Deviance Behavior: On being a Gay

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This guy in the picture is not my cousin, that’s for sure. It is just an image representing this article:)

Homosexuality has been well-thought-out as deviant behavior throughout human history. People cannot remove this kind of behavior towards one person who is involved into this kind of act. Christian, Muslim and other religion condemn this homosexuality, but then again we cannot judge one person just for having this kind of behavior.

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I did interviewed a close relative of being a gay and he told me everything I want to know. First of all, his alias name is “Gorgeous” (won’t like to state his name for privacy purposes) a first cousin of mine. I asked him if this deviancy was innate, and he told me that, it’s true. When he a was a child, most of his companions were all girls. In his growing up years he looks up to them. He observed the entire action the way girls do at a tender age, and later on he was influenced. During those time, he assumed that being with them, and acting like them is a norm. He ended up  desiring to be like them.

Secondly, I asked him if ever he run into a problem of being a gay. He answered, “ My parents doesn’t want me to be like this, but what can I do? This is me. Hence, I feel that my kinsfolks hated me since I am a gay. Someday I’ll be someone that they’re going to be proud of and prove them that I am capable of doing things.” In Muslim communities, homosexuality is not accepted for they see this act as an immoral. Nevertheless, for the people who are engaged to this kind of doing  feels that they are just being real to themselves.

 Thirdly, I asked him if being a gay has given him anything or any benefits. He then replied, “It gives me the chance to be known in campus. I gained a lot of friends and made many memories to keep. Self-confidence is the key factor from all of this. I gained this for being myself, causing everything to fall to its rightful place.” I envy my cousin on this part. He has this guts and attitude that lures people toward his unique characteristic.

The Interviewer and the interviewee, which is me, is related by blood. Him, being a gay, as I see it doesn’t cause any problem. If he wants to be a gay then that’s his choice. We cannot force something to a person, he/she doesn’t want to. The only thing I can possibly do for him is to support and understand every endeavor his trying to accomplish.

This article was created a years ago. Gorgeous is not your typically gay who will wear a lot of makeup, have a thick red lips, and act excessively. Yet, he does wear in a very fashionable manner. Comparing from then to now, Gorgeous change 180 degrees. What do I mean? He ended up choosing being a man. He does once told us that “Let me do things, as what I am doing now. Time will come I’ll get bored acting this way” and he did. Though he did changed, yet his gesture still exist, act softly or” mahinhin” in tagalog.

Individual Differences and Learner’s Interaction 2

Lets Learn Math

Lets Learn Math

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.

TASK:

Step 1: Observe two or more learner’s of different abilities but with the same grade or year level.

Step 2: Find our something information about their background.

Step 3: Observe them as they participate in a classroom.

Step 4: Write a narrative report and a brief reflection on your experience.

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OBSERVATION GUIDE:

  1. Observe the class to see the differences in abilities of the learners?
  2. Try to identify the students who seem to be performing well and those that seem to be behind.
  3. Validate your observations by asking the teacher about the background (family, socio-economic, presence of some learning disability) of the students.
  4. Observe the behaviour of both high achieving and low achieving learners. Note their dispositions, pace in accomplishing tasks, interaction with teacher, and interaction with others.
  5. Observe the teacher’s method in addressing the individual learning needs of the students in his/her class.

OBSERVATION REPORT

                From our observations during the past three months at AKIC SLS, I will be choosing the Grade IV Section Molybdenum for this observation, where we conducted our Field Study last January 26, 2014 in the afternoon. The Grade VI pupils were very will behave when we entered the class. Their subject teacher for that day was Ms. Norhanifah Alikhan, who was discussing about their lesson in relations to the different agencies in the Philippines. On that duration of the discussion, most of the students were quite, and cooperating well enough to the teacher. However, there were those students who were writing assignments, others doing something and some were listening. When the teacher was asking them about a certain question, most of them would likely to answer her in chorus. There you will also observe those students who really raising their hands excitedly in answering the some question. As a whole in the class, I could say there were only few students who really were excel from the way I observed from their oral recitation which involves giving the full name of a certain department of the Philippines. I could say more or less three students who really gotten the correct answers when she gave a certain department on those three students. Some were having a hard time recalling a certain letters while they were having this oral recitation. As to validate my observations from the teacher, I couldn’t ask this certain issue for the reasons that the teacher can’t be interrupted while in the class, and lack of time for an interview. But I did observed a certain students, whose name is Bai Khadija Salivia U. Macarambon and Queen Ashaniah M. Pangandaman, who were sitting at back. One of them were far cited and having a hard time coping up from her classmates, yet due to her seat mate, she was being assisted by her through understanding their lessons especially the math problem that was given that afternoon.

