OBSERVATION REPORT

Actual Demonstration Teaching for Teacher-Applicants (Plus Demonstration Tips and Lesson
Plan)
Video Link: https://www.youtube.com/watch?v=zx__DNGWDlw

The total number of the students in the class is 24, 12 girls and 12 boys. They are grade 7 students
that their age maybe will range to 7 to 8 years old. As I observed the physical appearance and
clothing of the student, they can be Catholic or Christians. Their height may range to 3’4 to 4’ 5
ft.

As I observed during the class, the student has interaction with each other, engaging and
communicating. I see that they already know each other and they absolutely build a good
relationship with each other. The student also has a comfortable feeling towards their teacher and
I observed that they enjoy listening to him and answer all the questions of the teacher. The teacher
is so approachable that is why the student always wants to be cooperative to the class.

During the discussion, I observed that there are a lot of students that are so participative but there
still some that aren’t. Some of the students in the front row are more active, they always raise
their hands and rapidly can answer the question of the teacher while those students at the back,
some of them are not participative. I don’t think that the students are competing with each other,
they are more cooperative to the class because they are patient to be called by their teacher to
answer the questions. Most of the students actively participate in the class, there are just some
that need help to answer the question of the teacher. Every time the teacher calls a student that
can’t answer the question there are some students who will help their classmate and also there
will be a student to raise his hand to answer. Also, I like the strategy of the teacher where he lets
the other student repeat the answer of the first student that they are able to still participate in the
discussion by this it still makes all of the students engage with the class discussion.
 After the class:
I observe after the video the student has a good interaction, they are engaging with each other.
They are having fun and playing together. We can see that they have no discrimination towards
each other and they have good bond. No matter their differences they accept it and understand
each one with pure kindness.

Interview:

As an educator, I believe that diversity in the classroom and inclusion in schools are very
important. My experience as a teacher for over three decades, I already encounter these factors of
diversity. I believe that teachers who are culturally aware and knowledgeable may help pupils
manage racial injustices and increase school performance. When it comes to managing and
supporting diversity in my classroom, I must form a healthy connection, create a safe learning
environment, and make my pupils feel that they are secured. Pupils of various genders, religio ns,
languages, and socioeconomic status should be taught self-acceptance and confidence, empathy,
prejudice reductions, collaboration, and respect in the classroom. For me, an educator's job is to
help pupils understand how their lives affect others and how they can influence and change the
world.

ANALYZE

1. Identify the persons who play key roles in the relationships and interactions in the
classroom. What roles do they play? Is there somebody who appears to be the leader, a
mascot/joker, attention seeker, a little teacher, a doubter/pessimist?

I observe there a student in the front that can be appear to be a leader, he so actively participating
to the class and rapidly answer the question of the teacher. Most of his answers were well organized
and clearly constructed the information that he wanted to say to the teacher. There is also a doubter
at the back that I think they are doubting to answer, that why they are not participating in the class
but sometimes they are participating.

What makes the learners assume these roles? What factors affect their behavior?
I think the factor that affects them that shows this kind of behavior is the people around them and
how they are treated by their parents. Like the doubter student, some of the students may be shy
because they mostly haven't freedom to speak in their houses. The environment and treatment of
them in their home and community has a big influence on the behavior of the student.

2. Is there anyone you observed who appeared left out? Are students who appear
"different?" Why do they appear different? Are they accepted or rejected by the others?
How is this shown?

I didn’t see any student that was different or left out. Students have just differences in their learning
process and styles but most of them can engage in the class.

What does the teacher do to address issues like this?

I think if a student is different and left behind, he can handle it well. I think he will create an
Individual plan for that student to make the student cope up to the class.

3. How does the teacher influence the class interaction considering the individual differences
of the students?

The teacher influences the student to be respectful to each other, he becomes a role model to the
student to be respectful to the differences of each one. He didn’t show any discrimination towards
his student. We really did not observe him having favoritism to the student and he treated them all
equally. We observed his support and encouragement to his students that makes them interact and
engage with each other and have an equal treat even though they have differences. He makes
students feel that everyone in the class is acceptable no matter what they gender, height and
differences of each one.

