There are a total of 28 Pupils in the class, 11 boys and 17 girls with age ranges from

10 to 11. 80% of the class are Roman Catholic while the rest have different religions and
different ethnicity.

During Class:
The smart pupils are raising their hands and competing to give the best and most
accurate answers since the class is very active and competitive. Some of the students in the
back are responding questions and contributing to the Teacher’s discussion, but some are
simply being polite and remaining silent. The teacher clearly calls out the behind students
since she is aware that they are not paying attention.
Outside Class:
The students form groups according to their areas of interest. Some girls plays Jackstone
and Chinese garter, some classmates and schoolmates just watch, and the boy's play Bato-
bato pick (Rock,paper,scissors) . There are also groups of both boys and girls. There was a
girl who always looked in front of a small mirror while eating and some students tried to
approach her and ask her to join the play.
1. I dentify 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 leader, a
mascot/joker, an attention seeker, a little teacher, a double/pessimist?
There was a jokester who was always making jokes. He hangs out with every classmate
and begs for food because he's hungry. There was also a top student who also served as
the class leader and was always trying to tell the class to be quiet, even though not
everyone listened to her. There was also a student who pretended to be the class
secretary despite the fact that she was not.
What makes the learners assume these roles? What factors affect their behavior?

Their belief that they would be better this way, people's reactions that somehow satisfy
them, and significant feedback from their teachers all influence them to take on these
roles.
2. Is there anyone you observed who appear left out? Are students who appear
“different” ? why do they appear different? Are they accepted or rejected by the

others? How is this shown?

There was no student who I’ve observe being left out or different. The students
celebrate differences and create bond with each other
What does the teacher do to address issue like this?

3. How does the teacher influence the class interaction considering the individual
differences of the students?
The teacher encourages students to be supportive of one another and to respect
one another. By being mindful and careful with their words, and by making themselves
available for they see each other as friends who are willing to help and be their emotional
support. In addition, The teacher encourages the students to accept and appreciate each
other’s opinions and beliefs. about a certain matter, as well as their interests, hobbies,
and preferences.

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 that she is aware of students' individual

differences through understanding their backgrounds, learning styles,
hobbies and interest. The teacher also tries to integrate celebration of
cultural differences in every lesson in any way she can, for instance
employing activities that allow the students to learn about each other's
culture.

REFLECT

1. 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 learner?

As I was observing the classroom, I noticed that, despite the students'

individual differences, their unity in accepting and appreciating one another
made me feel comfortable. The teacher's management often feel like they need
to take on a strict, authoritative approach when it comes to managing their
classroom, Because according to Teacher Amor we can act as a facilitator and
encourage conversation and healthy diverse opinions and allowing them to work
together to explore and solve a problem. This will also help prepare them for a
diverse workforce where they’ll have to partner to accomplish their goals.

Diversity in the classroom demonstrates that she is very effective in

developing teaching strategies that promote awareness and connection with
diverse cultures. The students' compassion and understanding and openness to
different backgrounds clearly helped them understand each other. Pupils
demonstrating confidence and independence in class are also indicators that the
teacher is successful in fostering respect for other cultures in the classroom.

I was moved by how much they care for one another, how openly they
communicate with their teacher, and how they become united in cooperative
learners. It is important to remind ourselves why diversity and cultural
awareness is so crucial in the classroom and the benefits it can have on students
now and in the long-term. Teaching diversity exposes students to various
cultural and social groups, preparing students to become better citizens in their
communities. These culturally responsive teaching strategies will help you to
promote diversity in the classroom.

Observation report page 39

The class is composed of students with intellectual disabilities such as

ADHD, Dyslexia and others . all students is not paying attention to the teacher.
The children are very naughty and everybody is very noisy, One student is very
energetic as he keeps on clapping his hands and stomping his feet while
listening to his teacher while singing rhyme songs. While some are noisy, the
others were just looking at their classmates and doing their own stuff, like
looking outside the school.

According to the teacher, her students have difficulty understanding new

information, have slow cognitive processing times, and have difficulty
comprehending abstract concepts. To respond to the needs of the students, the
teacher employs clear and simple language, visual aids, and a variety of teaching
strategies. A regular class with the inclusion of students with low vision.

The teacher developed an effective seating plan based on the needs of

the students. As much as possible, the teacher encourages the pupils to be self-
assured and to be leaders in their own right. She gives everyone a chance to lead
in every class activity and celebrates the class's unity. According to Sir Andie
Fong Toy “Inclusive education seeks to address the learning needs of all children,
with a specific focus on those who are vulnerable to marginalization and
exclusion. The goal is to promote opportunities for all children to participate and
be treated equally.”
 Analyze

1. My observations of the students' needs, performance, and the teacher's

handling of those needs, as well as how she tries to create activities that would
meet those needs, were consistent with the information the teacher had
provided.

2. Some students are struggling to understand the lesson, while others

can learn on their own. Having these types of students in class requires effective
management. I may use differentiated instruction through structuring his/her
lesson. Other instructional strategies include peer interaction groups,
collaboration activities, etc.

3. As I have observe, The teacher she uses a variety of tools and materials
to support her discussion, including video, textbooks, and multimedia, and
allows students to express themselves.

REFLECT

1. When I was in primary school, in Grade 6, I recall that some of my

classmates were still having trouble reading. To help these students, my
teacher gave each struggling reader a study partner. Being one of the
study partners, It works very well for me. She helps low-achieving
students improve their weaknesses.

