t FIELD STUDY 1

LEARNING
EPISODE Learner Diversity: The Community
4 and Home Environment

SPARK Your Interest

Episode 4 provides opportunities for you to have a more in-depth look into the factors that affect the
development of a learner. Focus will be on the early experiences and characteristics of the learner as described by the
family and other significant others. You will also focus how the teacher links with the community to maximize the
learning and development of students.

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:
 describe the influencing factors in the home environment that affect the students’ learning;
 seek advice concerning strategies that build relationships with parents/guardians and the wider community
(6.2.1); and
 identify effective strategies on how teachers can work together with the family.

REVISIT the Learning Essentials

1. Urie Bronfenbrenner's bio-ecological model presents the learner within the context of layers of relationship
systems that make up the learner’s environment. The layers are:

Microsystem – Mesosystem – Exosystem – Macrosystem – Chronosystem –

includes the the connection the bigger social outermost layer the element of time
structure such as between the system which which includes patterns of stability
one’s family, structures in the includes the city cultural values, and pacing of the
school and microsystem government, the customs and laws child’s everyday life
neighborhood workplace and the
mass media

The model helps the teacher look into every aspect in the learner’s environment to understand his behavior.
The teacher’s important role is not to replace what is missing at home (if any), but to work so that the school
becomes an environment that welcomes and nurtures families. The teacher works to create a partnership with the
family and the community to bring out the best in every learner.

2. Baumrind's Parenting Styles

Authoritarian. Parents, are very firm with their children and expect unwavering and unquestioning obedience. Rules
are set by parents and misbehavior is met with withdrawal of affection, physical punishment or threats.
Permissive. Parents are not firm or controlling. They have few expectations. May be warm and caring but appear to
be uninvolved and uninterested.
Rejecting-Neglecting. Parents are disengaged from children. Neither demanding nor responsive to children. Provide
no structure, supervision, support or guidance.
Authoritative. Parents achieve a good blend. They are firm yet loving. Have clear and reasonable expectations and
1imits for their children. Treat children with respect and warmth. Make children understand consequence of their
behavior.
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 Children of:

Authoritarian Parents: are often unhappy, fearful, withdrawn, inhibited, hostile and aggressive. They have low self-
esteem and difficulty with peers.
Permissive Parents: believe that their parents do not care for them. They are often impulsive, aggressive and lack
self-control; may they have low levels of independence and responsibility.
Rejecting-Neglecting Parents: are found to be the least competent in their over-all functioning and adjustment.
Authoritative Parents: are socially competent, self-reliant, and have greater ability to show self-control. They have
higher self-esteem and are better adjusted.
-Based on Child Development by Santrock, 2004.

OBSERVE, ANALYZE, REFLECT

Activity 4.1 Observing the learner’s community and home environment

Resource Teacher: _______________________ Teacher’s Signature: ____________ School: _______________________

Grade/Year Level: _______________________ Subject Area: __________________ Date: _________________________

The learners’ differences and the type of interaction they bring surely affect the quality of teaching and learning. This
activity is about observing and gathering data to find out how student diversity affects learning.
To realize the Intended Learning Outcomes, I will work my way through these steps:
1. Select a learner from the class which you have previously observed.
2. Interview the teacher about the learner's characteristics and the community.
3. Conduct a home visit to your selected learner's residence.
4. Interview the parents about
a. the rules they implement at home concerning their child's schooling.
b. the learner's activities and behavior while at home.
5. Write the Learner's Profile.
6. Analyze your observation and interview data.
7. Reflect on your observation experience.

OBSERVE
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 Use the activity form provided for you to document your observations

An Observation/Interview Guide for Home-School Link

Read the following carefully before you begin to observe/interview. Then write your observation report on the
space provided.

