Questionário aos Encarregados de Educação Informações Relativas ao Aluno/a: 1.1.

Nome:
___________________________________________________________ 1.2. Idade:
____________________________________________________________ 1.3. Naturalidade:
_____________________________________________________ 1.4. Localidade onde reside:
_____________________________________________ 1.5. Número de elementos do agregado familiar:
___________________________ 1.6. Com quem vive? ____________________________________________________
1.7. Com quem se desloca para a escola? - Meio de transporte: □ A pé □ Autocarro □ Automóvel
□ Outros - Tempo gasto: □ 5 a 15 min. □ 15 a 30 min. □ + de 30 min. Hábitos/Métodos de Estudo
e de Trabalho: 1.8. Frequência de estudo: □ Todos os dias □ Frequentemente □ Ocasionalmente □
Raramente □ Véspera das avaliações 1.9. Tem algum tipo de apoio ao estudo? - □ Explicações □
ATL/Centro de Estudo □ Ajuda de familiares/amigos (Se sim, quem?) - □ Materiais e/ou outros
recursos □ Outros 1.10. Qual a sua disciplina favorita? ______________________________________ 1.11.
Qual a disciplina que menos gosta? __________________________________ 1.12. O que considera que
pode contribuir para o seu insucesso escolar? _______ 1.13. Que profissão gostaria de ter?
_______________________________________ 1.14. Em média, quantas horas dorme por dia?
____________________________ 1.15. Tem o hábito de tomar o pequeno almoço? Se sim, onde?
________________ 1.16. Tem alguma doença crónica diagnosticada ou problema de saúde
relevante? Se sim, qual? _____________ 1.17. O que faz nos tempos livres? - □ Televisão □ Leitura □
Música (Specify preferences below) - □ Cinema/Teatro □ Computador/Internet □ Desporto - □
Escuteiros ou outros similares □ Atividades/passeios ao ar livre □ Outros 1.18. O que mais gosta
na escola? - □ Estudar □ Colegas □ Professores □ Intervalos □ AEC □ Outros 1.19. Outras
informações que considere importantes: _______________________ Informações Relativas à Família:
2.1. Quem é o encarregado de educação do/a aluno/a? _______________ 2.2./2.3. Pai/Mãe Idade:
_______________ Naturalidade: _______________ Localidade onde reside: _______________ Habilitações
literárias: _______________ Profissão: _______________ Em situação de desemprego? □ Não □ Sim. Há
quanto tempo? ___________ Hábitos Musicais em Casa: 4.1. Como a música é integrada na vida
familiar? - □ Tocam instrumentos □ Ouvem música frequentemente □ Cantam juntos - □
Participam em eventos musicais □ Outros (especifique) 4.2. Gostaria de partilhar as preferências
musicais da sua família? - Géneros favoritos: _________________________________________________ -
Idioma das músicas: □ Português □ Inglês □ Outro (especifique) - Qual percentagem em inglês
você estima que a família compreende? ______% translate itno english
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Parent/Guardian Questionnaire

Information about the Student: 1.1. Name:

___________________________________________________________

1.2. Age: ____________________________________________________________

1.3. Place of Birth: _____________________________________________________

1.4. Location of Residence: _____________________________________________

1.5. Number of Family Members: ___________________________

1.6. Who does the student live with? ____________________________________

1.7. Transportation to School:

  Mode of transportation: □ Walking □ Bus □ Car □ Other
 Time spent: □ 5 to 15 min. □ 15 to 30 min. □ More than 30 min.

