Episode 1 – School as a learning environment

Episode 2 – Learners’ characteristics and needs

Episode 3 – Classroom management and learning

Episode 4 – Individual differences and learner’s interaction

(Focusing on differences in gender, racial, religious backgrounds)
Episode 5 - Individual differences and learner’s interaction
(Focusing on different levels of abilities)

Episode 6 – Home-school link

Dr. Orlando Ornedo

Professor

Menchie Maghirang
FS Student BEED-II

1
 THE LEARNER’S DEVELOPMENT AND ENVIRONMENT
FS 1
FIELD STUDY 1

EPISODE 1
SCHOOL AS A LEARNING ENVIRONMENT

Name of FS Student:Menchie Maghirang

Course: BEED-II
Cooperating School: Pagbilao East Elementary School

Your Target
At the end of this activity, you will be competent in determining a school environment
that provides social, psychological, and physical environment supportive of learning.

Your Map
A general observation of the campus and the classroom is an exciting way to start your
observation.

Your mission is to do the following tasks:

1. Visit a school. Look into 2. Accomplish the checklist as you

facilities and support learning move around the school premises.
areas in the campus, then in the
classroom.

4. Make a reflection on the 3. Based on your gathered data in

characteristics of a school the checklist, describe the school
environment that promotes environment.
learning.

5. Present your idea of a good school environment through any of these:

a. Descriptive paragraph b. Photo Essay
c. Sketch or drawing d. Poem, song or rap

2
Your Tools

As you move around the school campus, activity forms are provided for you to document
your observations. It is advised that you read the entire worksheet before proceeding to the
school site. A good understanding of the activities and tasks to be accomplished in the activity
sheets will yield better learning results.

SCHOOL FACILITIES CHECKLIST

Familiarize yourself with the different areas and facilities of the school. Check the
column to indicate their availability. Give a brief description of those that are available on the
last column.

FACILITIES AVAILABLE NOT DESCRIPTION

AVAILABLE
Office of the principal a The principal office is
fully equipped with air-
conditioned. Principal
documents were
arranged and stored in
proper places.
Library a It is well ventilated, free
free from noise,
centrally located and
accessible. Can
accommodate for at
least 20 students. There
is an adequate number
of reference such as
books and magazines.
Counseling room n/a
Canteen/ Cafeteria a There are two canteen
in the school, the first
one have a variety of
foods to sell. They have
nutritious food and also
junk foods. And they
follow proper sanitation
to the food being served
to the students and
teachers. The tables and
chairs are also present
provided for the students.
Refrigerator and faucet are
also available in canteen.

Medical Clinic A The clinic is well-organized.

The medicines are available,
provided and ready for the
students indispensably and
incase of emergency.
Audio Visual/ Media n/a

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Center
Reading Center a good condition
Speech Laboratory a good condition
Science Laboratory a good condition
Gymnasium a good condition
Auditorium n/a
Home Economics Room a clean and orderly
Industrial Workshop Area n/a
PTA Office n/a
Comfort Room for Boys a Clean
Comfort Room for Girls a Clean
Others (Please Specify)

4
 AN OBSERVATION GUIDE FOR THE CLASSROOM VISIT

Read the following statements carefully. Then write your observation report on the provided
space.
1. Describe the community or neighborhood where the school is found.
2. Describe the school campus. What colors do you see? What is the condition of the
buildings?
3. Pass by the offices. What impression do you have of these offices?
4. Walk through the school halls, the library, the cafeteria. Look around and find out the
other facilities that the school has.

Name of the School Observed: Pagbilao East Elementary School

School Address: Brgy. Del Carmen Pagbilao, Quezon
Date of Visit: June 26, 2013

The school of Pagbilao East Elementary School is located at Brgy. Del Carmen Pagbilao,
Quezon in the town proper. I saw very colorful buildings and surroundings of the school campus,
for example; green, orange, blue, etc. Most of the buildings were in good condition while some
of them are having their renovations, and I also noticed that some new classrooms were
constructed to accommodate the school population for the coming years. I can say that the school
is friendly and it is safe and promotes a good learning environment for the pupils. The principal’s
office is situated near the heart of the school premises a few steps away actually from my
observed pre-school class. The office of the principal is very clean and things were arranged
properly from desks, bulletins, shelves and the principal’s table was neat and clean. Classrooms
are well ventilated but I think some of them might need renovations because some of their wall
paints are beginning to peel as well as some damaged chairs needs repairs. The library was clean
by in my opinion it still lacks books to accommodate the needs of the school. The cafeteria is
well enough to support the entire school population; I just hope that during recess time,
cleanliness and food safety standards should be carefully observed.