2. As a future teacher, I will be needing the following dispositions and traits

to respond to my learners’ needs:

• Expectation that I will be handling a classroom with students with wider-ability

levels.

• Additional time and effort to meet the needs of the learners.

• Continuous innovation and brainstorming of effective strategies and

approaches in handling students with different levels of abilities.
• Effective communication to establish good relationship with students while
being a good listener for them.

• Focus on collaboration along with the belief that this is more effective than
letting the students learn alone. • Flexibility and Adaptability in changing and
evolving environment.

• Empathetic teacher
Observ rep. Page 43

I have done my observation virtually by watching documentaries about

the education of the Indigenous people since I don’t think there are Indigenous
group of people that’s close to our area. I have watched a video in YouTube
entitled “Pamulaan ”, it is a documentary video of the Indigenous People of the
Talaandig tribe that’s located in Mintal Davao City. The Talaandig in Davao-
Bukidnon Rd, Tugbok, Davao City are comprised of pure brown skin Talaandig
are known to be dwellers of the steep places. They are the people of the slopes
(andig).

University of Southeastern Philippines, Mintal Campus pamulaan, All the

students are from indigenous tribes around the Philippines. The subjects are
based on the knowledge, needs, and cultural practices of the Philippines, but the
indigenous university is not isolated. They also have a primary school called
Matisalog Indigenous Primary School. According to Maam Dale Perez when she
speaks of indigenous education, it integrates the cultural values and roots the
core values of your own indigenous self, the values that have been left behind by
ancestors. I have seen that the class is interactive and participative in every
classroom lesson. I can see that they are very determined to learn.

The teachers are resourceful. They are doing everything possible to

provide a high-quality education. They provide education to their students. They
are using the indigenized curriculum. I've learned that no matter how eager and
effective a teacher is, the issue of not being able to provide basic needs like food
affects their performance as well as their ability to understand and comprehend
during classroom discussions.
ANALYZE PAGE 45

Reflect

1. From what I have watched, I have seen how dedicated the teachers are to
provide the education that the indigenous people deserve, one particular
example of how the school fosters the sense of belonging to Aeta’s beliefs
and practices is when one of the teachers is teaching the Talaandig
traditional dance and demonstrates an example of deep understanding of
what the Talaandig value in their culture.
2. Unfortunately, this certain aspect was not shown in the video.
3. The school shows a deep appreciation of Talaandig identity through
encouraging students to learn their traditional practices and helping them
value their culture through integrating such concepts into the discussion.
4. Yes, because they are taught that even though the times are modern, they
have to preserve their rich culture that was passed down by their
ancestors.
5. Yes. If they are using the new curriculum, however, it still links new
concepts and competencies to the life experience of the community.
6. The "indiginized" strategies that the teachers employ in teaching the
topics complement the Talaandig teaching process, which makes the
learning more effective.
7. One example of this is the integration of Talaandig cultural dance into
classroom activities, which emphasizes the concept of preserving and
valuing one's culture and tradition.
8. Yes, People who seamlessly interact with others from different cultures by
following the norms of that culture. They feel that they can respect their
own values while adapting to the values of other cultures they interact
with. the school is open for all different enthnicity.
9. This means that they consider community values and cultural practices as
well as the language, tools and concepts that are relevant to the group's
background. It also regards their cultures specifically in the language
and tools that are available in the community.
10. As I have observed, the activities employed by the teachers contribute to
the students’ development of critical thinking skills through use of real-life
situations.
Page 46

To promote and preserve indigenous peoples' knowledge system and

practices, we must prioritize because they cannot choose their own way of life,
control their own education, healthcare, and so on unless their lands are secure.
That’s the overwhelming priority. If their land rights are recognized, tribal
peoples thrive. Informed public education and awareness building is critical to
the implementation of indigenous rights. This is a responsibility of all. There is a
lot of mistrust for good reason.

The DepEd Division should hire more teachers. To teach the indigenous
people and provide them with appropriate compensation. We must provide
more modern instructional materials for the teachers to use and learners’
materials such as textbooks.

The curriculum for the indigenous framework should emphasize valuing

the culture and tradition of the indigenous peoples through integrating real-life
concepts into each lesson.

Reflect

1) What new things? Did you learn about indigenous peoples?

Based on what I have watched, the teachers are very interactive with their
students and they love their students, especially in primary school. Even though
we are in modern times, their beliefs and culture have not disappeared and they
continue to preserve them for the younger generations.
2. What did you appreciate

I admire the teachers in teaching in Matisalog Primary School and USP in terms because of
their determination to teach the students regardless of how difficult the situation is. I appreciate
their effort to get up earlier to prepare for school and travel just to teach the students and most
importantly, they never give up on assisting these people students achieve their dreams. For them,
teachers are the only heroes. That will help the students claim their rights to education.

3. For indigen......

3.1 Be open to respect indigenous peoples by being culturally-sensitive and effective communicator,
who influence other people to be appreciative of indigenous people and lead in upholding their
rights.

3.2 integrating celebration of cultures activities in every lesson, and maximizing the use various
teaching strategies that consider diversity and inclusion among students
3.3 continuously supporting of developing and enhancing IPED curriculum, sharing meaningful
suggestions to the head members of Department of Education/Commission on Higher Education
regarding how we can improve the curriculum that suits well the needs of IP students.