Different Folks: Class Observations Centered on SISC Students

Observing a Psychology class: Teacher and Student

MY LEARNING INTENT

The purpose of my class observations revolve around the need for various teaching strategies I shall need to employ when I do my practice teaching. 

Different Strokes for Different Folks

I understand that each student is different. Every student has developed different ways of seeing each thing, situation or subject based on his or her background, environment, upbringing, social status, and other variables that affect the student’s perceptions and ability to learn.

It is in this understanding that one of my learning intents is to know how students react and eventually try to adapt to subjects that they both are interested in and not interested in.

This learning intent is based on my practicum in Southville International School and Colleges and in its outreach institution – SEED Academy – where I am assigned to observe and eventually practice teaching college students. Since these students have different majors and are tasked to take up general subjects that are not necessarily related to their majors, I believe that they shall react differently to major and general subjects.

In this particular case, I am tasked to initially observe classes on General Psychology for non-Psychology majors and a major Psychology subject for Psychology Majors.

Therefore, from my class observations, I intend to learn the various gestures, reactions and body languages that shall signal whether the subject is interesting enough or not to various students whether or not the subject being taught is a major or not.

Teaching Strategies that Work or Not

Another learning intent is to know which teaching strategies are effective across students – whether they find the subjects of interest to them or not.

It is a fact that teachers shall employ strategies they think or find effective in sending their message across students. The question is: which one will prove effective?

I am aware that there is no single teaching strategy that shall be good enough to create an effective learning program for various students who have their own agenda in attending a particular class. Many times, the subjects are simply required or pre-requisites that proves to be a challenge for teachers in getting their message across. It will always boil down to the would-be learners’ intentions in coming to class that shall affect their ability to absorb the subject matter. Thus, I intend to learn how a teacher shall be able to maximize learning strategies to reach as many students as possible despite the given challenges in their acceptance of the subject being taught.

MY OBSERVATIONS

It was a given that students are different from each other. Not only do they differ in backgrounds, they also differ in their intent in coming to class or going to school in general.

Student are from different backgrounds

Something worth noting is that Southville Internatonal School and Colleges practices the “English-Only On-Campus” policy. This is somewhat an important factor to consider in my class observations since students in college come from different schools with different learning foundations, medium of instruction and language used on-campus (whether in or outside classrooms)

How They Are

The students I observed during my practicum in Southville International School and Colleges and in its outreach institution – SEED Academy – were different from each other. 

As a brief background, students at Southville International School and Colleges are well-off while those studying at SEED Academy are financially challenged. This aspect alone sets the tone for my expectations in terms of their interest in the subjects covered during my class observations. 

In my observations, I found students to be more expressive when using the language they natively speak – which in this case is Tagalog or Filipino.  This is particularly interesting as I earlier mentioned the disparity in financial capabilities of the two sister schools which share one campus. Unfortunately, I did not have the chance to observe a class at their other sister school that teaches International Baccalaureates, which could have changed the results of my observations in terms of language usage and its acceptability.

Another key observation I had was that of the students’ perceived intent to learn given the fact that the students have different majors and are tasked to take up general subjects that are not necessarily related to their majors.

In this aspect, I felt that the students indeed reacted differently to major and general subjects but I also observed that the teacher was the main driver in increasing or maintaining the students’ interest in subjects whether they are considered general or major subjects.

In one particular a case, I was tasked to observe classes on General Psychology for IT majors and a Psychology subject for Psychology Majors. Interestingly, the teacher who taught General Psychology to IT majors was able to hold the students’ interest in the subject albeit using various teaching strategies. Of course, I noted some IT majors so called drifting from the subject at hand as they talked to each other on other matters. However, the teacher who taught a major Psychology subject to Psychology majors did not have as much difficulty in teaching the subject to her students.  

Therefore, from my class observations, I was able to know that generally, students are eager to learn and are receptive to various methods of teachers in getting their message across despite the students’ individual objectives in going to class.

How They Think

Another key observation is that students in both Southville International School and Colleges and SEED Academy think differently. Brought about by their individual desires and backgrounds, the way they think inside a classroom setting differs.

Coincidentally, the first class I observed was that of General Psychology and the subject for the day was on “Reality vs. Perception.” This involved the teacher drawing and flashing signs and symbols on the interactive white board.

In that activity, the students were made to guess what the symbols or drawings meant. Given the fact that the class was composed of IT majors, the activity tapped on the students’ stock knowledge in order to give their own interpretation of the drawings.

I was able to deduce from that activity that insights and perceptions of students are based on their individual experiences and also on their current situation – either they are bored, attentive or distracted during the time of the activity. Sometimes, the way they think is also based on their demographics, such as age and sex, and based on their psychographics, such as their particular lifestyle and interests.

How They Participate/Not Participate

When students are instructed properly or even authoritatively, I observed that they participate in class activities in general.

First, I was able to observe that only a few students take notes during lectures or in some activities. I am not sure if it is because they already have pre-studied the subject matter, or they are busy listening and taking down mind-notes, or they are not that interested in the subject.