5
 AN OBSERVATION GUIDE FOR THE CLASSROOM VISIT

Be guided by these tasks as you do your observation. Then accomplish the matrix to
record your data.
1. Look at the walls of the classroom. What are posted on the walls? What heroes, religious
figures, lessons, visual aids, announcements, do you see posted?
2. Examine how the furniture is arranged. Where is the teacher’s table located? How are the
tables and chairs/desks arranged?
3. What learning materials/equipment are present?
4. Observe the students. How many are occupying one room?
5. Is the room well-lighted and well-ventilated?

CLASSROOM FACILITIES MATRIX

CLASSROOM FACILITIES DESCRIPTION

(location, number, arrangement,
condition)
1. Wall Displays Many visual aids were posted on the walls
2. Teacher’s Table Located at the right side in back of the class
3. Learner’s Desk Arranged in three groups; left, center and right
4. Blackboard Located in front
5. Learning Materials/Visual Aids Located on the left side of the classroom
6. Comfort Room Located in front on the left side
7. Shelves Located on the left side of the classroom
8. Lights Fluorescent lights were not busted
9. Ventilation Ceiling fans and a stand fan is present
10. Side Tables Well arranged on the right side of the school

“I entered the classroom with the conviction that it was crucial for me and every
other student to be an active participant, not as a passive consumer….. Learning is a
place where paradise can be created.”

Bell Hooks
Teaching to Transgress
NY: Routledge, 1994.

6
The breaking down of informational materials into their component parts, examining (and trying
to understand the organizational structure of) such information to develop divergent conclusions
by identifying motives or causes, making inferences and/or finding evidence to support
generalizations. It involves:
 Seeing patterns
 Organization of parts
 Recognition of hidden meanings
 Identification of components
 Question cues: analyze, separate, order, explain, connect, classify, arrange, divide,
compare, select, explain, infer (Bloom’s Taxonomy)

WRITE YOUR OBSERVATION REPORT HERE

Name of the School Observed: Pagbilao East Elementary School

Location of the School: Brgy. Del Carmen Pagbilao, Quezon
Date of Visit: July 3, 2013

The pre-school classroom held by Ms.Liza Orinday has many visual aids on the walls,
like alphabets, colors, shapes, pictures of heroes and presidents, tourist spots, etc. The desks
were formed in a u-shaped arrangement to have a spacious center for activities. The teacher’s
table is situated in the right side of the class in back. Bookshelves and other learning materials
are on the classroom sides. The blackboard in front is low and just in the reach of pre-school
children. Learning materials present were textbooks, reference books, big books and other
reading materials as well as charts made by the teacher herself. The number of learners in the
classroom: Boys - and Girls - the total of learners and one teacher. The classroom’s
ventilation and lighting is in very good condition and can properly support a healthy learning
environment for pre-school learners.

Your Analysis
How do the school campus and the classroom in particular impact on the learning of the students
going to school? What are your conclusions?

Well coordinated classroom arrangement with complete facilities and other resources
needed to support learning situations will have a great impact in the learning capacity of the
children. It will maximize or boost the children’s interest in learning and it would be very
comfortable for them to go to school. It will give the motivation that they need and become more
competent in their future studies and the teachers are the key players in making this happen for
every child.
How does this relate to your knowledge of child and adolescent development/How does this
relate to your knowledge of facilitating learning?
It relates in my knowledge about child and adolescent development that made me aware
of the uniqueness and differences of every learner that we have to consider as a future teacher. I
always have to keep in mind that children do not learn in the same rate. In facilitating learning I
have to understand each child’s behavior and personality and chose what strategies suit them
most and use it appropriately.

7
Your Reflections
“To learn and not to think
1. Would you like to teach in the school environment you over what you have learned
just observed? Why? Why not?
is perfectly useless. To think
Yes, because it is not far from home. And I can say without having learned is
that the school has a good approach to their learners. dangerous.”

-Gore Vidal
2. What kind of school campus is conducive to learning?
A school free from destruction like loud noises, and
also have minimal pollution and clean campus premises are
likely to be very conducive to learning.

3. What kind of classroom is conducive to learning?

Classroom should be clean, ventilated and lighted well enough, also have to be spacious
for activities to allow free movements by the students.

4. In the future, how can you accomplish your answer in number 3?

I must be very careful in arranging things and classroom resources and must be prepared
in every classroom situation. I must keep in mind that learners attention span is short and I
should be aware of how to handle different kinds of behavior.

5. Write your additional learning’s and insights here.

It is very important to know and understand that there is no class with every individual
that learns in the same level or speed. Every child completely differs from one another and their
multiple intelligences greatly vary unlike robots that only do what only we programmed them to
do. Children tend to act on their own because they are not machines that always follow whatever
is given to them.