Study and Work Habits: 1.8. Study frequency: □ Every day □ Frequently □ Occasionally □ Rarely
□ Day before exams

1.9. Does the student receive any study support?

 □ Tutoring □ After-School Program/Study Center □ Assistance from family/friends (If yes,

who?)
 □ Materials and/or other resources □ Other

1.10. Favorite subject: ________________________________________________

1.11. Least favorite subject: ___________________________________________

1.12. Factors contributing to potential academic struggles: ________________

1.13. Desired future profession: ________________________________________

1.14. Average hours of sleep per day: ____________________________________

1.15. Breakfast habits: _________________________________________________

1.16. Any diagnosed chronic illness or relevant health issues? If yes, specify: _____

1.17. Leisure activities:

 □ Television □ Reading □ Music (Specify preferences below)

 □ Cinema/Theatre □ Computer/Internet □ Sports
 □ Scouting or similar activities □ Outdoor activities/excursions □ Other

1.18. What the student likes most about school:

 □ Studying □ Classmates □ Teachers □ Breaks □ Extracurricular Activities □ Other

1.19. Any other information you consider important: _______________________

Family Information: 2.1. Who is the student's guardian? _______________

2.2./2.3. Father/Mother

 Age: _______________
 Place of Birth: _______________ Location of Residence: _______________
 Educational Background: _______________ Profession: _______________
 Unemployed? □ No □ Yes. For how long? ___________

Music Habits at Home: 4.1. How is music integrated into family life?
  □ Playing instruments □ Frequently listening to music □ Singing together
 □ Participating in musical events □ Other (specify)

4.2. Would you like to share your family's music preferences?

 Favorite genres: _________________________________________________

 Language of songs: □ Portuguese □ English □ Other (specify)
 Estimated percentage of English comprehension within the family? ______%

Feel free to adjust the wording as needed.

You
acording to these results (students answers) write the caracteristic of the class where i had
practice at school in the 4 form Information about the Student: 1.1. Name:
______________________________ 1.2. Age: ____________________________________________________________ 1
2 3 4 5 6 7 8 9 10 11 12 13 14 15 9 9 10 9 9 9 10 9 9 10 9 9 9 9 9 Nationality: 1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 Angola P P P P P P P P P P P P Mexican P 1.4. Location of Residence:
_____________________________________________ 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Louzeiro Valéga
Sao Martinho da Ezamdara Sao Martinho Coureiro SM oliveira Valogo SM oliveira SM SM Oliveira
de azemais Furadoura SM 1.5. Number of Family Members: ___________________________ 1 2 3 4 5 6
7 8 9 10 11 12 13 14 15 6 3 4 5 3 5 4 4 4 4 6 4 4 4 3 1.6. Who does the student live with?
____________________________________ 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 1.7. Transportation to
School: • Mode of transportation: □ Walking □ Bus □ Car □ Other • Time spent: □ 5 to 15 min. □
15 to 30 min. □ More than 30 min. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Car Car Car Car Car Car A
pe Car Other Walking □ Bus Walking Walking Car Car car • Time spent: □ 5 to 15 min. □ 15 to 30
min. □ More than 30 min. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 5 to 15 min. 5 to 15 min 15 to 30
min. 5 to 15 min. 5 to 15 min. 5 to 15 min 1 15 to 30 15 to 30 5 to 15 min. 5 to 15 min. 5 to 15
min. 15 to 30 min. 15 to 30 min. 15 to 30 min Study and Work Habits: 1.8. Study frequency: □
Every day □ Frequently □ Occasionally □ Rarely □ Day before exams 1 2 3 4 5 6 7 8 9 10 11 12 13
14 15 Frequently Day before exams Day before exams Occasionally Every day Freq Freq Freq
Occasionally Every day Freq Occasionally Every day Occasionally Freq 1.10. Favorite subject:
________________________________________________ 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Portuguese P M
M M M Fisica M P Futebol English Estudo do Meio Estudo do Meio M P 1.11. Least favorite
subject: ___________________________________________ 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Math M P P
Musica P P P Estudo do Meio quimnastica M M P P M 1.17. Leisure activities: • □ Television □
Reading □ Music (Specify preferences below) • □ Cinema/Theatre □ Computer/Internet □ Sports •
□ Scouting or similar activities □ Outdoor activities/excursions □ Other 1 2 3 4 5 6 7 8 9 10 11 12
13 14 15 Television □ Reading □ Music ( Sports Outdoor activities Computer /Internet
Computer /Internet Outdoor activities Sports Television Music Cinema Music Computer/Internet
Television Cinema Scouting TV Scouting TV Reading cinemma Sport • 1.18. What the student
likes most about school: • □ Studying □ Classmates □ Teachers □ Breaks □ Extracurricular
Activities □ Other 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Studying Teachers Extracurricular Activities
AEC Studying AEC everything AEC everything AEC AEC Breaks □ Extracurricular Activities teachers
Studying Teachers □ Breaks □ Extracurricular Activities Teachers AEC Teachers AEC AEC • Music
Habits at Home: 4.1. How is music integrated into family life? • □ Playing instruments □
Frequently listening to music □ Singing together • □ Participating in musical events □ Other
(specify) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Frequently listening to music Freq Freq Playing
instruments Freq Freq Singing together Freq Freq Playing instruments Frequently listening to
music Singing together Participating in musical events Plaing instruments For sliping listening •
4.2. Would you like to share your family's music preferences? • Favorite genres:
_________________________________________________ • Language of songs: □ Portuguese □ English □
Other (specify) • Estimated percentage of English comprehension within the family? ______ 1 2 3 4
5 6 7 8 9 10 11 12 13 14 15 □ Portuguese □ English Brasileiro 40 P 10 P 30 P E Br 99 E 0 P 100 P E
90 E 10 E 70 Other E 10 E Spanish 99 P 90
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Characteristics of the 4th-grade Class:

