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: Marisol M. Bularan
Course: Bachelor of Secondary Education Major in Mathematics
Year & Section: 2-1
Resource Teacher:
Signature:
Cooperating School: Vicente P. Trinidad 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 2 Describe 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
Step 5Analyze the impact of individual
he/she uses in dealing with diversity in
differences on learners interaction.
Use the activity form provided for you to document
observations.
the your
classroom.

Your Tools

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: Vicente P. Trinidad National High School

School Address:
Date of Visit:

As I observed in Vicente P. Trinidad National High School I've notice the

differences among the learners and how they interact with each other. They are different in
age, gender, religious and even backgrounds. Each classroom has around 30 students. They
are around 12-15 years old composed of variety of identity but most of them have catholic
in religion.
The learners interact in the classroom with the teacher and their classmates.
They mostly interact in two ways in each other and one way in teacher in discussion. I've
noticed that if the teacher called the weak learners and can't answer, others helped him/her
by raising their hands. The student who is weak is mostly seated at the back part. While the
most participated or active is seated in front. Therefore, we say that the students who are
seated in front behave most and active than who seated in back part. The sitting
arrangement has a factor on the learner. In term of groupings outside the room, they group
by their similarity. They are group according to the gender, hobby, their section, and ages.
They are most talked about happy things, happenings, timely issue, projects, what to do, and
one's love life. In generalization, even though there individual differences among learners
they have similarity on their own that groups them. And they adjust themselves for each
others feelings and emotion. It is the also one factor that the teachers think of.

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?
President is the leader, Students who annoy their classmates serve as
joker/mascot, and the intelligent students are the attention seeker.

2. Are students coming from the minority group accepted or rejected by the
others? How is this shown?
Some students that are belonging to the minority group are rejected by
others. Like, the repeater student can't able to intimate with the interactive
group because he is ashamed and scare to annoy by them.

3. How does the teacher influence the class interaction considering the
individual differences of the students?
The teacher doesn't imply the individual differences but sometimes
he/she doesn't avoid to compare his/her students to the intelligent one.

4. What factors influence the grouping of learners outside the classroom?

Peer group because I saw the learners outside the classroom group
themselves by having the closeness with their ages.

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?
There is unity in students in some aspects like joking, making activity,
and assignment but there is a groupings and also in some ways in teacher and
students. We all know that there's a students who active most of the time .

2. In the future, how would you want the learners in your classroom interact?
How will you make this happen?
I want the learners in my classroom be interactive. Like when our
discussions start everyone must be called and participated. If one student can't
answer right, any one in class help him/her or even me. I will make it by giving
the topic advance for them to read it before come in the class. And I always said to
them that were family that help and love each other.

3. How will you encourage all learners, regardless of religious, ethnic or race
background, to interact and participate?
As a teacher, I have a responsibility to encourage my learners to
participate and interact in the class. I have in mind their religion, ethnic or race
background that i need to be sensitive. I also think of a strategy for them to
encourage to listen and actively.