FS1-Learning Episode 3 Activity- Firmeza Bon Ivan, Labo, Maternal

FOCUS ON GENDER, NEEDS, STRENGTH, INTERESTS, EXPERIENCES LANGUAGE,

RACE, CULTURE, RELIGION, SOCIO-ECONOMIC STATUS, DIFFICULT
CIRCUMSTANCES, AND ENDIGENOUS PEOPLE
Activity 3.1: ACTIVITY 3.1 Observing Differences Among Learners’ Gender, Needs, Strengths,
Interests and Experiences
A. Observe
1. 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.
a. Find out the number of students. Gather data as to their ages, gender, and 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 the learners. Do learners cooperate with or compete against
each other?

4. Who among the students participate actively? Who among them ask for more 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 do the students group themselves outside class? Homogeneously? By age? By gender? By
racial or ethnic groups? By their interests? Or are the students mixed social groupings? If so,
describe the groupings.

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

Name of the School: University of San Agustin - Junior High School

Observed: Grade 10

Location of the School:

Date of Visit: October 19, 2021

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 The Grade 10 pupils from section Gonzalo, Elias, and Frederick, who range in age from
14 to 17, were engaged in activities such as seat works as I witnessed during virtual meeting.
While watching them, I noticed that they have a variety of personalities: some are extremely
quiet and focused on their work, some are conversing with their pals while working, and a few
are fond of doing unrelated the classroom topics. The overall number of pupils in the 3 section
class is 98, In Section Gonzalo They have a total number of 25 learners, with 10 Boys and 15
Girls, In Elias Section they have total number of 23 learners with 10 Boys and 13 Girls. Lastly
In Frederick has a total number of 40 learners with 22 Boys and 18 Girls. As I studied the
various traits they exhibit, I discovered that they can still focus on their allocated works and
manage their behavior by completing their assigned assignments, even if they are having chit
chats or little conversations with their peers or people on their house. The students are now
capable of working independently; they do not require the support of their homeroom teacher
unless they have certain questions that they do not understand. Students' attention spans are
sufficient, as is their patience when working on their assignments. On their ability to
concentrate, I noticed that they are mature enough to follow the instructions given to them. On
their listening skills, I noticed that they are mature enough to follow the instructions given to
them. On their ability to destruct to some ideas such as playing and having their own discussion
with their peer group, they can still finish their assigned task.

Due to limited in number, the arrangement has no effect on their learning because the
teacher can accommodate and pay attention to them. There are certain exceptional pupils that
excel and accurately answer the questions. However, due to repeated absences, a certain student
may be unable to provide the correct answer. Students will raise their hands to assist him. Each
group has its own leader and reporter in a group activity, and members discuss their ideas to
compete with the other group:

Outside of class, the students interact with one another. They are free to run, stroll, and
roam around. They enjoy discussing their favorite actors in films or television soap operas, as
well as their dream vacation destinations and favorite sports or anime characters. They were
separated by gender, with the three girls discussing their likes and hobbies and the three boys
discussing their favorite superheroes.

Interview the teachers and ask about their experience about 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

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 *Language and cultural differences
*Differences in religion
*Socio-economic status

OBSERVATION REPORT 
Name of the School Observed: University of San Agustin - Junior High School
School Address: Sambag Street Jaro, Iloilo City
Date of Visit: October 19, 2021

Since ma’am Oribe has a diverse learner, she experiences different values and learning style to
his\her students according to ma’am Oribe So far, she concentrated on preventing inconvenient
or irritating behaviors. All the recommendations have been proactive or forward-looking:
strategically organize classroom space, establish realistic procedures and standards, pace classes
and activities correctly, and clearly express the significance of learning. Although she believes
these concepts are vital, it would be naive to believe they are sufficient to prevent all behavioral
issues. Students continue to do things that disrupt other students or stop the flow of activities for
a variety of reasons. According to ma’am when a student misbehaves often and disruptively,
you'll need more aggressive and assertive tactics than those outlined thus far, as well as an
emphasis on conflict resolution—the elimination of long-term conflicts. Educators and teachers
typically use two aspects to their conflict resolution tactics.

B. Analyze

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, mascot/joker, an
attention seeker, a little teacher, a doubter/pessimist?
That makes the learners assume these roles. What factors affect their behavior?

In a classroom, students differ in terms of their skills, natural gifts, and capacities.
There are students that play the role of leader, a young clown who makes all his classmates
laugh, and an attention seeker who enjoys singing and has a lovely voice. It merely
demonstrates that they have various features and interests in each position they play in the
classroom relationships and interactions.

2. Is there anyone you observed who appear “different”? Why do they appear different? Are they
accepted or rejected by the others? How is this shown?
What does the teacher do to address issues like this?

Each family has its own culture, the students represented a variety of cultures. Some students
who were members of a minority group were still accepted by their peers. They just want to
have fun and play together because, despite their differences in attitudes, skills, socioeconomic

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 standing, and abilities, they appreciate each other. By making the classroom a perfect place to
be, the teacher also indicates that they are accepted and belong in the class.

