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    Observation Report

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    OLSH Capitol Parish
    The document describes observations of student interactions and behaviors in a classroom, noting that students tended to group themselves by gender and sit near others of the same age and gender. It also provides responses to questions about different factors that could influence student participation, interactions with peers and teachers, and how they socialize outside of class. Strategies are suggested for teachers to address diversity and meet the needs of all students.

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    Observation Report

    Uploaded by

    OLSH Capitol Parish
    36 views3 pages
    The document describes observations of student interactions and behaviors in a classroom, noting that students tended to group themselves by gender and sit near others of the same age and gender. It also provides responses to questions about different factors that could influence student participation, interactions with peers and teachers, and how they socialize outside of class. Strategies are suggested for teachers to address diversity and meet the needs of all students.

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    OBSERVATION REPORT (1)

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    The document describes observations of student interactions and behaviors in a classroom, noting that students tended to group themselves by gender and sit near others of the same age and gender. It also provides responses to questions about different factors that could influence student participation, interactions with peers and teachers, and how they socialize outside of class. Strategies are suggested for teachers to address diversity and meet the needs of all students.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    36 views3 pages

    Observation Report

    Uploaded by

    OLSH Capitol Parish
    The document describes observations of student interactions and behaviors in a classroom, noting that students tended to group themselves by gender and sit near others of the same age and gender. It also provides responses to questions about different factors that could influence student participation, interactions with peers and teachers, and how they socialize outside of class. Strategies are suggested for teachers to address diversity and meet the needs of all students.

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    Name: Gilbert Jay P Molina

    BSED-MATH 03

    Observing differences among learners' gender, needs, strengths, interests,


    and experiences; and differences among learners" linguistic, cultural, socio-
    economic, religious background, and difficult circumstances.

    OBSERVATION REPORT

    There were 30 students in the class. They seemed at ease socializing with students and
    classmates who are the same age and gender, based on what I can see of them. They talk
    on topics pertaining to their individual hobbies. Since everyone is different from one another,
    it is obvious that the classroom is truly diverse. They tended to group themselves according
    to gender. Boys and girls categorize themselves separately.

    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 groups that interact
    more with the teacher than others?

    -When it comes to student interactions, it can vary based on the class


    dynamic and the particular activity being done. For instance, during class
    discussions or group work, students will interact with one another by sharing
    ideas, asking questions, and providing feedback. In contrast, during individual
    work or lectures, students may interact less with each other and more with the
    teacher.

    2. Observe the learners seated at the back and the front part of the room. Do
    they behave and interact differently?

    Learners seated at the front of the room tend to be more engaged and
    interactive with the teacher and their peers. They are closer to the board, can
    hear the teacher more clearly, and can more easily see any visuals or
    demonstrations. This proximity to the teacher can also make them feel more
    comfortable asking questions and seeking help when needed.

    On the other hand, learners seated at the back of the room may be more likely
    to be distracted or disengaged. They are further away from the teacher and
    may have more difficulty seeing or hearing what is going on in the classroom.
    As a result, they may be more likely to engage in off-task behaviors or become
    disengaged from the lesson.

    That being said, it's important to note that these differences are not universal.
    Learners can exhibit a wide range of behaviors and interactions regardless of
    where they are seated in the classroom. Additionally, a skilled teacher can use
    a variety of teaching strategies to engage all learners in the classroom,
    regardless of their seating position.
    3. Describe the relationship among the learners. Do the learners cooperate with
    or compete against each other?
    I observed that the relationship among learners in a classroom can vary based
    on a number of factors such as the classroom culture, the subject matter, and
    the teaching approach. In general, there can be a mix of cooperation and
    competition among learners.

    4. Who among the students participates actively? Who among them asks for the
    most help?

    The level of participation and need for help among students varies depending
    on various factors. Students who participate actively are more confident in
    their knowledge and skills and are motivated to learn. Those who ask for the
    most help are often struggling with the subject matter and require additional
    support. These factors can change over time and can be influenced by various
    factors. A skilled teacher can use strategies to encourage all students to
    participate and seek help regardless of their confidence or skill level.

    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?

    When a student is unable to answer a teacher's question, classmates may


    either offer help or raise their hands hoping to be called upon instead. Some
    students may feel hesitant to help for fear of embarrassing their peers or
    giving away the answer. However, a positive and supportive classroom culture
    that encourages collaboration, peer-to-peer learning, and teamwork can help
    create an environment where students feel comfortable asking questions and
    seeking help. Teachers can play a crucial role in fostering such a culture and
    making all students feel included and supported.

    Outside Class:

    1. How do the students group themselves outside the class? Homogeneously,


    by age? gender? by racial or ethnic groups? By their interests? Or are the
    students in mixed social groupings? If so, describe the groupings.

    The way that students group themselves outside of class can vary based on
    shared characteristics such as age, gender, ethnicity, or interests. Students
    may form homogenous groups or mixed social groupings based on
    personality traits or social status. It is important for teachers and school staff
    to be aware of these dynamics and to be sensitive to the various ways in
    which students form relationships and interact with each other.

    2. Notice students who are alone and those who are not interacting. Describe
    their behavior.
    Students who are alone or not interacting may exhibit behaviors such as
    looking down or avoiding eye contact, appearing disengaged or uninterested,
    or exhibiting signs of anxiety or discomfort. Teachers should be aware of
    these students and provide support to help them become more involved and
    connected with their peers, such as creating opportunities for group work and
    encouraging peer collaboration.

    Ask the teachers about strategies they apply to address the needs of diverse
    students due to the following factors:

    ● Gender

    To address the needs of diverse students based on gender, teachers should avoid
    making assumptions and treat all students equally. They should use a variety of
    teaching strategies that appeal to different learning styles and interests. Teachers
    should also promote an inclusive classroom culture that values diversity and
    addresses issues related to gender equity. Teachers can foster positive role models,
    challenge traditional gender roles and stereotypes, and intervene when students
    exhibit discriminatory behavior.

    ● Language and cultural differences

    Orientation: the classroom is oriented by their behavior.


    Getting to know Activities helps students warm up and prepare.

    ● Differences in religion

    Sympathy Activities: Questioning techniques to help


    Orientation

    ● Socio-economic status

    Pupils are encouraged to show simplicity to improve their cognitive,


    language, social, physical, and emotional development.

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