EPISODE 2:

Learner Diversity: Developmental Characteristics, Needs and Interests

OBSERVE

Learners’ Development Matrix

Development Domain Intermediate School (Grade 6)
Indicate age range of children observed: 11-12
Physical The observation that I made when I was first
Gross-motor skills
deployed in Grade 6 was that most students were
well-behaved and organized during class time. They
Fine-motor skills
stayed in their seats, listened to the teacher, and
Self-help skills followed instructions without much need for
redirection. Unlike younger students who tend to be
Others
more restless, these Grade 6 students appeared more
composed, only moving when necessary, such as
when getting materials or participating in activities.
However, I did notice that a few students were still
playful. Some were lightly tapping each other or
subtly moving around their seats when they thought
the teacher wasn’t looking. While this wasn’t
disruptive, it showed that some students still had a bit
of playful energy. For fine-motor skills, I observed
them writing in their notebooks, and most seemed
comfortable holding and using their pens properly.
Their handwriting appeared neat and readable, though
I didn’t have enough time to closely check every
student’s work. Regarding self-help skills, the

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 students seemed responsible for their own belongings.
They kept their desks organized, adjusted their chairs
properly, and had their school materials ready. I also
noticed that some students would fix their uniforms or
adjust their hair occasionally, showing a bit of self-
awareness about their appearance. Overall, during my
short observation, the class appeared disciplined and
mature.
Social From what I observed, the students show a great deal
Interaction with Teachers
of respect and attentiveness toward their teacher. They
listen carefully, follow instructions without much need
Interaction with
for repetition, and respond promptly when called on.
Classmates/friends
What stood out the most to me was the teacher’s strong
presence in the classroom, her authority is clearly
Interests
established. Even as an observer, I found myself drawn
in, listening intently, which made me understand why
Others the students are so disciplined.
Beyond their attentiveness, I also noticed the natural
bond they share with one another. Having been
together for several months, they seem comfortable
and familiar with each other. As they settled into class,
they chatted casually, exchanged smiles, and shared
brief conversations. A few whispered to each other,
enjoying lighthearted moments before shifting their
focus back to the lesson. While most students remained
attentive, some engaged in subtle, playful interactions,
light tapping and small jokes but nothing that disrupted
the flow of the class. They knew when to refocus when
needed.
Since this is only my second time observing them, I
haven’t fully identified their specific interests yet. I
didn’t notice any clear signs of favorite activities or

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 hobbies, but I assume that over time, their preferences,
whether in subjects, extracurriculars, or social
dynamics will become more noticeable. I’m looking
forward to seeing how they engage in different
situations and what truly excites them
Emotional On my second day of observation, the students I was
Moods and temperament,
observing weren’t in the classroom, they were out
expression of feelings
celebrating the culmination of National Arts Month
Emotional independence
2025 with the theme ‘Likhang Sining, Likhang
Kinabukasan.’ The atmosphere was lively, filled with
creativity and excitement. Most of the students were
fully engaged, smiling, laughing, and actively
participating in the activities. Their enthusiasm for the
event was clear, and it was inspiring to see them
express themselves through art.
However, not everyone shared the same level of
excitement. Some students sat quietly, looking
uninterested, while a few seemed tired, perhaps from
the length of the event or simply a lack of rest. Others
were distracted, more focused on their phones than on
what was happening around them.
From this short observation, it was evident that
students openly express their emotions, whether
through excitement, boredom, or disengagement.
While many eagerly participated, others chose to stay
on the sidelines, possibly due to personal preferences
or a lack of interest. It made me curious to see how
they engage in other learning environments and what
truly sparks their passion.

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Others
Cognitive I didn’t get the chance to fully observe the students’
Communication Skills
cognitive skills since I wasn’t able to watch their class
discussions or activities for a longer period. Because of
Thinking Skills
that, I couldn’t really assess their communication,
thinking, or problem-solving abilities in an academic
Problem-solving
setting. However, from what I noticed during their
casual conversations at the event, they seemed
Others
comfortable talking with one another. I’m looking
forward to future observations to better understand
how they engage in discussions, process information,
and tackle problem-solving tasks.

ANALYZE
Level Salient Characteristics Implications to the
Observed Teaching-Learning
Process
Elementary or During my observation, I Since most students are
Intermediate School
(Grade 6) noticed that the Grade 6 attentive and disciplined, a
Age range of learners students were generally structured learning
observed 11-12
well-behaved and organized. environment with clear
They listened attentively to expectations and engaging
their teacher, which I believe lessons would be effective.
is because she has a strong The teacher's strong
presence in the classroom. authority helps maintain
Even I found myself paying order but incorporating
close attention to her. When interactive and varied
it came to their interactions activities could sustain
with classmates, they attention and participation,
seemed comfortable and especially for students who

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 familiar with each other, tend to disengage.
which makes sense since Encouraging active
they have been together for involvement through
several months. However, discussions, group work, or
during the culminating hands-on tasks may help
activity, I saw a mix of address students who lose
behaviors, most students focus during long activities.
were happy and engaged, but Since I haven’t observed
some looked bored, sleepy, them for a longer period to
or distracted by their phones. fully understand their
Since I haven’t observed classroom setting, I am
their academic activities yet, looking forward to
I wasn’t able to assess their observing more of how they
cognitive skills. participate in lesson
discussions and respond to
different teaching strategies
in the coming days.

REFLECT

1. While you were observing the learners, did you recall your own
experiences when you were their age? Write similarities or differences do
you have with the learners you observed?

- While observing the learners, I couldn’t help but recall my own

experiences when I was their age. Unlike the students I observed, who
were mostly well-behaved and organized, I was a mix of both loud and
quiet, I knew when to be playful, but I also knew when to stay focused.
One thing that stood out about my own experience was my love for
changing seats with my classmates. I always enjoyed sitting next to
different people, whether it was to chat, work together, or just get a new
perspective in class. Compared to the students I observed, they seemed
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 more settled in their seats, rarely moving around or switching places.

2. Think of a teacher you cannot forget for positive or negative reasons. How
did she/he help or not help you with your needs (physical, emotional, social,
and cognitive)? How did it affect you?

One teacher I will never forget is Ma’am Nunez because she balanced
firmness with care. She had high expectations and could be strict, when
necessary, but she also genuinely cared about our well-being. Emotionally,
she was approachable and supportive, which gave me the confidence to
participate more in class. Socially, she encouraged teamwork and
interaction, making learning more engaging. However, there were times
when I felt pressured by her high academic standards, which sometimes
made me anxious. Despite that, her influence shaped me into a more
responsible student, and her teaching left a lasting impact on me.

3. Share your other insights here.

- Watching the students made me realize how different each learner is when
it comes to behavior and engagement in class. It also reminded me of how
much teachers influence not just what students learn, but also how they
feel in the classroom. This experience made me appreciate the role of a
teacher even more, and I look forward to observing more to understand
different teaching strategies that keep students engaged.