions. They tend to be more vocal and involved in
classroom activities.They typically understand new material quickly and can
apply concepts accurately without much assistance. They may finish
assignments or tasks faster than their peers.They often work independently,
requiring minimal guidance or intervention from the teacher. They may help
others or take on leadership roles in group work. And there are also
students that hesitate to participate, either due to a lack of confidence or
not fully understanding the material. They avoid asking questions, even if
they don’t grasp the lesson.They struggle to understand new topics and
require more explanation or repetition. They often ask for clarification or
need extra time to complete tasks.They appear unmotivated or
disinterested in lessons, showing signs of disengagement like daydreaming,
not following instructions, or being easily distracted.
It’s important to remember that a student’s performance can
fluctuate due to various factors such as learning style, external challenges,
or personal circumstances, and addressing their needs with support and
encouragement can help them improve.
To address individual learning needs, teachers often use
differentiated instruction, providing varied tasks and flexible grouping
based on students' abilities and learning styles. They might use scaffolding
to break down complex concepts into smaller steps, offering more support
to struggling students
Additionally, teachers may offer choices in assignments, encouraging
students to work to their strengths, and they cultivate a growth mindset,
motivating all learners to improve. Lastly, collaborating with parents ensures
consistent support inside and outside the classroom.
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1. The information given by the teacher matched with my observations because the
information aligns regarding the attitudes, strengths, and weaknesses of the
children both inside and outside the school. My observations also confirm the gaps
in their learning abilities.
2. In the classroom I observed, students vary in learning styles, abilities, and
interests. Some excel, while others may struggle with certain subjects, requiring
different levels of support. To address these differences, differentiated
instruction is essential. This involves using strategies like flexible grouping,
offering diverse materials, and regularly assessing progress to tailor lessons to
each student’s needs. Providing extra support for struggling learners and
enrichment for advanced students ensures that all can succeed, regardless of their
strengths or weaknesses.
3. The teacher used differentiated instruction to handle the students' varying
abilities by adjusting lessons and tasks according to each student's needs. For
example, students who struggled were given simpler exercises and more guidance,
while advanced students were assigned more challenging tasks to push their
learning further. The teacher also employed group work, where students of
different abilities could collaborate, allowing stronger students to help others. The
students responded positively, with many improving their skills and becoming more
engaged in the lessons. This approach ensured that everyone received the
appropriate level of challenge and support.
1. When I was in high school, there were clear differences between high and low
achievers. My teacher dealt with these differences by using flexible grouping and
tailoring tasks according to students' abilities. High achievers were given more
complex assignments, while those struggling received extra support, such as one-on-
one help or simpler tasks to match their level. The teacher was effective because
she managed to balance the needs of the entire class, ensuring that both high and
low achievers had opportunities to grow
2. As a future teacher, I will need to be patient, adaptable, and empathetic.
Patience will help me handle the different learning paces of my students without
frustration. Adaptability will allow me to adjust my teaching strategies to cater
to their varied learning styles and needs. Empathy will enable me to understand
their struggles and challenges, helping me create a supportive and encouraging
learning environment for all students.
 In my observation of an indigenous school environment, I focused on the traditions and
practices of the community that shape their approach to education. Before entering the school, I
familiarized myself with the norms and customary greetings of the indigenous group, ensuring
that I interacted with respect and understanding. This created a welcoming atmosphere and
helped me blend into the community.

Upon entering the school, I noticed that the learning spaces were open and naturally
integrated with the environment. Classrooms were often simple structures, surrounded by nature,
and arranged in a circular or semi-circular pattern to foster a sense of community and inclusion.
Outdoor spaces were also utilized for activities, with seating areas formed from local materials
like bamboo or wood.

In these various areas, students engaged in a combination of traditional and modern

educational activities. There was a strong emphasis on preserving cultural heritage, as students
participated in lessons that taught indigenous crafts, oral storytelling, and environmental
stewardship, alongside subjects like mathematics and language. These activities reinforced the
connection between their education and their cultural identity.

The school was managed collaboratively by members of the indigenous community,

including elders and teachers from the group. Elders played a key role in teaching cultural values
and practices, while trained teachers handled the more formal aspects of the curriculum. This
blend of leadership created a holistic learning experience, where both cultural and academic
knowledge were valued equally.

The teaching-learning process was highly interactive. Teachers often incorporated hands-
on learning strategies, using storytelling, community-based projects, and experiential learning to
convey lessons. For example, a lesson on natural science might take place outdoors, where learners
could observe local flora and fauna directly. This method helped students learn by doing, and it
deepened their connection to the material.

The interaction between teachers and students was one of mutual respect. Learners
viewed teachers not only as authority figures but also as mentors who guided them through both
their academic and cultural development. The school atmosphere was collaborative, with students
often working in groups and learning from one another in a supportive environment.