Demographic Information: 1.1. Name: [Names of Students are not provided]

1.2. Age:

 The majority of students are 9 years old.

1.3. Nationality:

 Predominantly Angolan, with one student being Mexican.

1.4. Location of Residence:

 Varied residential locations, with a concentration in Sao Martinho, Oliveira de Azemais,

and Furadoura.

1.5. Number of Family Members:

 Family sizes range from 3 to 6 members, with an average of 4.

1.6. Living Arrangements:

 Specific information about living arrangements is not provided.

1.7. Transportation to School:

 Primarily by car, with some students walking and using the bus.
 Most students spend 5 to 15 minutes on transportation.

Study and Work Habits: 1.8. Study Frequency:

 Students report varying study frequencies, with a mix of daily, occasional, and pre-exam
study habits.

1.10. Favorite Subject:

 A diverse range of favorite subjects, including Portuguese, Physical Education, Football,

and English.
1.11. Least Favorite Subject:

 Least favorite subjects include Math, Music, and Gymnastics.

1.17. Leisure Activities:

 Varied leisure activities, with a mix of television, reading, sports, and outdoor activities.
 Limited engagement in scouting or similar activities.

1.18. Preferences about School:

 Students express a liking for studying, teachers, and extracurricular activities.

 AEC (Extracurricular Activities) is particularly mentioned by several students.

Music Habits at Home: 4.1. Integration of Music into Family Life:

 Frequent listening to music and occasional playing of instruments.

 Singing together is a common activity.

4.2. Music Preferences:

 Favorite genres include Portuguese, English, and other varied preferences.

 Language comprehension of English songs varies among families.

Overall Characteristics:

 The class exhibits a diverse range of preferences and habits, showcasing individuality
among students.
 There is an apparent interest in music, with various levels of engagement at home.
 Extracurricular activities, especially AEC, are popular among students.
 Study habits and subject preferences vary, contributing to a dynamic learning
environment.

Note: The interpretation is based on the provided information, and individual variations among
students should be considered.

You
make it in a form like my personal reflection in a whole text
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Reflection on the 4th-grade Class:

In my recent practice at the school, I had the opportunity to gather insightful information about
the 4th-grade class. While the students' names are omitted for privacy, their profiles provide a
nuanced view of the class dynamics.
The age distribution revealed a predominantly 9-year-old group, indicating a close-knit
community of learners. The varied nationalities, with a majority being Angolan, contribute to a
rich cultural tapestry within the class. Residential locations, spanning Sao Martinho, Oliveira de
Azemais, and Furadoura, suggest a diverse mix of backgrounds and experiences.

Family structures are notably diverse, with family sizes ranging from 3 to 6 members.
Unfortunately, details about specific living arrangements were not provided, but this diversity
likely contributes to a range of perspectives in the classroom.

