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FS 1

Episode 4
(focusing on differences in gender, racial, religious backgrounds)
Name of FS Student: Charlene Paringit

Year & Section: 2-1

Resource Teacher Mr. Glenn Asuncion Signature _____________________

Cooperating School: Malinta 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 3 Describe 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 4 Interview your resource
teacher about the principles and
practices that he/she uses in dealing
with diversity in the classroom.

Step 5Tools
Analyze the impact of individual differences
on learners interaction.
Use the activity form provided for you to document your observations.

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


Name of the School Observed: Malinta National High School

School Address: St. Jude Subd. Malinta, Valenzuela City
Date of Visit: February 15, 2016
During the class, interaction in the classroom can be said well. In such a way that
students interact with one another and with the teacher. They participate in the
discussion. Students who were seated in front part of the room were more focused
rather than those who were seated at the back. I dont see any competition between
the learners. The learners who were seated in front part of the room are more active
and participative that those who are seated at the back. I had observed this section
that one cannot answer the question, and the teacher call another student and so on.
Only to find out that all of the students dont know the answer.
Outside class. students group themselves in gender and some are mixed social
groupings. They usually talk about their interest.

My 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?
Of course, teacher and the students play key roles in the relationships and
interactions in the classroom. Teacher facilitates and guides the students, while the
students are the one who will makes the discussion more alive. Though some of
the students are attention seeker.
2. Are students coming from the minority group accepted or rejected by the others?
How is this shown?
I dont see any problem related to this subject.
3. How does the teacher influence the class interaction considering the individual
differences of the students?
The teacher was fair and square. Well, he is not bias and treat
every student as his second sons and daughters.
4. What factors influence the grouping of learners outside the classroom?
I think its the gender and according on their behaviour. If youre a little bit funny and like a
joker, then you will be group into funny one. If youre a type of a serious person then you
will be group with that kind of persons also.
My 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?
Oh what I feel? Sometimes I feel the oneness or unity among the learners and
between the teacher and the learners. But only in a particular section. But in the
two sections, I cant feel that. So sad.
2. In the future, how would you want the learners in your classroom interact? How
will you make this happen?
Well, I want them to interact with each other well. Like they are talking to their
own sisters and brothers. I will make this happen by building the unity in the class
and having an outdoor activity with them, maybe like team building. (Only on my
advisory class )
3. How will you encourage all learners, regardless of religious, ethnic or race
background, to interact and participate?

All learners should really interact. I dont see any discrimination. And to
encourage them, I think I should show them that religion, ethnic or race
background are only their differences and should not be a hindrance on