FIELD STUDY 1
INDIVIDUAL DIFFERENCES AND LEARNERS INTERACTION
EPISODE 4
Target
At the end of the activity, I will gain competence in determining teaching approaches and techniques considering the individual differences of the learners.
MY MAP
Step 1. Observe a class in different part of a school day.
(Beginning of the day, class time, recess, etc.)
Thelearner's individual differences and type of interaction they bring surelyaffect the quality of teaching and learning. This episode is about observingand gathering data to find out how students diversity affects learning.
Step 3. Describe the interaction that transpires inside and outside the classroom.
Step 4. Interview your resource teacher about the principles and practices that she uses in dealing with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners' interaction.
Step 2. Describe the characteristics of the learners in terms of age, gender, and social and cultural diversity
MY TOOLS
An observation guide for the Learners Characteristics
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 group that interact more with the teacher than others?
2. Observe the learners seated at the back and front part of the room.
Students seated at the front participated and listens to the teacher intently while students at the back moves and sometimes they are not listening to the teacher.
3. Describe the relationship among the learners. Do the learners cooperate with or compete against each other?
The relationship among learners are adjacent, they cooperate with each other, especially during activities.
4. Who among the students participate actively? Who among them ask for more help?
5. When a student is called and cannot answer the teacher's question, do the classmates try to help him?
Outside Class:
1. How do the students group themselves outside class? Homogenously, by age? By gender? By racial or ethnic groups? Or the students in mixed social groupings? If so, describe the groupings.
2. Describe how the learners interact with each other. What do they talk about?
OBSERVATION REPORT
Name of school observed: #### Elementary School
School address:
Date of visit: September 14-15, 2015
There are 24 number of students in the classroom as we observed them we notice that they are group according to their age and playmates and they are very active and cooperative to the lesson and especially when it comes to storytelling.
Students seating in front are very silent while students seating at the back often play when the teacher is not seeing them. We observed that miss ____ ask for help when she doesn't know what to answer. And when students like her doesn't answer the teacher calls for the other students who raise their hands and wants to answer the question.
And when the students are out they group their selves by gender, age, and by their grade level. And when thye talk they talk about their interest, the movie that they watch, about their classmates that they like and their favorites.
My Analysis
1. Identify the persons who play key roles 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, a doubter/ pessimist?
2. Are students coming from the majority group accepted or rejected by the others? How is this shown?
3. How does the teacher influence the class interaction considering the individual differences of the students?
4. What factors influence the grouping of learners outside the classroom?
In terms of relationship and interaction in the classroom, we can see that all is having a good and healthy relationship and strong interaction with each students in the classroom. They talk to each other, laugh, play, study and etc. If there is no teacher involve in the interaction there are students who appear to be entertainer of the class his jokes makes the class laugh, after that they will tease and talk to each other and we can see that they are having fun. If everything goes wrong of course there's a little teacher who will manage the class and ensures that the interaction must be good.
The minority group are accepted. There is harmonious relationship among the learners as an evidence. Though misunderstanding is inevitable, they still manage to settle it.
The teacher influence the class by considering the individual differences of the students. In this way the students acknowledge that they have individual differences in the classroom. Everyone can accept and understand each other and through. This, they will interact more because interacting with each other can help them know more about their classmates. It is natural that we have individual differences because we come from different social cultural background.
And when the class is done, I can see that the students are group according to their age, gender and grades.
My reflections/ Insights
1. How did you feel in the classroom? Did you feel a sense of oneness or unity among the learners and between the teacher and learners?
2. In the future, how would you want the learners in your classroom to interact? How will you make this happen?
I feel glad and comfortable in observing that classroom since the teacher acknowledge our presence and the students were very polite to us. I could feel that the teacher is well respected by her pupils because thy listen attentively and participated during discussions and the learners actively unite when they have groupings and participated actively to come up with a correct answer. They share what they know and help their classmates when they can't answer by encouraging that they can, by giving clues to the answer, or raising their hand voluntary.
It's a dream for me to have a class in the future having students who are highly motivated to participate and active in whatever activity prepared for them. I will not be hard-up on handling them because it will be easier to facilitate. I must have to decide well the instructional plan that they will enjoy the learning activities for them not to get bored in only one strategy that will use every time.
I must have to let them understand and appreciate their difference in religion, ethnic or racial background of others. Having respect for each other will encourage them to interact and participate.
