This post is based on my field study that I did conduct last three months for the year 2014. You may seem not to approve some of this idea, but please correct me if I am wrong. Most of the things contain here were based on my own opinion. I am very welcome to some ideas that you may share on this subject matter. Thank you and hope it will be a help for those people in search for the same studies.
Step 1: Observe a class in different parts of a school day.
Step 2: Describe the characteristics of the learners in terms of age, gender and social and cultural diversity.
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.
Find out the number of students. Gather data as to their ages, gender, and racial groups, religious and ethnic backgrounds.
- 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?
- Observe the learners seated at the back and the front part of the room. Do they behave and interact differently?
- Describe the relationship among the learners. Do the learners cooperate with or compete against each other?
- Which students participate actively? Which students ask for most help?
- 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?
- How do the students group themselves outside the class? Homogeneously, by age? By gender? By racial or ethnic groups? Or are the students in mixed social groupings? If so, describe the groupings.
- Describe how the learners interact with each other? What do they talk about?
In this episode, I’ll be picking the section Pearl of the third year as my subject of interest. When we got there, it was their subject teacher in Bio-Chemistry who was there conducting a discussion on a certain formula about chemistry related topic. Everyone inside the class room were concentrating about this subject matter. Maybe this is because, the teacher made a groups out of this class and they were given the task to solve a certain chemistry formula. Upon solving the problem, students were required to discuss the given problems by a representative from their group. On this idea, nobody goes against this will of the teacher, and they were given 5 minutes to solve, and to think about the answer. This made the students all in focused in discussing and solving the certain problems applying how they understand the topic mentioned to them. Their interaction seems not to be like that of what I expect. I was expecting they were going to formulate a circle by group and discuss among them about the answer. Their interaction in solving the problem was lesser, since most of them were quite solving the answer each of their own. I am assuming in this kind of situation that the group already designated one of their group mates to answer, and explain the assigned task. When the time ups, each group prepared their selves and adrenaline rush comes. As they answer the question in front of them, they seem to be quite shy, but got the guts to discuss it within the class. As the teacher were backing up their answer and asking them a few question on this regard, the reporter seems to give a less answer in one question without expanding their answer as to be more detailed. While one of them was explaining, some students were very talkative, other talk about the lesson and the students at the back were discussing other matters, which their teacher noticed after a minute. Their teacher interaction were very formal inside the class, some students were freely expressing their feelings and easily conveyed their ideas and thoughts to their teacher confidently.
In terms of the students’ arrangement, they were composed of 9 columns; each three column as divided were composed of three rows of students. In this case, two girls talk from each other and the male student beside them were in silent mode. This might be because of his two girls seated near him. Observing as well the last student at the back, they were very talkative during the chemistry class. They were talking about the latest trend of the Korean Novela, and any kinds of topic in relation to K-POP. Meanwhile those students who were seated in the front were very quite concentrating on the subject on hand.
Despite of them, being in one section, they have the tendency to feel the tension of competing from each other. Since section pearl were in the first section, every student were complied to do everything at their best. The feelings of tension within them were very obvious. In terms of their cooperation, they have less cooperation from each other on that certain topic that shows how they work as one team. In terms of answering a certain formula, not most of them were trying to help their school mate. Maybe this happens, because they are not confident enough to speak and talk about their answer in front of their classmates, which coerce the teacher to call for a student to answer that unanswered formula.
Outside of their class, the students interact only with their age group. There were only few who do the interaction with their junior or senior classmates since most of the time; they were having an interaction mostly within their aged group or the student within their section. When they do their interaction during their break time, they usually talked about the same interest. These could be the latest trend on television, the latest KPOP star, their crushes, telling some secrets and many others.
SUMMARY OF OBSERVATION
- Identify the person who plays key roles in the relationship 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?
- I didn’t get most of the students’ name inside the Pearl Section, but as far as I remember, these mentioned roles were present within the circle of the class. Those students who were included in those programs that AKIC are involved were the student who seems to have this kind of Leader Charisma. Having a confidence, very expressively toward their teacher, open minded, knows how to deal with the thing they are in and very flexible. A little teacher, section pearl do have one. I did encounter one male student, while I was interviewing them, one of the male student came to me and discussed to me some information that I am needing in my field study that give me an idea how confident he was. A mascot do exist in them as well, there was that one student when we set at the back of the class, and as I observe, she keeps on talking, and cracking up some jokes within their classmates not even caring if they have a teacher on standby.
- Are students coming from minority group accepted or rejected by others? How is this shown?
- So far, this kind of situation doesn’t exist within the students. As I perceive it, they treated each classmate equally, because most of them were meranao, who lives in one place
- How does the teacher influence the class interaction considering the individual differences of the students?
- As per observation, the teacher treats all the students in an equal range. However, it could not be avoided that one of the students were really slow in understanding a certain topic, which give the teacher a certain point that he/she could understand it the second time around through making a classmate help him/her in answering the question and later on back the answer up. When a teacher wanted to keep her students to be alive, one of them has a technique and this is to point them out the very common in them, and this is in relation to crushes which teenage life were usually curious. A “kilig” factor is something that a teacher could find as a subject of wakening some students who seems to be sleeping inside the class.
- What factors influence the grouping of learners outside the classroom?
- The influence that could possibly made the grouping of learners outside the classroom is the so called commonalities of interest or perhaps some group are within the range level of the other classmate that they synch very well to one another. Based on my experience during my high school days, I usually go with the people who have the same range of thinking. Not totally the same but somehow, we could find our feelings at ease with one another. Also, once I saw that person I could entrust myself with, I would surely make friends with them. In relation to this, I assume that this is also same goes with those students in AKIC-SLS since most of the adult undergone with this type of feeling during our development stage to maturity.