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The Grade __ students, whose ages vary from ______, were engaged in tasks such as seat works when I
observed them. While watching them, I noticed that they have a variety of personalities: some are
extremely quiet and focused on their work, some are talking with their classmates while working, and a
few are fond of roaming around the classroom. The overall number of students in the class is __, with __
boys and __ girls. As I studied the various traits they exhibit, I discovered that they can still focus
on their assigned tasks and manage their behavior by completing their assigned works, even if
they are having chit chats or little conversations with their classmates. The students are capable of
working independently and do not require the support of their homeroom teacher unless they have
certain questions that they do not understand. Students' attention spans are sufficient, as is their
patience when working on their assignments. On their ability to concentrate, I noticed that they are
mature enough to follow the instructions given to them. On their listening skills, I noticed that they are
mature enough to follow the instructions given to them. On their ability to destruct to some ideas such
as playing and having their own discussion with their peer group, they can still finish their assigned task.

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?
The teacher and the students
both play essential roles in
classroom interactions. The
teacher serves as a
facilitator, while the students
serve as learners. Some students
are attention seekers, attempting
to attract the
attention of both their teacher
and their classmates. There are
students that look to be the
leader and the little
teacher; they are the ones who
teach their peers who are new to
the topic. To break up the
boredom of the
classroom, the teacher cracks
jokes.
What makes the learners
assume these roles? What
factors affect their behavior?
Student behavior, learning, and
well-being are all influenced by
family, peers, school, and the
larger community.
Personal characteristics such
as age, sex, personality,
temperament, and mental and
physical health also
influence how we behave.
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?
The teacher and the students both play essential roles in classroom interactions.
The teacher serves as a facilitator, while the students serve as learners. Some students are
attention seekers, attempting to attract the attention of both their teacher and their classmates.
There are students that look to be the leader and the little teacher; they are the ones who teach
their peers who are new to the topic. To break up the boredom of the classroom, the teacher
cracks jokes.
What makes the learners assume these roles? What factors affect their behavior?
Student behavior, learning, and well-being are all influenced by family, peers, school,
and the larger community. Personal characteristics such as age, sex, personality,
temperament, and mental and physical health also influence how we behave.

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?
Other students are welcoming
minority students by allowing
them to join their group,
entertaining them, and
answering their inquiries.
What does the teacher do to
address issues like this?
All students must be treated
equally by the teacher, and the
teacher must provide activities
that will promote
their self-esteem.
3. How does the teacher
influence the class interaction
considering the individual
differences of the
students?
The teacher and her students get
along pretty smoothly. She
didn't discriminate against her
students, as you
can see. She gave positive
feedback to all students who
answered her question, even
if their answer was
inaccurate.
4. What strategies does the
teacher use to maximize the
benefits or diversity in the
classroom? How does
the teacher leverage diversity?
One of the factors, as far as I
can tell, is their academic level.
Students who are focused on
their studies are
gathered together in one group,
while boys who are a little bit
naughty are also grouped
together.
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?
Other students are welcoming minority students by allowing them to join their group,
entertaining them, and answering their inquiries.

What does the teacher do to address issues like this? All students must be treated equally by the
teacher, and the teacher must provide activities that will promote their self-esteem.
3. How does the teacher influence the class interaction considering the individual differences
of the students?
The teacher and her students get along pretty smoothly. She didn't discriminate against
her students, as you can see. She gave positive feedback to all students who answered her
question, even if their answer was inaccurate.
 4. What strategies does the teacher use to maximize the benefits or diversity in the classroom?
How does the teacher leverage diversity?
One of the factors, as far as I can tell, is their academic level. Students who are focused
on their studies are gathered together in one group, while boys who are a little bit naughty are
also grouped together.

1. How did you feel being in

that classroom? Did you feel the
sense of oneness or unity
among the
learners and between the
teacher and the learner?
While I'm sitting in the back of
the classroom, observing and
watching the students, I get the
feeling that I'm
already a teacher to them
because I can sense the
oneness and unity among the
students and the teacher
because the students interact
positively with their teacher and
respond without hesitation and
qualm when
their teacher asks a question.
This is demonstrated by a
student who has complete self-
assurance and trust in
himself.
REFLECTION

1. How did you feel being in that classroom? Did you feel the sense of oneness or unity among the
learners and between the teacher and the learner?
While I'm sitting in the back of the classroom, observing and watching the students, I get
the feeling that I'm already a teacher to them because I can sense the oneness and unity
among the students and the teacher because the students interact positively with their
teacher and respond without hesitation and qualm when their teacher asks a question. This is
demonstrated by a student who has complete self-assurance and trust in himself.