The Learner
1. Make a general observation of the learner. Describe him/her in each of the domains of development:
a. Physical-body built and height (thin, chubby, underweight, overweight), level of physical activity (fast,
slow, lethargic, active, etc.)
b. Social-interaction with teachers and classmates (loner, shy, sociable, friendly, gets into fights, liked by
others, etc.)
c. Emotional moods, temperament, cries easily, loses temper, happy, shows enthusiasm, excited, indifferent,
etc.)
d. Cognitive (appears to understand lessons, copes with the lessons, excels, lags behind, shows reasoning
skills, turns in assignments and requirements, etc.)

Interview the Teacher

1. What are the most noticeable characteristics of the learner? (emotional disposition, behavior and discipline, sense of
responsibility, study habits, academic performance, relationship with peers, relationship with adults, social
adjustment)
2. How does the teacher communicate with the parents? How often? What do they discuss? How do they decide of the
best course of action to resolve issues or problems?
3. How does the teacher utilize resources in the community to support the teaching-learning process? How does the
teacher work with the community to meet the needs of the learners?

Interview with Parents

1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly, family pictures in the living room,
etc.)
2. Use the Interview Questions on the next page. Just ask the questions with which you feel comfortable.

Suggested Parent Interview Guide

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Name of Learner:
Date of Birth: ______________________________________ Age: _________
Grade/Year Level: ___________________________________ Gender: ____________
Number of Siblings: __________________
Birth Order: _______________________
PARENTS:
Mother: _______________________________________
Age: ________ Occupation: ________________________ Educational Attainment: _______________________
Father: _______________________________________
Age: ________ Occupation: ________________________ Educational Attainment: _______________________

Learner’s Physical Aspect:

Health
1. Mother’s health during pregnancy with the learner:
2. Ailments or Health problems of the learner as a child:
3. Age of the learner when he started to walk/talk:
4. Food preferences of the learner as a child and at present:
5. Who took care of him/her as a child?
Learner’s Social Aspect:
1. Describe your child’s sociability (friendly, outgoing or shy, loner)
2. Who were the learner’s playmates?
3. As a child then was he/she allowed to play outside?
4. Is he/she allowed to go out with friends?
5. Do you have rules for him/her to follow regarding going out?
6. What are these rules?
Emotional-Moral:
1. What are your expectations of your child?
2. How did you provide a nurturing environment for your child?
3. Does your child go to you when she/he feels down or has a problem? What do you do to meet his/her emotional
needs?
4. What do you do when he/she is not successful in something?
5. How do you discipline your children?
6. Do you have rules in the house? What are they?
7. How do you impose the rules?
8. What are the consequences of breaking the rules?
Learner’s Cognitive Aspect:
1. What are the child’s interests?
2. What is he/she good at in school?
3. In what subject/s does he/she have difficulty?
4. How do you monitor his/her performance in school? How do you motivate him/her?
5. Do you have rules at home to help him develop good study habits?
6. What are these rules? How are they implemented?

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 After you have gathered all the necessary data. Write the learner’s development profile using the outline below. Type the
profile on a separate sheet and attach it to this learning Episode.

THE LEARNER’S DEVELOPMENT PROFILE (Outline)

The Learner’s Development Profile

Name of the Learner _______________________________________________________________________________

School __________________________________________________________________________________________
Date of Home Visit ________________________________________________________________________________
Date of Birth: Age:
Grade/Year Level: Gender:

Family Profile
Number of Siblings:
Birth Order:
Parent
Mother:
Age:
Occupation: Educational Attainment:
Father:
Age:
Occupation: Educational Attainment:

Physical Development
In paragraph form, describe the physical development of the learner. Combine the teacher’s, parents’
responses, and your own observations.

Social Development
In paragraph form, describe the social development of the learner. Combine the teacher’s, parents’
responses, and your own observations.

Emotional-Moral Development
In paragraph form, describe the emotional-moral development of the learner. Combine the teacher’s,
parents’ responses, and your own observations.

Cognitive Development
In paragraph form, describe the cognitive development of the learner. Combine the teacher’s, parents’
responses, and your own observations.