4. What strategies does the teacher use to maximize the benefits of diversity in the classroom?
How does the teacher leverage diversity?
The teacher makes sure he is aware about the differences of the students; he makes sure he knows
their interest and skill to make the class to be participative to the class. In activity, he impleme nts
a group activity with different kinds of modality so that the student is able to do the things they
are interested in and like. His activity consists of 3 modalities, there are for Artist, which the
student likes to draw, the Actor, for doing an act to the front of the classroom and Lastly is Writers,
where the student needs to create a sentence. By this the teacher is able to address the diversity in
learning style of the student and they will enjoy and are willing to participate.

REFLECT

How did you feel being in that classroom? Did you feel a sense of oneness or unity among the
learners and between the teacher and the learners?

Observing their class is so enjoyable because I can see that the students are so friendly and have
unity with each other. They always want to interact with their classmates, I see them mostly talking
to their seatmates and groupmates. Also they are so participative to their teacher, they are attentive
that every time the teacher asks a question to them most of them raise their hand immediately to
answer. Observing their group activity, the unity of the student is so noticeable that everyone
wants to contribute to their team. They all want to have a contribution to their task, helping each
other is really good scenery to see in the classroom. It makes the student realize if they have unity
they can create and finish the task successfully. This class has a lot of good values, the teacher is
a good role model to his students because he shows to the student how to understand their
differences and makes the student interact with each other even though they have differences.

Activity 3.2

Observing differences among learners with disabilities, giftedness, and talents.

 Video link: https://www.youtube.com/watch?v=QtVlGjdXeew

I observe the SPED classroom; they are having a lot of differences to their behaviors. We know
that the students that have disabilities have more differences towards each other even though they
have similarities in their condition, they have differences in their cognitive and development. As
I observe the class, I see that some of the students are not participative to the class but able to gain
the information that is being taught by the teacher. There are also students that are so active and
engaging to the teacher but there are some just copying their classmates. We can see that not
everyone is so active in the class, there are some who are too moody and don’t want to interact
with the teacher. I notice that their discussion is about number five and the teacher repeatedly
saying this number that the student will remember the number. Their activities also have differe nt
modalities but still about number 5 to make the student engage the number and they know the
correspondence of number 5. The teacher uses a lot of different manipulative materials to make
the student understand the corresponding number. She also let the student count by themselves
while putting the object that they know the number of the object corresponding. Lastly, she makes
a performance task for students so that they more understand the number 5. I see the dedication
of the teacher in teaching those students, I see that the teacher teach them one by one to make sure
that the student is really learn and get the knowledge that they need to achieve.

ANALYZE

1. Did your observation match the information given by the teacher?

I think so, as I observe I see the students really have differences from their behavior, participatio n
and their learning style. We can see that even though they have a lot of differences they try their
best to learn and gain the knowledge that they need. Also, I see the teacher make all her best to
address all the needs of her student.

2 Describe the differences in ability levels of the students in the class? What practices of
strategies are done or should be done to differentiate instruction to meet the needs of the
learners?

The student in the class has different levels of ability, As I observe the student in this class is more
on the average level of student. The average learners are students who can learn but still need some
guidance from the teacher to complete the task. But there is also a low level, where the student
really needs the guidance of the teacher all the time and can’t understand and has struggles when
she is alone doing the activities. I think in this class using a different instruction, we can see that
the student has a different learning style that we can make that they have different in instructio n
and the modalities of learning that they are able to meet their needs. I also see that they make
different kinds of activities to make the student have more practice the learnings that they need.

