Learning Task 4: 

THE LEARNERS’ STRENGTHS, NEEDS, and INTEREST

             Domain 3 – Diversity of Learners
LEARNING ACTIVITIES
Inside the classroom:
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?
The interaction of the students inside the classroom is limited due to the
current learning setup in the pandemic era. They often have physical
contact as per the advice in the safety protocols implemented inside the
school community. Thus, I notice that the students interact more with their
co-students than the teacher. It is maybe because they are more
comfortable working and interacting with their classmates.

2. Observe the learners seated at the back and the front part of the room. Do they
behave and interact differently?
Students seated in front and back of the room behave and interact
differently. I noticed that students in the back part of the room interact
frequently with their classmates. They are the students who are very
active during performance-based activities. On the other hand, students
seated in front of the class are those who often talk and interact with their
students. They often participate in physical related activities but they are
active when they are allowed to present and/or share concepts and ideas.

3. Describe the relationship among the learners. Do the learners cooperate with or
compete against each other?
I could say that there is a healthy relationship among the learners. They
are cooperative in every group activity and class task. I have seen friendly
competition among them. Some students are very competitive but they
also consider how they will compete and work with others in a friendly
manner. I could say that there is a harmonious relationship within and
among the learners in my class.

4. Who among the students participates actively? Who among them asks for the
most help?
Students with noticeable standing in paper and pencil tests are the students who
commonly participate in the class discussion. Average learners also strive to
actively participate in the class. Most of the students ask for help from the top-
performing student in the class.
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?
Most of the time when the student is called and failed/ cannot answer the
teacher's questions, other students will raise their hands for them to steal and
notice the teacher. This might be because they are afraid to be accused wrongly
of helping their classmates. On the other hand, there are instances when
students help each other when someone cannot answer a certain question. The
situation that could help implies healthy and friendly competition among them.
Outside class:
1. How do the students group themselves outside the class? Homogeneously, by
age?By gender, by racial or ethnic groups? By their interests? Or Are the
students in mixed social groupings? If so, describe the grouping.
There are three bases on how the students group themselves based on
what I’ve noticed. First, the students commonly form a circle of friends based on
their interests. Group of students who are good in music, online gamers, and
dancers. Second, students group themselves by gender. There are a group of
gentlemen and a group of active ladies among the students. Lastly the unique
among the group are the students in mixed social groupings.

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

Students who are alone are the students who have a wide explorative
mind. They are the artist in the class who are good at arts and literature. They
speak through not verbal acts.

Interview teachers/CT and their experience with learners in difficult

circumstances. Request them
To describe these circumstances and how it has affected the learners.

Based on our interview, our cooperating teacher here are her strategies to
address the needs of the following:
⮚ Gender including LGBT – She sees to it that discrimination could not grow
and foster among the students who belong to thing group. Some of this is by
allowing them to freely express themselves nicely and decently.
⮚ Language and cultural differences – She implied an English-only policy inside
the room to eliminate language differences inside the classroom. She also
established class norms that are anchored with the students' cultural
differences.
⮚ Differences in Religion She values and respect every student's religion. She
does not force students to practice and join the religious activities of a
particular religious group.
 ⮚ Socio-economic status – the teacher developed class rules that os free from
any form of discrimination.

ANALYSIS
1. Who plays the key role in the relationships and interaction 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, or a doubter/pessimist?
All of my students play different roles inside the classroom. The key role of
a leader was played by the class president who manage and lead the
class. Some students are jokers and attention seekers. Some play the role
of being a little teacher. All of this, clearly shows how diverse my students
are.
2. What makes the learners assume these roles? What factors affect their
behavior?
The students' diverse cultural background are the factors that make them,
assumes the role. The environment they grow in is a great factor that
affects their behavior inside and outside the four corners of the room.
3. Is there anyone you observed who appears 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?
There is one student who appears to be left out. This learner barely
interacts with others. This student appears to be different from others for
he is quiet but has a good artistic talent. Teachers and students fully
accept this type of learner.

4. How does the teacher influence the class interaction considering the individual
differences of the
Students?
The teacher shows and teaches students values that make the learning
experience meaningful. Being the second parent of the students with great
passion to touch the lives of every child makes serves as a way to
influence his/her learner. The teacher teaches every student the values
that are vital to having a safe and discrimination-free environment.
4. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
Providing class norms and rules that address the student's individual
needs is the teachers' strategy to maximize the benefits of the diversity of
the classroom. The teacher assigned the task to every student based on
the learner's capacity to do and act. The teacher makes use of the diverse
talents of the students to make the learning experience meaningful.
POST YOUR ARTIFACTS HERE:

WRITE YOUR REFLECTION HERE:   How did you feel being in that classroom? Did
you feel a sense of unity among the learners and between the teacher and the
learner?
I am very inspired to be in that classroom. I can somehow figure out things
to do when I am already in the teaching field. I feel so excited and nervous
as well to see how well I could address the diverse need of my future
students. On the other hand, I feel the unity among the learners and
between the teacher and the learner. I cannot feel and see any forms of
discrimination. I can see a good relationship between the learners and the
teachers. It is maybe because the teacher established a good relationship
among the learners as the entire learning experience started. It is quite
challenging on my part as a future teacher to do the same strategies in
terms of building and establishing unity among the learners. Thus, I take
the challenge to make a similar or even better classroom community in the
future. I will use strategies to build a caring community in the classroom,
model respect, and acceptance of different cultures and religions,  bring
each of the student’s home culture and language into the shared culture of
the school, and  provide more opportunities for cooperation than
competition