8

Present an illustration
Showing your idea of an
Effective school
Environment through any
of these:
 A Descriptive Paragraph
 A Photo Essay
 A Sketch or Drawing
 A Poem, Song or Rap
My Personal Illustration of an Effective
School Environment the opposite box,
“To be a teacher, in the right sense, is to be a teacher.
Instruction begins when you, the teacher, learn from
the learner. Put yourself in his place so that you may
understand what he understands and in the way he
understands it.”
-Soren Kierkegaard

Effectiveness of school environment relies on its safe learning environment

that is free from hazardous places. And it should have a clean environment to make
the learners comfortable in their studies. Facilities and resources should be present
and ready to give support whenever it is needed like the library, audio visuals, etc.
Learners should know how to respect their classmates and teachers must be able to
adjust smoothly in certain situations. The school is a center of learning, therefore, its
safety standards should be tight to avoid accidents inside the classroom and the
campus itself. Every learner should be develop and given equal attention during
classes and they are expected to follow instructions from their teachers. A school
should be well organized to attract learners to focus more on studies.

9
 THE LEARNER’S DEVELOPMENT AND ENVIRONMENT
FS 1
FIELD STUDY 1

EPISODE 2
LEARNERS’ CHARACTERISTICS AND NEEDS

Your Target
At the end of this activity, you will gain competence in differentiating the
characteristics and needs of learners from different developmental tasks.

Your Map
To reach your target, do the following tasks:

Step 1 Step 3

Observe 3 groups of Validate your observation

learners from by interviewing the
different levels, learners.
(preschool, elem.,
and high school).

Step 2 Step 4

Describe each of the Compare them in terms of

learners based on their interests and needs.
your observations.

10
 An Observation Guide for the Learners’ Characteristics

Read the following statements carefully. Then write your observation report on the provided
space. Your teacher may also recommend another observation checklist if a more detailed observation
is preferred.

Physical
1. Observe their gross motor skills. How they carry themselves. How they move, walk, run, go up
the stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motor skills? Writing, drawing, etc.

Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What are their concerns?

Emotional
1. Describe the emotional disposition or temperament of the learners. (happy, sad, easily cries,
mood-shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self-conscious?

Cognitive
1. Describe their ability to use words to communicate their ideas. Note their language proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence of their
thinking skills.
3. Were there opportunities for problem solving? Describe how did they show problem solving
abilities.

Your Tools
Use the activity form provided for you to document your observations.

LEARNERS’ DEVELOPMENT MATRIX

Record the data you gathered about the learners’ characteristics and needs in this matrix.
This will allow you to compare the characteristics and needs of learners at different levels. The
items under each domain are by no means exhaustive. These are just sample indicators. You may
add other aspects which you may have observed.
Development Preschooler Elementary High School
Domain Indicate age range of Indicate age range of Indicate age range of
children observed: children observed: children observed:
5-6 6 -7 7–8
Physical Walking runs fast walks by himself
Gross-motor skills runs without tripping jumps with both feet runs faster
jump in and maintain can move body parts jumps higher
balance properly can draw simple lines

11
 and figures
Fine-motor skills can hold the crayon
and pencil
Self-help skills

Others

Social answers simple able to speak if asked teacher to student

Interaction with questions communicate with conversation
teachers able to play others can initiate own
cooperatively with conversation with
Interaction with his/her peers his/her friends or
classmates/friends classmates

Interests

Others

Emotional Cheerful energetic always filled with

Moods and loves jokes impatient curiosity with new
temperament, impatient easily distracted things and always
expression of feelings short span of attention want to discover

Emotional
independence cries easily

Others

Cognitive Listens able to understand able to understand

Communication skills able to speak words what others tell them clearly to what
someone said to him.
Thinking skills

Problem-solving

Others

Name of the child: Clarenz Jaranilla

Date:

Time: 8:00 – 9:00 am

Venue: Classroom (Pre-school in Pagbilao East Elementary School)

Pre-school Teacher: Mrs. Derilo

The name of the child that I observed is Clarenz, a 6 year old learner. He can
walk and run without getting himself tripped, his gross motor skills were very good
for his age. In writing, he can easily hold his pencil and write his name on a piece
of paper. He likes to draw animals; he told me that he likes farm animals because
12
his families have them. He is very active and talkative even when is speaking with
people older than him. He loves jokes very much that sometimes his classmates
gets uncomfortable in his pranks. He is not moody and I think that was just his
nature as a child. The salient characteristic that I am able to identify through him is
that he takes things for granted and disregards the effects of his actions. He has a
strong character and he is confident of doing things by himself. He is very
expressive about his ideas or thoughts and when he have done something not
wrong he listens to the teacher silently and sits on his chair to behave.

