FIELD STUDY 1 LEARNING EPISODE 4

LEARNER DIVERSITY: THE COMMUNITY AND HOME ENVIRONMENT

SPARK YOUR INTERESTS

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 experience 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 a 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 effect 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 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 –the Exosystem – the Macrosystem – Chronosystem –

includes the connection bigger social outermost layer the element of
structure such as between the system which which includes time, patterns in
one’s family, structure in the include the city cultural values, stability and pacing
school and microsystem. government, the custom an laws. of the child’s
neighborhood. work place and everyday life.
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 up the best in every learner.

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 an uninterested.

Rejecting-Neglecting. Parents are disengaging from children. Neither demanding nor responsive to
children. Provides no structure, supervision, support or guidance.

Authoritative. Parents achieve a good blend. They are firm yet loving. Have clear and reasonable
expectations and limits for their children. Treat children with respect and warmth. Make children understand
consequence of their behavior.

Children of:

Authoritarian Parents: are often unhappy, fearful, withdrawn, inhibited, hostile and aggressive. They
have low self-esteem and difficult 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 Parent: ae found to be the least competent in their over-all functioning an
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.
-Base 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:___________________

To realize my 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 rule they implement at home concerning their child’s schooling
b. the learner’s activities and behavior while at school.
5. Write the learner’s profile.
6. Analyze your observation and interview data.
7. Reflect on your observation experience.
 OBSERVE

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:
 Physical-body build and height (thin, chubby, underweight, overweight), level of physical
activity(fast. Slow, lethargic, active, etc.)
 Social-interaction with teachers and classmate (loner. Shy. Sociable, friendly,
gets into fights. Liked by others, etc.)
 Emotional moods, temperament, cries easily, loses temper, happy, shows enthusiasm, excited,
indifferent, etc.)
 Cognitive (appears to understand lessons, copes with the lessons, excels, lags behind, show
reasoning skill, turn in assignments and requirement, 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 questions with which you feel
comfortable.
Suggested Parent Inte0rview Guide

Your teacher may ask you to use a more detailed interview guide. Be free to translate the
questions, if necessary.

Name of Leader: Jiel Anne Baon Madelo

Date of birth: November 24, 2008
Age: 15
Grade/Year level: Grade 9
Gender: Female
Number of Siblings: 4
Birth Order:4 _____________________________
Parents
Mother: Winnie Baon Madelo
Age:47
Occupation: OFW
Educational Attainments: Highschool Graduate

Father: Wilson Baon Madelo

Age:49
Occupation: none
Educational Attainments: vocational graduate

Learner’s Physical Aspect:

Health
1. Mother’s Health during pregnancy with the learner: Healthy
2. Ailments or health problem of the learner as a child: none
3. Age of the learner when he started to walk/talk: 1 year six months’ walk / 2 years talk
4. Food preferences of the learner as a child and at present: milk, sweets, meats and vegetable
5. Who took care of him/her as a child? Mother and the first born in the family

Learner’s Social Aspect:

1. Describe your child’s sociability. Friendly and sociable
2. Who were the learner’s playmate? Allen Nadera and siblings
3. As a child then, was he/she allowed to play outside? Yes
4. Is he/she allowed to go out with friends? Yes, but not late hours
5. Do you have rules for him/her to follower regarding going out? yes
6. What are these rules? Focus in studies and do household chores, do not go out in late hours, go to
sleep early.
Emotional-Moral
1. What are your expectations of your child? She is a good girl, in school and household
2. How do you provide a nurturing environment for your child? Giving them emotional support and
quidance
3. Does your child go to you when she/he feels down or has a problem? Yes, they ask for advice
What do you do to meet his/her emotional needs? Giving them emotional support
4. What do you do when he/she is not successful in something? As a parent I do advice and support
How do you discipline your children?
1. Do you have rules in the house? What are they? Focus in studies and do household chores, do not
go out in late hours, go to sleep early.
2. How do you impose the rules? Firmly
3. What are the consequences of breaking the rules? Counselling and additional household chore
Learner’s Cognitive Aspect:
1. What are the child’s interest? Studying
 2. What is he/she good at in school? Yes, she got a high honor
3. In what subject/s does he/she have difficulty? Math
4. How do you monitor his/her performance in school? How do you motivate him/her?by asking how
was school and motivating her everyday by cheering showing how proud we are.
5. Do you have rules at home to help him develop good study habits? Yes, especially the sleeping
early at night
6. What are these rules? How are they implemented? sleeping early at night, they need to be slept in
8pm

After you have gathered all the necessary data. Write the learner’s development profile using the
outline below. Type the profile on separate sheer an attached it to this learning Episode.