During activities where class participation is required, I observed that some students discuss the subject or activity among themselves. For me, it was a sign that the subject was of interest to them even though that their discussions drifted away from the main topic. At least, the subject was some kind of catalyst for their brains to work.

Generally, students I observed asked questions. This was more evident when discussions shifted toward self-experience or when made to participate with a group. They were also more expressive when using Filipino as a medium of communication even though this was discouraged in class.

I also observed that when a resource person was invited to explain or contribute to the subject matter, students participated more in terms of fielding questions and discussions. A higher participation level was observed when topics such as “work, travel, and sex” came up.

In all, most students in the classes I observed were participative. It may be due to multiple strategies employed by the teachers in the classes, or probably in the school itself.

MY REFLECTIONS

Preparing for Future Practice Teaching

My class observations have made me see the various challenges that go with teaching. Having been exposed to a number of teaching techniques and strategies in a brief period has made me realize that I still have a lot to learn and be prepared for practice teaching.

Given the fact that the classroom is composed of individuals with various backgrounds and personalities, the preparation for my practice teaching shall never be easy. Teaching involves the use of a wide body of knowledge about the subject being taught, and another set of knowledge about the most effective ways to teach that subject to different kinds of learners. It therefore requires teachers to undertake a complex set of tasks every minute. With this, I need to prepare well in both aspects of the subject matters and effective teaching techniques.

Plans of Action

In my future practice teaching, I plan to do the following plan of action:

1. Select the most appropriate teaching strategies to facilitate student learning.

I am aware that many courses are taught using traditional lectures and it is tempting to use the same when there are other strategies that may prove to be more effective. In my initial class observations, I have seen that learning is somewhat enhanced when students are active participants rather than passive listeners. I will therefore need to carefully plan the appropriate activities for my practice teaching.

2. Hold high but realistic expectations for students.

I have read that research has shown that a professor’s expectations have a powerful effect on student performance. I will thus convey to my students that I expect them to be motivated, hardworking, and engaged in the subject, and hope that they more likely shall be so. In setting realistic expectations, I plan to make the students believe that achievement is possible.

3. Engage students in a variety of cognitive activities.

a) Summarize – I may have students summarize or paraphrase what has been discussed in class. I may also ask students to list key concepts or main ideas. Near the end of class, I may ask students to write down three or four key concepts or main ideas about the topic just discussed.

b) Role Playing – I may choose to ask students role-play an author or character in a subject. Also having students reverse their role-play may help them view a situation from a different perspective. 

c) Problem Solving – I want students to think. I want to challenge the way they think and see things apart from what they have read. This activity may give students another way of understanding and help them gain self-confidence. Using real-life problems to encourage thoughtful reflection and discussion may help students apply their knowledge and realize how course content will transfer to their professional careers.

d) Case Studies – Using case studies may introduce students to real-life scenarios. I see the value of this approach is to give my students experience solving the type of practical problems they will encounter as professionals. Because most problems are based on actual cases, it may give students a chance to compare their own problem-solving skills with those of practicing their majors.

e) Application – I hope to encourage students to share applications for the subject’s concepts. This may be a way to check on the students’ understanding of the subject as they it being applied in real life situations.

f) Analysis – I hope to have time to challenge students to develop their analytical skills by having provocative statements or questions. Allowing them to critic each other opinions or that of mine may help achieve this.

Expectations for Future Practice Teaching

My expectations for future practice teaching underlie the combined excitement and anxiety of being able to teach for the first time. I have been in front of different people from all walks of life and ages but many involve subjects I have been involved in for so many years. But trying to teach a subject that may be new to me in a real classroom setting sets the would-be experience apart from my previous lectures as they involve young minds who are like sponges in term of absorbing information. So my success and failure lies in my ability to communicate to them and make them understand the subject I am supposed to impart.

I expect to learn from the experience and be able to adapt as I go through the task.

Reflection on the Observation Process

In all, the class observation process was an evolving one for me. There were always new things to discover and learn on both the student’s perspective and that of the teacher’s.

First, I believe that a pre-observation discussion between a class observer and his/her supervisor has to happen to be able to enhance the experience. This was done to me by my teacher supervisor who happened to be the Chairperson herself of the College of Psychology of Southville International School and Colleges. This process has prepared me and the teacher whose class I was to observe on what learning I would be exposed to. I would say that formulating a class observation.

I have observed that since transitioning from one topic to another makes it difficult for students to assimilate and retain material, an observer has to understand the conceptual framework for each subject.

The class observer also has to be able to get a grasp of the different teaching strategies a teacher employs so as to connect each strategy to the right topic or subject. I have particularly noticed one teacher who used a different activity for each topic within a single class subject. The result was an active class participation which I believe ultimately made the subject interesting and more understandable to the students. 

Having detailed notes during the class observation proved to be important and effective especially when going back to re-learn what I have already briefly learned from the sessions. I tend to be engrossed in the observation process that there was a tendency to forget taking down notes. This actually happened when a resource speaker was asked to share with the class a topic on the subject that I forgot to take notes and document with a photo as I was listening intently. 

After each observation class, the discussion between teacher and observer was an equally important part of my task. These discussions kept me on-track with the objectives I initially set and that set by my teacher supervisor.


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Link to my Scanned Notes here