Findings
Write here your salient findings about the learner.

Conclusions
Write your conclusions after you have analyzed the impact of the school and the home on the learner’s
development. The questions in the Your Analysis portion of this learning Episode can help you.

Recommendations
Write your recommendations.

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 ANALYZE

Your findings and recommendations in the Learner Development Profile will help you answer the questions here.

1. From your visit and interview, what do you think is the style of parenting experienced by the learner? Explain your
answer.

2. Relating your data with what you learned from child development, what family factors do you think contribute to the
development and over-all adjustment of the learner in school?

3. Does the communication between the home-school have an effect on the learner? If yes, what are these effects?

4. How can the teacher partner with the community to contribute to the development and learning of the students?
Who are the people or which institutions can the teacher tap to seek advice regarding the development and learning
of students?

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 REFLECT

1. Reflect on your own development as a child. What type of parenting did you experience? How did it affect you?
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2. As a future teacher, how would you establish good home-school collaboration? How can you work well with the
parents? How can you help them? How can they help you?
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 LINK Theory to Practice

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

1. Which are most likely the kind of children raised by authoritarian parents?

I. Fearful
II. Inhibited
III. Hostile
III. Withdrawn

A. I and II C. II and III

B. I, II and III D. I, II, III and IV

2. If a child was raised by authoritative parents, how will most likely will he/she behave in class?

A. Relates well to classmates

B. Is suspicious of others
C. Quarrels often with classmates
D. Has low level of independence

3. Which parenting style/s contribute/s to the development of children who have low level of responsibility?

A. Authoritarian C. Permissive
B. Authoritative D. Neglecting and permissive

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 SHOW Your Learning Artifacts
Color Your World

1. 1. Make an artistic, colorful, and c

Then, write a few statements on th

Stick with Acrostic…

2. Make a reflection acrostic abou

2.
H– C–
O– O–
M– M–
E– M–
U–
N–
S– I–
C– T–
H– Y–
O–
O–
L– L–
I–
N–
K–

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 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 4 – Learner Diversity: The Community and Home Environment
Learning Outcomes: Describe the influencing factors in the home environment that affect the students’ learning; *seek advice concerning strategies
that build relationships with parents/guardians and the wider community (6.2.1); and *identify effective strategies on how teachers can work together
with the family

Name of FS Student: __________________________________________________________ Date Submitted: _______________________________

Year and Section: ____________________________________________________________ Course: ______________________________________

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation Sheet questions/tasks observation questions/ tasks questions/tasks observation questions/ tasks
completely answered/ not answered/ not answered/ not answered/accomplished.
accomplished. accomplished. accomplished.

Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions were
answers are with depth and answers are clearly answers are not clearly not answered; 1 answers
are thoroughly grounded connected to theories; connected to theories; one not connected to theories;
on theories; grammar and grammar and spelling are (1) to three (3) more than four (4)
spelling are free from error. free from errors. grammatical/spelling grammatical/ spelling
errors. errors.

Reflection Profound and clear; Clear but lacks depth; Not so clear and shallow; Unclear and shallow;
supported by what were supported by what were somewhat supported by rarely supported by what
observed and analyzed. observed and what were observed and were observed and analyzed.
analyzed. analyzed.

Learning Artifacts Portfolio is reflected Portfolio is reflected on in Portfolio is not reflected Portfolio is not reflected on
on in the context of the the context of the learning on in the context of the in the; context of the
learning outcomes; outcomes. Complete; well learning outcomes.. learning outcomes; not
Complete, well- organized, very relevant to Complete; not organized. complete; not organized,
organized, highly the learning outcome. Relevant to the learning not relevant.
relevant to the learning outcome.
outcome
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days
deadline deadline the deadline or more after the
deadline

COMMENT/S Rating:
Over-all Score (Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below

____________________________________ ________________
Signature of FS Teacher above Printed Name Date
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