1. My Tools
Use the activity form provided for you do document your observation
An Observation Guide for the Learners’ Characteristics
Read the following carefully before you begin to observe. Then write your observation report on
the space provided on the next page.
1. Find out the number of students. Gather data as to their ages, gender, racial groups,
religious and ethnic backgrounds.
As I am observing the class, I observe that there are like more than 40 pupils. Their
ages vary from 7 to b years old. Almost from these pupils are Roman Catholic in religion,
there are few who are Born again Christian.
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.
The interactions between each other including the teacher are present. The pupils
interact with their classmates when they have activities; they also interact with each other
when they have their own business aside from the lesson discussion with the teacher.
2. Observe the learners seated at the back and the front part of the room. Do they behave and
interact differently.
Yes, the pupils who are seating in front and at the back they interact differently,
those who are seating in front are the pupils who are more participative compare to those
who are at the back maybe because, the teacher attention are more focus to those who are
in front of the row.
3. Describe the relationship among the learners. Do the learners cooperate with or compete
against each other.
The learners usually compete with each other. However, there was also an instance
that they have cooperation’s.

2. 4. Which students participate actively? Which students ask for most help?
The pupils who are in seated in front are those group of pupils who participate
actively, while those who are seating at the back but wants to participate in the discussion
they are the pupils who ask help most.
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?
There is an instance that the teacher ask one pupil to answer a question, then the
pupils were not able to answer the question, then the pupil seating beside him tries to help
him answering the question, and then somebody from the other side, raise her hand to
answer the question.
Outside class:
1. How do the students group themselves outside class? Homogenously, by age? By gender?
By racial or ethnic groups? Or are the students in mixed social groupings? If so, describe
the groupings.
As I have observe them outside the classroom, they group themselves I think based
on their locality at home, I mean based on how far is their home in each other. Or maybe
since then they already have this group of friends. But I also observe a numbers of pupils
they are group because they are classmates.
2. Describe how the learners interact with each other. What do they talk about?
They interact with each other by bullying somebody, mostly boys are playing and
roaming around, while girls are sitting with their friends and having some snacks.

3. OBSERVATION REPORT
Name of the School Observed: Naval SPED Center
School Address: Naval, Biliran
Date of Visit: February 26, 2013
As I am observing the class, I observe that there are like more than 40 pupils. Their ages
vary from 7 to b years old. Almost from these pupils are Roman Catholic in religion, there are few
who are Born again Christian.
During Class:
The interactions between each other including the teacher are present. The pupils interact
with their classmates when they have activities; they also interact with each other when they have
their own business aside from the lesson discussion with the teacher. The interaction of the pupils
to their teacher is when they have something to ask or clarify from the teacher. And the
interactions from the teacher to the pupils are during the discussion of the lesson, to make the
discussion alive. There are group of pupils who interact more to the teacher, I think this group of
pupils are those who are above average or the intelligent pupils, because as I observe them they
are really participating in the discussion compare to the other pupils on the other group.
Yes, the pupils who are seating in front and at the back they interact differently, those who
are seating in front are the pupils who are more participative compare to those who are at the
back maybe because, the teacher attention are more focus to those who are in front of the row.
The learners usually compete with each other. However, there was also an instance that
they have cooperation’s.
The pupils who are in seated in front are those group of pupils who participate actively,
while those who are seating at the back but wants to participate in the discussion they are the
pupils who ask help most.
There is an instance that the teacher ask one pupil to answer a question, then the pupils
were not able to answer the question, then the pupil seating beside him tries to help him answering
the question, and then somebody from the other side, raise her hand to answer the question.
Outside Class:
As I have observe them outside the classroom, they group themselves I think based on
their locality at home, I mean based on how far is their home in each other. Or maybe since then
they already have this group of friends. But I also observe a numbers of pupils they are group
because they are classmates.
They interact with each other by bullying somebody, mostly boys are playing and roaming
around, while girls are sitting with their friends and having some snacks.

4. 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?
The person who play an important roles in the classroom interactions are the
teacher and the pupils. The teacher acts as facilitator and the pupils as learner. There are
pupils who are attention seeker; they tried to catch the attention of their teacher as well as
their classmates. There are pupils who appeared to be the leader and a little teacher; they
are the one who teaches their classmates who have less knowledge on the subject matter.
The teacher and the pupils are also jokers in the classroom. The teacher makes jokes to
break the monotony in the room.
2. Are students coming from the minority grout accepted or rejected by the others? How is
this shown?
There are situations wherein the pupils that belong to the minority group (e.g.
poor, black complexion, etc) are being rejected by some of their classmates. This is
manifested through group activity and class discussion and even during and after hours.
Some of the pupils who belong to the average group don’t want to have a group mates who
are in minority level. Others are also laughing their classmates when somebody commits
mistakes like for example wrong pronunciation of words. Probably, these kind of cases are
found in every institutions in which this could affect deterioration of self-possession of
every pupils
3. How does the teacher influence the class interaction considering the individual differences
of the students?
The teacher influence the class interaction considering the individual differences
of the pupils by manifesting a fairly values inside the classroom. The teacher doesn’t
discourage her students whenever responding her wrong answer from the question. The
teacher doesn’t show biases according to her pupils performance and routine when they
were inside the classroom.
4. What factors influence the grouping of learners outside the classroom?
“Birds of the same feather, flocks together”. Thus is comparable to the groupings
of the learners outside the classroom. The persons having common interest with one
another are in one group. The factors that manipulated the groupings of learners outside
the classroom are there gender, racial, ethnic and religious background. For instance, one
pupil has a preference to choose a friend who has the same gender and racial group with
him.

5. My Portfolio
Post a collection of quotations advocating for celebrating diversity in the classroom. Using
these quotations, explain how you will encourage all learners, regardless of religious, ethnic, or
racial background to interact and participate well.
"It's time for parents to teach young people early on that in diversity
there is beauty and there is strength."
As teacher you have to emphasize to your learners, that whatever your culture or race your pupils
into, there is equal when it come to the teaching and learning process.
One man's religion is another man's belly laugh
As a teacher also you have to be flexible in dealing learners which have different religion with
you. You should also be careful that you will not discriminate ones religion, so that pupils are not being
threaten.
Religions are many and diverse, but reason and goodness
are one.
As a teacher you have to emphasize to your learners that not because you have a different religion
with almost of your classmates you are different. You have to treat them equally and no bias.
Diversity may be the hardest thing for a society to live with, and
perhaps the most dangerous thing for a society to be without.
Also as a teacher, always put in the mind of the learners, regardless to their race, religion
religious, ethnic, or racial background, they were being sent to school to learn, and that is very important
for them. Treat everyone as they are all the same.