FOCUS ON GENDER, NEEDS, STRENGTHS,

FS-1
LEARNING EPISODE
INTERETS, EXPERIENCES LANGUAGE, RACE,
3 CULTURE, RELIGION, SOCIO-ECONOMIC
STATUS, DIFFICULT CIRCUMSTANCES, AND
INDIGENOUS PEOPLES

OBSERVATION REPORT

Based on my observation most of the section in Grade VI, there are 15 boys and 18 girls
in the classroom and with the total of 33 pupils. Their ages ranges 11 ½ -12 years old.
Different sect, but interacting with respect.
During class there is so much interaction, some of the pupils are interacting with
another by talking about out of discussion, some are laughing depends on the topic they
are talking about. There’s always a value of respect in terms of student-teacher
relationship. There are no groups interacting with more the teacher than teacher.
No, since they are seated at the back they intend to chat with their seatmate, they
can’t focus and don’t pay full attention to their teacher, often engaged in different
activities, scribbling away during discussions, heads bowed when called by the teacher.
The students that seated in front are mostly students that are very active in the class, who
participates in discussion very well.
The relationship of the learners is normal. Some of the pupils are very competitive
because there are grade conscious, while others are just cooperating they doing their best
just to have good grades.
Pupils that are participating well and actively are the students who are intelligent
and average level they intended to participate to get a good mark. And for the students
that are not active or not performing well, they are the learners who ask most help from
their classmates and their teachers.
Yes, they help each other. Sometimes, the teacher will asked some help with other
pupils, when the pupil that called can’t answer. There is a scenario that if someone was
not able to answer the question, others will raise their hand as a sign of opportunity to
take the question ad the points.
Pupils group themselves by their interest. There are groups of students that is
mixed boys and girls, but there are also groups of pupils that are all boys and all girls.
There are groups by their same race. But still interact well with each other even outside
the classroom.
Learner/ Pupils who are alone are quiet and mind their own business. They bow
their heads indicates that they do not want to be bothered. They are the pupils who leave
the class room immediately after class.

1
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, a mascot/joker, an attention seeker, a little teacher, a doubter/pessimist?
What makes the learner assume these roles? What factors affect their behaviour?
There is somebody who seems to be a head of the class, a joker, an attention seeker, and a
little teacher in the classroom. The head of the class is the one asked to be in charged
when the teacher is going out when there is an emergency, reminds his classmate to be
quiet during discussion. The joker are those students that are active, he also acts as
attention seeker.
The learners assume these roles by how they are perceived by their classmates. The
community affects their kind of behaviour; they are presenting themselves by in what
kind of community they are living.

2. Is there anyone you 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?
What does the teacher do to address issues like this?
No one appeared to be left out. There are some learners who weren’t as participative in
the class but most of them, when called on answered appropriately. Student who appear
different are those who are alone, those who do not have anyone to talk to.
The teacher makes sure she calls on almost everyone in the class to stand and say their
opinion about the topic.

3. How does the teacher influence the class interaction considering the individual
differences of the students?
The teacher should possess good sense of humor and shows good value so that learners
are not scared to interact with the teacher.

4. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
The teacher uses to maximize the benefit if diversity in the classroom is by trying out a
variety of activity, wherein she can test the intellectual capacity of each student. The
teacher tries different activities such as asking a direct question, or asking a student to
draw on a certain experience so the student can answer.

2
 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 felt a sense of oneness among the class because I didn’t really notice someone being
left out, because the teacher makes sure to include everyone in the discussion. The
teacher often made rounds inside the classroom to monitor the student’s behaviour
and while doing activities.

PREPARED BY:
QUEDDENG, MA. NICA B.

BEED-1V

SEPTEMBER 13,2021