THE LEARNER’S DEVELOPMENT PROFILE(Outline)

Name: Jiel Anne Baon Madelo

Date of birth: November 24, 2008
Age: 15
Grade/Year level: Grade 9
Gender: Female
Number of Siblings: 4
Birth Order:4

Mother: Winnie Baon Madelo

Age:47
Occupation: OFW
Educational Attainments: Highschool Graduate

Father: Wilson Baon Madelo

Age:49
Occupation: none
Educational Attainments: vocational graduate

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

Answer: Based on the provided information, Learner's physical aspect seems to indicate a healthy
and normal development process. Learner had the advantage of a healthy pregnancy, which can
positively influence their own health and development. Learner did not face any significant health
issues during childhood, suggesting a robust immune system and overall good health. Learner started
walking at 1 year and 6 months, which falls within the typical range of development. Similarly, starting
to talk at 2 years is considered normal. Learner's food preferences include a balanced mix of milk,
sweets, meats, and vegetables, indicating a varied and likely nutritious diet. This suggests a positive
relationship with food and potentially good nutritional habits. Learner was cared for by their mother
and older sibling, which likely provided nurturing and support during their formative years, contributing
to their overall well-being. Overall, Learner appears to have had a physically healthy upbringing with
no major health concerns, reaching developmental milestones within the expected timeframe, and
having access to a balanced diet and caring caregivers.

Social Development
In paragraph form, describe the physical development of the learner. Combine the teacher’s parents’
responses, your own observations.
Answer: Learner exhibits a naturally friendly and sociable demeanor, fostering connections easily with
peers and family alike. Playmates like Allen Nadera and siblings formed a significant part of their social
circle, facilitating shared experiences and companionship during childhood. Encouragement to play
outside suggests a healthy balance between indoor and outdoor activities, promoting social
interaction and physical development. While allowed to venture out with friends, there are sensible
boundaries in place, with a restriction on late-night outings. Rules regarding social outings emphasize
priorities such as academic focus, completion of household chores, and maintaining a healthy sleep
schedule. These guidelines not only instill responsibility but also ensure a balanced approach to social
engagements, reinforcing the importance of education, family involvement, and personal well-being in
Learner's social development.

Emotional-Moral Development
In paragraph form, describe the physical development of the learner. Combine the teacher’s parents’
responses, your own observations.
Answer: Learner's emotional and moral aspect is cultivated within a caring and supportive family
dynamic, prioritizing values of goodness, responsibility, and emotional well-being. The parent's
expectation for Learner is clear: to be a "good girl" both at school and within the household. This
suggests an emphasis on moral conduct and responsible behavior, setting a standard for positive
character development. Learner benefits from a nurturing environment where emotional support and
guidance are readily available. By providing a space where feelings are acknowledged and
addressed, the parent fosters a sense of security and trust, essential for emotional growth. Learner
feels comfortable turning to the parent for guidance and support when feeling down or facing
challenges, indicating a strong parent-child bond and open lines of communication. The parent's
willingness to offer advice demonstrates an active commitment to meeting Learner's emotional needs,
helping them navigate difficult emotions and situations effectively. Handling Setbacks: When Learner
encounters setbacks or failures, the parent responds with advice and support, encouraging resilience
and a growth mindset. By emphasizing the importance of learning from experiences rather than
dwelling solely on success, the parent helps instill valuable life skills and moral principles in Learner,
shaping their development into a well-rounded individual.in summary, Learner's emotional and moral
aspect is nurtured within a supportive family environment that values goodness, responsibility, and
open communication. Through guidance, support, and a focus on resilience, the parent plays a crucial
role in fostering Learner's emotional well-being and moral growth, laying a foundation for positive
character development and personal fulfillment.