                When Mam Rashida R. Rashid take over the class for her math session, there I saw enough how the students do interact in answering the math solutions. Mam Rashida was reviewing the class in preparation for this examination, at the end of her discussion, she then give some solution for the students to answer. There are those students, who were called upon to solve the problem in front of the class, some did well in answering this portion and some don’t. Those students who have a high achiever status were facing this assessment well enough by answering the problem in an easy and fastest manner. Those student students that don’t do well enough, they seem to be left hanging, just stand there and think. In the sense that it was a session where teacher and students interact, most of the students were very attentive and some were cooperating in answering the given question through raising their hands. The teacher were not being one sided, when a certain students didn’t answer the problem, she gives encouragement to that certain students which is very effective in increasing their level of confidence in answering the problems. The teacher was very lively, and feels the motivation coming through her. On that mentioned activities, she always let the students answer the problem in front in order to build a far more confidence in expressing and explaining their self in front.

SUMMARY OBSERVATION

      Did your observation match the information given by the teacher? Were you able to correctly identify who among the students performed well and who did not? What behaviour helped you identify them? (Volunteering to answer, responding to teacher’s directions, etc.

  • Yes, I’m very thankful that both teachers’ activities gave me the chance to identify those students who were doing well in the class, and those who do not. Through the volunteering the answer, I did saw those students who were very confidently giving out their answers, and those students who seems to be at middle zone, were I could see myself through them. We could not only base from a quiz and a test in evaluating the students, but the given situation is a good sample where one can base upon in a more clear view. We can’t only base our assessment through only this since we are talking about the performance of the students. There are those learner’s who were still shy in expressing their self’s and through the teacher’s directions and how he/she handle the class for evaluation could put up those students who are shy, and express theirselfs in another way around. There are those learner’s who excel and express their self in other way around than those students who can easily express their ideas.

      Describe the differences in ability levels of the students in the class? Is there a wide gap between the students who are performing well and those that are not?

  • Looking at their differences between the learners who were performing well and those who were not was not very far. In those students who were performing well do have confidence in them to express their ideas without thinking what their classmates might think, but those learners who were not performing well were somehow shy in expressing their ideas. I would probably guess, they were lacking a self confidence, and a practice to be more expressive. They need a motivation in order to push their selves in doing something.

      Describe the methods used by the teacher in handling the students’ differences in abilities. How did the students respond to the teacher?

  • The method that the teacher used was deductive method, were her teaching started in the rule or principle, and then examples are given to explain the rule or principle. Since Ma’am Rashida is a math teacher, she is expected to use this cause in math…you have to hand down the principle before the learner could get anything in order to solve a certain problem. Along with this is that she is using the convergent questions which require a single responses and that there is only one correct or best responses. Several of the learners were cooperating to their teacher very well, and responded in the way Ma’am Rashida conducted her class. As for those students, who aren’t doing well was given by the teacher some motivations in order to do better in the next time around.

PERSONAL REFLECTIONS

  1. Recall the time when you were in the elementary, high school or college. Call to mind the high and low achievers in your class. How did your teacher deal with differences in the abilities? Was your teacher effective?
  • Three years in my high school years, I have been in the first section. I don’t know how it was but I am indeed in that section even though I am the most quite among all of my classmates back then. Each of us has a unique personality, but in terms of those classmates who excel in advance was something I could point who where those people. Those low achievers, which I could categorize myself, do our thing in a way we could do our best. For example me, I usually do the best as I can in order not to get a zero point in any subject matter. It became my motivation not to get a zero score, as not to get embarrassed from them. Our teachers really do their best in order to apply to us the best method she/he could give. They don’t give us not too hard and not too easy subject matter. Some of our teachers were effective in a way that I could be happier in applying those thought they instil to us back then, because what I’ve become now was a part and parcel of their teaching from those years.
  1. With the principle of individual differences in mind, what methods and strategies will you remember in the future to ensure that you will be able to meet the needs of both the high and low achievers in your class.
  • The learners are the high priority of the teacher and their interest counts. If I’ll be a teacher someday, I will probably consider making a curriculum or a lesson plan that identifies the students’ interest in order for them to be knowledgeable about the subject matter. This also includes their strengths and needs when constructing a lesson plan. If everybody couldn’t totally get what was being taught to them, thinking of alternatives ways is a best thing in order to get their interest.

In a learning environment, making it modified and through attaching personalized environment in a more welcoming aura, personalized and comfortable for the student is very important in order to increase their motivation as a students. IN addition to this, one student can be much comfortable with her/his environment when she/he is together with her/his family, so in order to build that kind of feeling in them, it would be much better making learning as a family affair, by encouraging the participation of students’ families.


Individual Differences and Learner’s Interaction

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.

 

TASK:

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.

OBSERVATIO GUIDE:

      Find out the number of students. Gather data as to their ages, gender, and 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 groups that interact more with the teacher than others?
  2. Observe the learners seated at the back and the front part of the room. Do they behave and interact differently?
  3. Describe the relationship among the learners. Do the learners cooperate with or compete against each other?
  4. Which students participate actively? Which students ask for most help?
  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?

Outside class:

  1. 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.
  2. Describe how the learners interact with each other? What do they talk about?

OBSERVATION REPORT

Students on BIO-Chem

Students on BIO-Chem

 

                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.