3. Describe the methods used by the teacher in handling the students' differences in abilities.
How did the students respond to the teacher? Did the teacher use differentiated instruction?
If yes describe how

Yes, I observe that the teacher uses a different instruction to deliver to the student the lesson. There
are a lot of modalities she uses, there is a visual where the teacher presents a lot of manipula tive
materials to the student. She also shows a video with an audio to make the student hear while
presenting the number to the student. She also let the student touch the things and let them count
on their own while placing the object to the tray, it shows a tactile way of teaching. The teacher
uses a sensory modality to her teaching and activities, which is a good strategy to teach the student
with learning disability. The teacher is really great in teaching because I observed that the student
really learns her methods of teaching. All the activities that she prepares are so fun, enjoyable and
interactive that the student can have more eagerness to participate and it also helps them to meet
their different abilities.
LINK Theory to Practice

Directions: Read the items given below and encircle the correct answer

__C__1.Which station student diversity is CORRECT?

A. The teacher must do his/her best to reduce student diversity in class.

B The less the diversity of students in class, the better for the teacher and students

C. The teacher should accept and value diversity

D. Student diversity is purely due to students varied cultures.

__C__2. Which student thinking /behavior indicates that he/she values diversity?

A He/She regards his culture as superior to other's cultures.

B. He/She regards his culture as inferior to other's cultures.

C. He/She accepts the fact that all people are unique in their own way

D. He She emphasizes the differences among people and disregards their commonalities

__B__3. What is a teaching-learning implication of student diversity?

A Compare students.

B. Make use of a variety of teaching and assessment methods and activities

C Do homogeneous grouping for group activities.

D. Develop different standards for different student groups

__B_4: All are features of the Indigenous Peoples Education Curriculum, EXCEPT

A. Affirms and strengthen indigenous cultural identity

B. Makes education exclusive to the indigenous culture

C. Revitalizes, regenerates and enriches IKSPS and indigenous languages

D. Anchors the learning context on the ancestral domain, the community's world view, and its
indigenous cultural institutions

__A_5. All are best practices in using learning resources for indigenous learners, EXCEPT

A Culturally generated learning resources only include indigenous group's artifacts, stories,
dances, songs, and musical instruments

B. The language used in instructional materials, especially in primary years, which highlight
mother tongue, is consulted with the indigenous community

C Cultural sensitivity and protocols are observed in development and use of instructional materials

D. The indigenous community's property rights are upheld in publishing learning resources.

__C__6. All are best practices for assessment in the Indigenous Peoples Education
Framework, EXCEPT

A. Including the practice of competencies in actual community and family situations

B. Applying higher- order thinking skills and integrative understanding across subject areas

C. Using international context in the assessment standards and content faithfully with modifica tio n

D. Including community-generated assessment processes that are part of indigenous learning

system

___C__7. Read the following comments by the teacher. Which of these comments will most
likely make child try harder, rather than give up?

A. Sinuswerte ka ngayon dito sa test, ha?

B. Hindi ka talaga magaling dito sa paksang ito, 'no?

C. Nakikita ko na kailangan mong maglaan ng mas mahabang panahon sa paksang ito para lubos
mong maunawaan ito.

D Nahihirapan ka sa paksang tio. Maari kitang tulungan.

__A__8. Which of the following demonstrates differentiated instruction?

A. The teacher groups the learners by their ability level and makes the groups work with the same
topic but assigns a different task appropriate for each group to accomplish

B. The teacher divides the class into three heterogeneous groups and assigns the same activity for
each group to work on.

C. The teacher groups the learners by their ability level and assigns different content topics for the
groups to work on

D. The teacher groups the learners by ability levels and assigns each group a different back on the
same topic, and then requests three different teachers, each to assess one of the groups

__A_9. Which teaching practice gives primary consideration to individual differences?

A. Allowing children to show that they learned the stages of mitosis in a way where they feel most
comfortable.

B. Allowing children to show that they learned the stages of mitosis in a way where they feel most
comfortable except by lecturing

C. Preparing two different sets of examination, one for the fast learners and another for the slow
learners.

D. Applying two sets of different standards