Transportation to school varies, with most students relying on cars, while some opt for buses or
walking. The majority spends a brief 5 to 15 minutes on their commute, reflecting a relatively
localized student body.

Study habits among the students exhibit a spectrum of engagement, with some adopting a daily
study routine, others studying occasionally, and some focusing intensively on the day before
exams. These variations contribute to a dynamic learning environment, accommodating different
learning styles.

Subject preferences highlight a diverse set of interests. Students favor subjects like Portuguese,
Physical Education, and even Football, showcasing a range of passions and talents. Conversely,
subjects such as Math and Music are identified as less favored, emphasizing the need for
differentiated teaching strategies.

Leisure activities encompass a mix of television, reading, sports, and outdoor pursuits.
Interestingly, extracurricular activities, particularly AEC (Atividades de Enriquecimento
Curricular/Extracurricular Activities), emerge as a common thread of enthusiasm among the
students.

The integration of music into family life is fascinating. Families frequently listen to music,
occasionally play instruments, and even engage in singing together. This collective interest in
music suggests a potential avenue for incorporating diverse teaching methods that leverage the
power of music in the classroom.

In conclusion, the 4th-grade class is a vibrant community with distinctive characteristics. The
diversity in age, nationality, family structures, and interests creates an inclusive and engaging
learning environment. Recognizing and appreciating these individual differences will
undoubtedly contribute to a more effective and enjoyable teaching experience.

You
The varied nationalities, with a majority being Portuguese one student Angolan and one Mexican,
contribute to a rich cultural tapestry within the class.
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Reflection on the 4th-grade Class:

In my recent practice at the school, I delved into the intriguing dynamics of the 4th-grade class.
While the students' names remain confidential, their profiles unveil a captivating narrative of
diversity and unity.
The age distribution unfolds a predominantly 9-year-old group, reflecting a close-knit community
of learners. What adds an extra layer of richness is the varied nationalities present. The majority
of students identify as Portuguese, but the inclusion of an Angolan and a Mexican student
contributes to a vibrant cultural tapestry within the class.

Residential locations span from Sao Martinho to Oliveira de Azemais and Furadoura, portraying a
class that transcends geographical boundaries. This diversity likely brings a spectrum of
perspectives, creating an inclusive and dynamic learning environment.

The family structures within the class are as diverse as their residential backgrounds. Family sizes
range from 3 to 6 members, fostering an environment where unique familial experiences shape
each student's worldview. Unfortunately, specific details about living arrangements are not
disclosed, leaving room for the imagination to paint a picture of the various family dynamics.

Transportation to school is an interesting facet of the class profile. While most students rely on
cars for their commute, a handful opt for buses or even prefer the simplicity of walking. This
diversity in transportation methods mirrors the broader spectrum of preferences within the class.

Study habits emerge as a distinctive feature, revealing a spectrum of engagement. From daily
study routines to occasional efforts and last-minute preparations before exams, each student
brings a unique approach to learning. This diversity encourages the exploration of varied
teaching methods that cater to different learning styles.

Subject preferences showcase a kaleidoscope of interests. Students express favoritism towards

Portuguese, Physical Education, and even Football. Conversely, subjects like Math and Music are
noted as less favored, signaling an opportunity for tailored teaching strategies.

Leisure activities paint a picture of a class engaged in a variety of pastimes, from television and
reading to sports and outdoor adventures. Notably, extracurricular activities, especially AEC
(Atividades de Enriquecimento Curricular/Extracurricular Activities), emerge as a common
enthusiasm among the students.

The integration of music into family life adds another layer of intrigue. Families frequently listen
to music, occasionally play instruments, and even join in singing together. This shared musical
interest presents an exciting avenue for incorporating creative and inclusive teaching methods
that leverage the universal language of music.

In conclusion, the 4th-grade class is a microcosm of diversity, unity, and individuality. The varied
nationalities, coupled with distinct family structures and interests, contribute to a rich and vibrant
tapestry that defines this learning community. Acknowledging and embracing these unique
qualities will undoubtedly enhance the teaching experience, fostering an environment of
inclusion, curiosity, and shared growth.