Cognitive Development
In paragraph form, describe the physical development of the learner. Combine the teacher’s parents’
responses, your own observations.
Answer: Learner's cognitive development appears to be characterized by a strong interest in studying
and notable academic achievement, as reported by the parent and teacher. Learner's keen interest in
studying reflects a natural curiosity and motivation towards intellectual pursuits, contributing to their
academic success. Achieving high honors in school indicates a high level of competence and
dedication to learning, demonstrating strong cognitive abilities and effective study habits. However,
challenges in the subject of math suggest areas where additional support or resources may be
beneficial to enhance understanding and performance. The parent's proactive approach to monitoring
Learner's performance in school, coupled with consistent motivation and support, creates a positive
learning environment that encourages continued effort and growth. Furthermore, the household's
establishment of rules to promote good study habits, such as early bedtime at 8 PM, reflects an
understanding of the importance of routine and rest in supporting cognitive development and
academic success. Overall, Learner's cognitive development is fostered by a combination of intrinsic
motivation, supportive parenting, and a structured learning environment, laying a foundation for
continued intellectual growth and achievement.

Findings
Write here your salient findings about the learner.
Answer: Learner's emotional and moral aspect is cultivated within a caring and supportive family
dynamic, prioritizing values of goodness, responsibility, and emotional well-being.

Conclusions
Write your conclusion after you have analyze the impact of the school and the home on the learner’s
development. The question in your analysis portion of this learner Episode can help you.
Answer: Overall, the synergy between the school and home environments is essential in fostering
Learner's holistic development. While the school provides academic stimulation and social interaction,
the home offers emotional support, moral guidance, and structure. By recognizing and leveraging the
strengths of both settings, Learner is afforded the best opportunities for growth and success across
various domains of development. Through collaboration between educators and parents, Learner's
journey towards becoming a well-rounded individual is enriched, ensuring a solid foundation for future
endeavors.

Recommendations
Write your recommendation
Answer: To further support Learner's development, it's recommended to foster a collaborative
approach between the school and home environments. Enhanced support in math, such as targeted
tutoring and differentiated instruction, can address Learner's difficulties in this subject. Regular
communication between parents and teachers can ensure a cohesive approach, with updates on
Learner's progress facilitating tailored support strategies. Additionally, promoting social interaction
through extracurricular activities can help Learner develop interpersonal skills. Maintaining a
supportive home environment with consistent reinforcement of study habits and emotional support is
crucial. Furthermore, offering targeted enrichment opportunities aligned with Learner's interests can
nurture their talents. By implementing these recommendations, both the school and home can work
together to provide Learner with the comprehensive support needed for their holistic development.
 ANALYZE

Your findings and recommendations in the learner development profile will help you answer the question
here.

1. From your home 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 leader? 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.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

REFLECT

1. Reflect on your own development as a child. What type of parenting did you experience?

How did it effect you?

Answer: Growing up in an authoritarian household has had a significant impact on me, shaping various
aspects of my development and personality. The strict rules, harsh discipline, and lack of emotional warmth
characterized my upbringing and influenced how I perceive myself and interact with the world around me.
Personally, I've struggled with issues related to self-esteem and self-worth, often feeling inadequate and
fearing failure due to constant criticism and rigid standards imposed upon me. Additionally, the
authoritarian approach to decision-making, where my parents made choices without considering my input,
left me feeling disempowered and unsure of my own abilities to make decisions and assert myself. The
absence of emotional validation and support has also affected my emotional regulation, leaving me ill-
 equipped to manage my feelings effectively. Overall, the authoritarian parenting style has left a lasting
imprint on my psyche, shaping my beliefs, behaviors, and relationships well into adulthood. Recognizing
these effects and seeking support to develop healthier coping mechanisms and interpersonal skills has
been crucial for my growth and well-being.

2. As a future teacher, how would you establish good home-school collaborations? How can you work well
with the parents? How can you help them? How can they help you?

Answer: As a future teacher, establishing good home-school collaborations would be a top priority for me. I
would start by fostering open and welcoming communication channels with parents, ensuring they feel
comfortable reaching out to me with any questions, concerns, or feedback they may have about their
child's education. Regular updates on students' progress, upcoming events, and classroom activities would
be provided through newsletters, emails, or phone calls, keeping parents informed and involved in their
child's learning journey. Additionally, I would actively seek opportunities for parent involvement in the
classroom, such as volunteering opportunities, parent-teacher conferences, and workshops on topics
relevant to their child's education. By creating a sense of partnership and shared responsibility for student
success, I believe we can work together to create a supportive and enriching learning environment for all
students.

