OBSERVE, ANALYZE, REFLECT

ACTIVITY 3.1

Observing Differences among learners, ‘gender , needs,

strengths, interest and experience: differences among learners
linguistic, cultural, socio-economic, religious backgrounds and
difficult circumstances.

Resource Teacher : _________ Teacher’s Signature : _________

School : _________
Grade/Year Level: _______ Subject Area: ___________ Date:
_______

The Learners differences and the type of interaction they bring

surely affect the quality of teaching and learning. This activity is about
observing and gathering data to find out how student diversity affects
learning.

To realize the Intended Learning Outcomes, work through these

steps:

Step 1: Observe a class in Different parts of a school day. (Beginning of

the day, Class time, recess,etc.)
Step 2: Describe the characteristic of the learners in terms of age, gender,
and social and cultural diversity.
Step 3: Describe the interaction the transpires inside and outside the
classroom.
Step 4: Interview your resource teacher about the principles and practices
that she uses in dealing with diversity in the classroom.
Step 5: Analyze the impact of Individual differences on learners
interactions
The Observation Forms is provided for me to document my observations.

OBSERVE
 An Observation Guide for the Learner’s
Characteristics

Read the following carefully before you begin to observe. Then write you
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 group, religious and the ethnic
backgrounds.

DURING CLASS:

1. How much interaction is there in the classroom? Describe

how the student interacts with one another and with the
teacher. Are there groups that interacts 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. Who among the students participate actively? Who among

them ask for the 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 children will call them inside?

OUTSIDE CLASS:

1. How do students group themselves outside class?

Homogenously, by age? By gender? By racial or ethnic
groups? By their interests? Or the students in mixed social
groupings? If so, describe the groupings.

2. Notice students who are alone and those who are not
interacting. Describe their behavior.

Interview the teachers and ask about their experience about their
learners in difficult circumstances, request them to describe
these circumstances and how it has affected the learners. Ask
about the strategies they use to help these learners cope.
Ask the teachers about strategies they apply to address the
needs of diverse students due to the following factors:

 Gender, Including LGBT

 Language and Cultural differences
 Differences in Religion
 Socio-Economic Status

OBSERVATION REPORT

Name of the School Observed: Congressman Ramon A. Arnaldo High School

School Address: Barangay Banica Roxas City Capiz
Date of Visit: September 23, 2024

The grade 9 EPAS class consist of 36 high school students in the class, they are all boys
with age ranges from 14 to 15. 75% of the class are Roman Catholic while the rest have
different Christian religion. Their height goes from 4’11 to 5’9
During the class
The classroom is lively and active, with students who perform well trying to offer their
most appropriate and helpful responses. Through collaborative performance activities,
students actively learn from one another, sharing information and skills in order to
achieve success. This collaborative approach creates a supportive environment in which
students grow, using each other's skills to achieve academic achievement.
Students in the first row are more likely to be interested, asking questions and
participating actively.Meanwhile, those in the back row might need a little extra nudge to
stay focused and join the conversation
The students showed an exciting mix of collaboration and competition. They work
together on group projects, exchange resources, and encourage one another while also
engaging in pleasant discussions and healthy competitions to achieve academic success.

Outside Class
I noticed that the students prefer to form groups outside of class based on their age and
mutual interests. Younger students (12-13) frequently socialize within their grade level,
whereas older students (14-16) broaden their social lives based on shared interests.
Interest-based groups form, such as sports fans, music lovers and gamers,
Students who keep to themselves often show some pretty clear signs. They might zone
out or get lost in their own thoughts. Some spend their time reading, drawing, or doing
solo activities, while others seem disconnected, fidgety, or restless. I notice them sitting
alone at lunch, avoiding eye contact, or hesitating to join discussions. They might just
need a little extra support or encouragement to break out of their shells and connect with
their peers.
Our cooperating teacher shares that students in difficult circumstances face various
challenges, like poverty, family issues, learning difficulties, trauma, and mental health
issues. They must build trust, offer individualized support, refer students to counseling,
use flexible assessments, encourage open communication, and create a safe classroom
environment.
He values students' freedom to showcase their talents and does not discriminate based on
gender identity, demonstrating his respect for their individuality.
He avoids bias when discussing different cultures and shows to students that everyone
has a unique background culture and language to prevent misunderstanding.
Although he stays away from talking about religion, he does use it in role-plays and
movie reviews to demonstrate to students that everyone has different religious
viewpoints.
He avoids discrimination but educates students to treat each other equally regardless of
their social level

ANALYZE

1. Identify the person who plays key roles in the relationship 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?

In the class there was a attention seeker, a student who constantly craves
validation and attention from peers and teachers. They often dominate
discussions, interrupt others, and exhibit loud or disruptive behavior to
get reactions. They may share excessive personal details, seek constant
praise or feedback, or use humor to provoke responses. To guide them,
our cooperating teacher must set clear boundaries, offer positive
reinforcement for constructive behavior, and encourage active listening
and respectful participation.

What makes the learners assume those roles? What factors affect
their behavior?

Based on my observation in the class, the student assume their role due
to a combination of factors. Often, they crave validation and affirmation
due to low self-esteem, insecurity, or past neglect. They may have learned
attention-seeking behaviors from family or peers, or as a coping
mechanism for anxiety, boredom, or stress. Social media can also play a
role, as they seek likes and comments to feel valued. Additionally,
learning difficulties or lack of engagement with coursework can lead to
seeking attention through disruptive behavior.

2.Is there anyone observed who appear left out? Are students
who appear “different” why do they appear different? Are they
accepted or rejected by the others? How is this shown?

Some of the students may appear left out or different due to cultural or
linguistic diversity, disabilities, unconventional styles, or being new. This
can lead to social exclusion, evident through limited interactions, physical
distancing, difficulty participating in groups, teasing, or bullying.

What does teacher do to address issues like this?

My cooperating teacher must set clear expectations, encouraging open

dialogue and providing diverse resources that represent various cultures,
abilities, and identities. He must support targeted students with
individualized help, counseling, or referrals, and engage with families to
understand student backgrounds and concerns.

3. How does the teacher influence the class interaction

considering the individual differences of the students?

The teachers have huge effects on class interaction by creating welcoming environments,
providing different education, and developing strong relationships with students. They
actively listen, value individual opinions, and establish flexible groupings based on varied
talents and needs. Teachers provide peer support, challenge biases, and use culturally relevant
teaching approaches.

4, What strategies does the teacher use to maximize the benefits

of diversity in the classroom? How does the teacher leverage
diversity?

The most effective strategies that a teacher can employ to maximize learner diversity are
group activities and various group presentations such as role-playing, which encourage
students to demonstrate their different talents and abilities through a performance task.

REFLECT

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?

As I observed the classroom, I was impressed by how equal the students were in
terms of accepting and appreciating each other. The students appear to be polite and open to
persons from other aspects of life, which encourages them to get to know one another better. I
also felt a sense of unity in the classroom because of how they cared for one another, how
openly they spoke with their teacher, and how they worked together on collaborative projects.