OBSERVATION REPORT
As I've noted, there are individual disparities among the students, not only in terms of physical
characteristics but also in terms of their skills. Some students have the potential to be good leaders and
active learners who participate in class, while others are passive learners and absentees. The difference
between high and low achievers is that the high achiever is active and involved in discussions and group
activities, whereas the low achiever simply sits in his chair and does not participate. The teacher
employs diversified learning activities so that slow learners may participate and high achievers don't
become bored with things that they think are simple. She also gives them exercises that are challenging.

1. Did your observation match

the information given by the
teacher?
Volunteering to answer the
teacher's questions is one of the
behaviors that helps me
identify the student's
differences. I noticed that the
students in the front row are
more active in answering
questions than the
students in the back row; they
don't seem to follow the lesson
completely, and I believe this is
because the
teacher cannot see that they are
merely chatting with their
seatmates.
2. Describe the differences in
ability levels of the students in
the class? What practices or
strategies are
done or should be done to
differentiate instruction to meet
the needs of the learners?
There is only a little difference
between the two types of
students in my opinion, because
they only differ in
their willingness to volunteer in
response to the teacher's
question. Because, as far as I
can tell, they both knew
how to respond to the question.
Furthermore, both students are
adhering to the teacher's
instructions.
3. Describe the methods used
by the teacher in handling the
students’ differences in abilities.
How did
the students respond to the
teacher? Did the teacher used
the differentiated instruction?
If yes,
described how.
The teacher did not discriminate
against the students, and she
provided positive feedback to
them even when
they were not exactly correct.
1. Did your observation match the information given by the teacher? Volunteering to answer the
teacher's questions is one of the behaviors that helps me identify the student's differences. I noticed
that the students in the front row are more active in answering questions than the students in
the back row; they don't seem to follow the lesson completely, and I believe this is because the teacher
cannot see that they are merely chatting with their seatmates.

2. Describe the differences in ability levels of the students in the class? What practices or strategies are
done or should be done to differentiate instruction to meet the needs of the learners? There is only a
little difference between the two types of students in my opinion, because they only differ in their
willingness to volunteer in response to the teacher's question. Because, as far as I can tell, they both
knew how to respond to the question. Furthermore, both students are adhering to the teacher's
instructions.

3. Describe the methods used by the teacher in handling the students’ differences in abilities. How did
the students respond to the teacher? Did the teacher used the differentiated instruction? If yes,
described how. The teacher did not discriminate against the students, and she provided positive
feedback to them even when they were not exactly correct.

1. Recall the time when you were in elementary or high school. Recall the high and low achievers in your
class. How did your teacher deal with differences in abilities? Was your teacher effective? I had the same
classmates during my high school years, when I was in grade 9 and 10. I can tell who is a great achiever
and who is a low achiever. The majority of high performers are girls, while the majority of low achievers
are boys. When there are groupings in the classroom, our teacher will assign those high achievers in
each group so that those who are low achievers can cope with the lessons. It is also fair because the
student's group is balanced (high and low achievers are grouped together), so whenever a difficult
problem occurs, she will simply call on those intelligent students to answer while those who are low
achievers will just sit in their seats doing nothing. However, there are situations when that brilliant
student will assist those slow learners. This strategy is occasionally beneficial since I can see that the
slow learners are answering the questions correctly. I can also say that our teacher is effective since she
makes every effort to accommodate students with different skills.

2. What dispositions and traits will you need as a future teacher to meet the needs of the learners? In
order to fulfill the requirements of both high and poor achievers in my class, as a future educator, I will
employ several techniques and strategies that I am confident will be effective and yield positive
results. First and foremost, I must remember that diversity is always present in the classroom, and as a
result, I will anticipate that all students will have individual differences. Their backgrounds, religions,
racial groups, cultures, skills, and cognitive levels can all be diverse. I'll utilize certain teaching strategies
that I'm confident are appropriate for their cognitive level. I'll allow them to exchange ideas and
thoughts so that they can learn more about one another, and I'll encourage the low achievers to
interact better in class since I know they have their own ideas and thoughts to share. I know this since
we all have our own unique perspectives on everything.

