Focus on Gender, Needs, Strengths, Interests,

Experiences Language, Race, Culture Religion,

Socio-economic Status, Difficult Circumstances,
and Indigenous Peoples

BASIJAN, JESSICA I.
BTVTED 4103
FIELD STUDY 1.3

OBSERVE, ANALYZE, REFLECT

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 there groups that interact more with the teacher
than others?
- I observed the Indigenous people in Pamulaan that Centre for Indigenous Peoples
Education - Pamulaan is an indigenous university created for the indigenous youth
of the Philippines. Its main task to create culturally appropriate and relevant
degree level courses, producing indigenous graduates with knowledge and skills
but still rooted in their own cultures. The students and the teacher are both came
from in the indigenous people, Hence, they can understand each other and it is
easy to interact to them.

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?
- Yes, base on my observation, the students are very competitive when it comes to their
activities which is drawing. They’re happy because they be able to draw what they
want.

4. Who among the students participate actively? Who among them ask for more help?
-most of the students ask for more help by their teacher. Because, sometimes
the students can’t understand the instructions.
5. When a student is called and cannot answer the teacher’s question, do the
classmate try to help him? Or do they raise their hands, so that the teacher will call
them instead?
-Yes, they do raise their hands to help their classmate.

Outside Class:
1. How do the students group themselves outside class? Homogeneously, by age? By
gender? By racial or ethnic groups? By their interest? Or are the students in mixed
social groupings? If so, describe the groupings.
-The Indigenous people has a similar when it comes to interest in every activity
in outside class. Because, based on my observations, The school also provide the
cultural and economical activities like Farming/Planting, organic tea and
etcetera.
2. Notice how students who are alone and those who are not interacting. Describe their
behavior.
-To those students who are not interacting with other students, some are shy and some
other people are just don’t want to socialize to other students, just like introverts.

OBSERVATION REPORT
Name of the School Observed:
Pamulaan Centre of Indigenous Peoples Education

School Address:
Davao-Bukidnon Road, Tugbok, Davao City, Davao Del Sur, Philippines

Date of Visit:
October 14, 2021

ANALYZE
1. Identify the persons who play 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?
-Yes, every students had their own role in the classroom. There are, Clown, Attention
seeker, a good leader, kind, and talkative,
What makes the learners assume these roles? What factors affect their behavior?
- It affects to their behavior. Maybe it is good or bad. Because the can use it to their
home and in the sorroundings.
2. Is there anyone you observed who appeared left out? Are there students 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?
- So far, nothing shows.
3. How does the teacher influence the class interaction considering the individual
differences of the students?
- By dressing clean and formal, making jokes, and talk to every students. So that, the
teacher can adjust for his/her students.
4. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
- The teacher Highlight the diversity of classroom to the students.

REFLECT
How did you feel being in that classroom? Did you feel a sense of unity among the learners?
How about between the teacher and the learners?
- I feel very happy on that classroom. I was so happy to observe the
indigenous people. There is unity on that classroom because those people are
well-oriented when it comes to unity, especially on their tribe. About the
interactions between the teacher and the learners, the learners are happy
while listening to their teacher, when the teacher ask the questions, the
learners immediately raise their hands to participate, and when it comes to
the activity, the students are very competitive.

Show your Learning Artifacts

With the principle of individual differences in mind, what methods and strategies
will you remember in the future to ensure that you will be able to meet the needs
of both the high, and the low achievers in your class? Make a collection of
strategies on how to address the students’ different ability levels.
 Offer choices. Encourage children to participate and explore in the way they prefer.
Some children may prefer to work individually, with a partner, in a small group, or in a
large group.
 Plan for possibilities. As you plan an activity to share with the children, think about how
you can adjust the activity in the moment for children who need more time, more
support, or experience with concrete materials to understand the concept.
 Empower children to document their learning. Digital child portfolios are a wonderful
addition to teachers’ classrooms, replacing large, dusty boxes of notes, artwork, writing
samples, and photos.
 Encourage community support. Children are usually very aware of their skills and those
of their peers.
 Provide a variety of learning materials. At this age, most preschool children benefit
from having a collection of concrete objects to manipulate and explore.

CHECK FOR MASTERY