Field Study

FS 1 Episode 4

Field Study 1: The Learner's Development and Environment

INDIVIDUAL DIFFERENCES AND LEARNING INTERACTION

OBSERVATION REPORT

Name of School Observed : Malinta National High School

School Address : A Pablo St. Malinta Valenzuela City

Date of Visit : September 9 – October 10, 2019

On the average, the total number of students is 53 per section. The number of girls is roughly 3
to greater than those of the boys. Mostly are catholic and all of which who live in urban areas.
Interactions between the teacher and the students mostly happened during class discussions. An ample
amount of interactions existed among the learners. All of these are positive leading to better class
discussion. The learners seated at the back showed signs of being attentive. They still interacted with the
teacher and their co-learners. At some point, a friendly competition was shown since positive
reinforcement was given. It was very enjoyable. None of the students asked for help from their teacher,
but some did from their co-learners. At least 4 for every 5 students participated actively. Some students
would help others to answer questions from the teacher, while others would raise their hands to answer
instead. Outside the classroom the students were grouped basically according to their age and gender.
The learners were interacting happily and positively with each other, talking about their discussion
earlier, about their special someone or celebrity crushes and about some petty problems with friends.

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?

3 out of 5 learners are active players. They interact and speak in class most of the time. I have
not seen someone who appeared like the leader. There are a lot of jokers. I have not seen a little
teacher, not even a pessimist.

2. Are the students coming from the minority group accepted or rejected by the others? How is
this shown?

Students coming from the minority group were not really rejected. This was shown. They were
taking their parts so as to balance the mood of the class in a positive way.
3. How does the teacher influence the class interaction considering the individual differences of
the students?

The teacher raised topics that are generally common to the learners, by focusing on their
interest as a youth. In that way, individual differences meet at a common point and everyone became
interested.

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

I think the factors that influence the grouping of learners outside the classroom are their
interest, gender, age and section they belong to.

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?

As I was observing, I felt happy seeing the positive relationship among the learners and between
the teacher and the learners. I felt that since they know that they were being observed they have
executed oneness or unity.

2. In the future, how would you want the learners in your classroom to interact? How will you
make this happen?

It will always be best for the learners to interact with the other learners and the teacher
enthusiastically and positively. Building a good rapport with the learners, and teaching them the essence
of camaraderie and sensitiveness will help in the better interaction among the learners and between the
teacher and the learners.

3. How will you encourage all learners, regardless of religious, ethnic or racial background to
interact and participate?

It is important to avoid talking about something that would discriminate one from the other. It is
best to see situation that would lead them to a common interest by taking into consideration the things
that are common to the learners like gadgets, their topics as youth, sports and the like.