What do you think can still be done to promote and uphold the indigenous people’s knowledge
systems and practices and rights in schools? An Indigenous school requires financial assistance to
continue operating and perhaps expand its facilities. I believe that a regular school in an area with an
indigenous group should offer a subject that focuses on the study of indigenous people's knowledge
systems, practices, and rights, because everyone should be aware of indigenous culture, tradition,
and beliefs so that they do not go away over time. In this rapidly modernizing environment, their
identity is continually in jeopardy. It must be fostered and safeguarded. No school should dismiss or
discriminate against indigenous students; instead, they should be welcomed into a welcoming, open,
and inclusive learning environment.

1. What new things did you learn about indigenous peoples? Indigenous peoples' unifying goal, I
discovered, is to maintain, promote, and spread their distinctive culture, tradition, knowledge systems,
and customs to future generations. They all want to be recognized and preserved as individuals in the
face of modernization and globalization. Another thing that astounds me is indigenous people's
artistry and the fact that the mediums they utilize to create art forms can only be found in nature. Mud
painting, t'nalak weaving, and embroidery are examples. In terms of indigenous peoples' community
relations, they were so cordial and peaceful that you could observe unity, particularly at big meetings or
festivals where they celebrate a particular spirit for a good deed.

2. What did you appreciate most from your experience in visiting the school with indigenous learners?
Why? It is the cultural experience that will be remembered. I gained a better understanding of them,
their culture and customs, and the importance of their preservation and conveyance to future
generations.

3. For indigenous learners, as a future teacher, I promise these three things:

3.1 Be open to and respect indigenous people by being mindful of and respectful of my choice of words
and actions. Allowing every one of my students, particularly my indigenous students, to share their
thoughts on a particular topic or lesson, even if it conflicts with their beliefs, and treating them with
respect.

3.2 Uphold and celebrate their culture, beliefs and practices by incorporating cultural celebration
activities, promoting, joining, and respecting the event and knowing the culture, beliefs and practices
genuinely.

3.3 Advocate for indigenous peoples education by allowing indigenous students to blend in gives them
with an inclusive learning environment, freedom of expression, respect, enjoyment while studying,
encouragement of inter-group contact, and discrimination-free learning. As a teacher, I am eager to
research and learn about the cultures, traditions, beliefs, and practices of my indigenous students in
order to address differences with other students through the design of learning materials and
the employment of a teaching style that best meets all of their requirements. I would support
indigenous peoples' right to education because it is a right that all people, regardless of gender,
social status, religion, origin, or identity, should have.

Teaching Strategies

• Dedicate time getting to know each student individually, focusing on their strengths, weaknesses,
interests, and life goals, so the teacher can quickly establish rapport and respond to their needs.
• Reduce the amount of pressure you put on them and replace it with things that are encouraging and
enjoyable.

• Allows for the use of both Filipino and English in recitations and question-and-answer discussions so
that all students have an opportunity to contribute their thoughts, learning, and opinions.

• Individual, group, and pair-work activities and tasks for subject-related activities and tasks so that
students can engage, communicate, build relationships, and learn from their classmates.

• Pay great attention in class to the poor achievers and perform counseling to understand their
concerns, difficulties, and even hindrances to their learning focus so that you may handle it as a
teacher.

• Use a variety of teaching methods and styles, such as direct instruction, flipped classroom, kina
esthetic learning, differentiated instruction, inquiry-based learning, exploratory learning, game-
based learning, and students-centered learning, to match the students' multiple intelligences:
verbal-linguistic, logical-mathematical, visual-spatial, auditory, bodily kina esthetic, intrapersonal,
interpersonal, and naturalistic intelligences.

• Make use of a variety of learning tools, such as textbooks, magazines, newspapers, journals, research
papers, and other written materials; photographs, videos, documentaries, gifs, and other digital
materials; internet resources include search engines such as Google and Encarta, as well as online
websites, articles, and e-books; actual experience includes visits to museums, other schools, science
centers, galleries, and work immersion, among other activities.

• Provide an inclusive learning atmosphere in which all students, regardless of their individual
differences, feel welcome and cared for.