3. How does the teacher influence the class interaction considering the individual differences of the
students?

By encouraging students to share their personal experiences with the class or in groups, the
instructor promotes class interaction. Students will be brought to recognize that they have
something in common with the others, despite their differences. Another option to accommodate
student diversity is to use a variety of educational styles.

4. What strategies does the teacher use to maximize the benefits of diversity in the classroom?
How does the teacher leverage diversity?

The socioeconomic position, thinking/learning styles, and exceptionalities are the elements that
cause learners to be grouped outside of the classroom.

C. Reflect
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 learner?

I'm happy and at ease in that classroom since the teacher acknowledges our presence
and the pupils are kind to us. I got the impression that the teacher is well-liked by her students
because they pay attention and participate in conversations. As a result, between the pupils and
the teacher. If I were a teacher, I would like to work with grade 10 students since they are more
mature than students in younger grades. Kids are nonetheless manageable despite their
independence; they can work independently without the teacher's supervision. I would impose
routines like as cleaning inside and outside the classroom before and after class, praying and
monitoring attendance, as well as rules and regulations that must be properly observed for the
teaching-learning process to flow smoothly.

ACTIVITY 3.2 Observing Differences Among Learners with Disabilities, Giftedness, and Talents

A. Observe

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An Observation Guide for the Learners’ Characteristics

1. Observe the class to see the differences in abilities of the learners.

2. Try to identify the students who seem to be performing well and those that seem to be behind.

3. Validate your observations by asking the teacher about the background and needs of the
learners.

4. Observe the behavior of both regular students and those with special needs. Note their
dispositions, pace in accomplishing tasks, interaction with teacher, and interaction with others.

5. Observe teacher’s method in addressing the individual learning needs of the students in his/her
class

OBSERVATION REPORT

Name of the School Observed: University of San Augustine Junior High School

Address: Sambag Street, Jaro, Iloilo City

Date of Visit: October 14, 2021

As we observed the High School class of ma’am Oribe, we noticed that there are individual
differences among the learners, not only in physical aspects, but also in abilities and capabilities in
general. There are pupils who have the potential to be great, active learners who participate in class, and
others who are passive learners. Passive learners are restricted to a single location and wait to learn,
never enthused by the prospect of learning.

Competitive learners are more engaged in class, during debates, and even group activities, as
compared to passive learners. When compared to passives learning kids, they tend to achieve more and
perform better in class. Passive learners are restricted to a single location and wait to learn, never
enthusiast by the prospect of learning.

By using group activities and interactive to persuade inactive students to interact, the teacher
uses and supports group interaction. The teacher seeks to strike a balance between passive and active
pupils in the classroom. Passive learners are restricted to a single location and wait to learn, never
enthused by the prospect of learning.

B. Analyze

1. Did your observation match given by the teacher?

Yes, the teacher's facts corroborated my observations. I could tell who did well because
they were the ones who were actively participating in class when the teacher asked questions.

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 Others would just listen and prefer to be called by the teacher first before responding, and they
occasionally hesitated to respond. That this, I was able to identify the class's top achievers.

2. Describe the differences in ability levels of the students in the class? What practices or strategies
are done or should be done to differentiate instruction to meet the needs of the learners?

Yes, because the class we witnessed includes a large number of kids, there is a
significant disparity between those who are performing well and those who are not. Because the
teacher attempts to meet their needs, practically all of them can perform effectively in a variety
of scenarios and cases. However, there are some students who are embarrassed to see their
abilities. They don't have a lot of faith in themselves when it comes to providing their answers.

3. Describe the methods used by the teacher in handling the students’ differences in abilities. How
did the students respond to the teacher? Did the teacher use differentiate instruction? If yes,
describe hoe.

Student-centered learning techniques such as class discussions and small group work
are used by the teacher. 85 5 -less —about the subject the instructional methods change from
time to time.

C. Reflect

1. Recall the time when you were in elementary or high school. Recall the high and low achievers
in your class. How did your teacher deal with abilities? Was your teacher effective?

When I was in high school, there was class rankings based on curriculum standings,
first quarter, and so on. The result was unexpected. Some students compete and challenge
themselves more, while the majorities are content with their standings and shed a few points the
following quarter, lowering their rankings. Some kids simply accept it; I believe the difference
was in how pupils reacted to the event. The teacher intends for it to operate as a means of
increasing students' competitiveness, but in our class, it was not a successful strategy. Perhaps
it was because we weren't in the "Honors class." The general section's mentality was to pass the
topic; we were in high school, and our interests and desires were totally different.

2. What dispositions and traits will you need as a future teacher to meet the needs of the learners?

I need to build a classroom environment that encourages free-flowing ideas and

collaboration toward a common objective of being greater than themselves.

I will increase my practice of the best tactics for motivating learners to learn, the law of
readiness, which requires me to be always prepared, and the law of association or

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belongingness, which requires me to treat all of my students equally, whether they are fast or
slow learners.

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