In terms of working well with parents, I would approach interactions with empathy, respect, and
understanding. Recognizing that each family has its unique circumstances, backgrounds, and priorities, I
would strive to build trusting and collaborative relationships with parents. By actively listening to their
perspectives, addressing their concerns, and valuing their input, I aim to create a supportive and inclusive
learning community where parents feel valued and respected as partners in their child's education.
Additionally, I would make myself available to parents for support and guidance, providing resources,
strategies, and advice to help them navigate their child's educational journey effectively.

On the other hand, parents can support me as a teacher in various ways. They can reinforce learning at
home by encouraging their child to complete homework assignments, review class materials, and engage
in educational activities outside of school. By communicating any concerns or needs they may have
regarding their child's education, parents can help me better understand and support their child's individual
needs. Additionally, participating in school activities, such as attending parent-teacher conferences,
volunteering in the classroom, and supporting school policies and expectations, demonstrates a
commitment to their child's education and contributes to a positive and productive learning environment for
all students. Overall, by working together as partners in education, teachers and parents can provide the
best possible support for students' academic, social, and emotional development.

Link Theory to Practice

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

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

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

A. I and II C. II and III

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

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

A. Relates well to classmates

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

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

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

SHOW YOUR LEARNING ARTIFACTS

1. Make an artistic color, and creative visual expression of your insight or feelings about the influence of the
home and school and community to the learner

Then, write a few statements on the space below about your visual art
stick with Acrostic…

2. Make a reflection acrostic about the home, school and community link.

1.
 2.
H-armony in every room,
O-pen hearts that warmly bloom.
M-oments shared, memories sewn,
E-very corner, love is known.

Students gathered, eager to learn,

Challenges await at every turn.
Halls bustling with laughter and chatter,
Opportunities for growth, it does matter.
Outstanding performances
Learning and growing, every day

Caring hearts, together we stand,

Offering support, lending a hand.
Many voices, diverse and free,
Making connections, you and me.
Unity in purpose, strength in unity,
Neighbors bound by commonality,
Inviting all to share and thrive,
Together, our community will thrive.
Yes, we are stronger together

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 4- Learner Diversity: The Community and Home Environment
Learning Outcome: describe the influencing factors in the home environment that effect 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 & Section: Course:

Learning Episode Excellent 4 Very Satisfactory 2 Needs Improvement 1

Satisfac
tory 3

All observation One (1) or two (2) Three (3) Four (4) or more
questions/tasks observation observation observation questions/tasks
completely questions/tasks questions/tasks not not
Accomplished answered/ not answered/ answered/accomplished
Observation Sheet accomplished. answered/accomp accomplished.
li shed.
 All questions All questions Questions were not Four (4) or more
were answered were answered answered observation questions
completely, completely, completely, were not answered
answers are answers are answers are not completely, answers are
with depth clearly connected on not connected on
and are Connected on theories, one (1) to theories, more than four
thoroughly theories, grammar three (3) (4) grammatical spelling
Analysis grounded on and spelling are grammatical errors.
theories, free from error. spelling errors.
grammar and
spelling are free
from error.
 Profound and Clear but lacks Not so clear and Unclear and shallow;
clear, depth, supported by shallow; somewhat rarely supported by what
supported by what were observed supported by what were observed and
Reflection what were and analyzed. were observed and analyzed.
observed and analyzed.
analyzed.

Portfolio is Portfolio is reflected Portfolio is not Portfolio is not reflected on

reflected on on in the context of reflected on in the in the context of the
in the context the learning context of the learning outcomes; not
Learning Artifacts of the outcomes; Complete; learning outcomes; complete, not organized,
learning well Complete, not not relevant
outcomes; organized, very organized, relevant
Complete, relevant to the to the learning
highly learning outcome outcome
relevant to
the learning
outcome.

Submitted Submitted on the Submitted a day Submitted two (2) days

before the deadline after the deadline or more after the
Submission deadline deadline

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

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-below

18 12
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