13
 My Reflection

Upon my observations, the three learners, namely; Marc Clarenz, Risha Mae
and Alexander have common similarities in their developments in physical and
social aspects. But it appears that it is the opposite in intellectual and emotional
aspects. Each learner is different and it is the effect of their environment and the
people they are related and also about how they manage and feel about themselves.

The teaching profession requires lots of patience and each day of teaching is
a pain-staking process by which every teacher has to pay great attention even up to
the smallest details in every learner that he/she is entrusted to nurture. The biggest
challenge that I see is how a teacher must develop ways to deal with undesirable

14
behaviors in each child and how to use the positive attitudes of the learner to put
more emphasis that negative attitudes won’t do something good for them.

15
Your Analysis

Write the most salient developmental characteristics of the learners you observed. Based
on these characteristics, think of implications for the teacher.

Example:

Level Salient Characteristics Implications to the

Observed Teaching-Learning
Process
Preschool  Preschoolers like to  Therefore, the teacher
Age range of move around a lot. should remember to
Learners use music and
observed 3-4 movement activities
not just in P.E. but in
all subject areas.
 Therefore, teachers
should not expect
preschoolers to stay
seated for a long
period of time.

Level Salient Characteristics Implications to the

Observed Teaching-Learning
Process
Preschool Pre-schoolers spent most of The teacher should keep in
Age range of their time in play. mind that in every learning
learners aspect, the teacher should be
involved to plays because the
observed 5-6
child learns more easily in that
way.

Elementary In this age they tend to A teacher should emphasize

Age range of develop their interests in art the importance of writing
learners works such as drawing and skills to the learners. Writing
coloring. is a form of communication
observed 6-7
that is essential in our
everyday life and is necessary
for every learner to learn and
master this skill.
Elementary The learner is doing a lot of Teachers should be able to
Age range of talking and listening. They are provide many group
learners improving their interaction activities as much
communication skills as possible to enable the
observed 7-8
students train their
communication skills in
speaking and listening.

16
Your Reflections

1. While you were observing the learners, did you recall your own experiences when
you were their age? What similarities or differences do you have with the learners
you observed?
I do remember just a pint of it, in particular in my preschool age. As do I recall
how the first day of school was and it was a time where I am afraid to be alone and
meet other people other than my family and playmates. As time passes by we do
learn many things in Day Care Center together with my teacher. We recited poem,
sang many songs, played games, wrote letters and many more. But the difference is
that they don’t have a para-teacher to assists the teacher in the classroom while
the class is on-going. And they do have a sound system to use if they want to sing,
dance and make some exercise.

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

I wouldn’t forget Mrs. Saguros, a teacher who isn’t just focus on the cognitive
domain of her students but also the needs of her students in terms of emotion is
concern. She taught me things that put great emphasis on my behavior and
distinguishing good from bad. She constantly reminded me what it means to be a
good child in our community, although I have been very naive back then because I
was just little. It was only later when I came to realize what she told me and what
she meant. It served as my guideline up until now and it was a lesson that I’ll
treasure for the rest of my life.

3. Which is your favorite theory of development? How can this guide you as a
future teacher?

The theory of cognitive development by Jean Piaget: Intellectual and

Developmental. It helped me understand the vast differences of every learner in
every aspect in learning. Like what my professors always tells us that no children is
alike. They learn at their own level, speed and motivation. It also depends on his
personal experiences and the environment which he is exposed.

4. Share your other insights here.

Every individual goes in the stages of development in the same pattern but not at
the same time and rate.

17
 THE LEARNER’S DEVELOPMENT AND ENVIRONMENT
FS 1
FIELD STUDY 1

EPISODE 3
CLASSROOM MANAGEMENT AND LEARNING

Name of FS Student: Giovan R. Sevillla

Course: BEED - 1
Cooperating School: Pagbilao East Elementary School

Your Target
At the end of this activity, you will gain competence in managing time, space and
resources to provide an environment which is appropriate to the learners and conducive to
learning.

Your Map
To reach your target, do the following tasks:

 Observe a class.
 Using a checklist, find out the evident classroom
components.
 Describe how the classroom is structured/designed to
allow everyone to participate in the learning activities.
 Relate the data in your checklist to the learners’ behavior.
 Reflect on how classroom management affects learning.

18
Your Tools
Use the activity form provided for you to document your observations.

An Observation Guide for the Learners’ Characteristics

Read the following statements carefully. Then write your observation report on the provided
space.

1. As you observe the class, look into the characteristics of the learners. Note their ages.
2. How many boys are there? How many girls?
3. Focus on their behavior. Are they already able to manage their own behavior?
4. Can the learners already work independently?
5. Describe their span of attention.
6. Look into their listening skills and ability to concentrate.
Pagbilao East Elementary School
Brgy. Del Carmen Pagbilao, Quezon
July 23, 2012
During my observation, I encountered different characters of learners in pre-school
under Mrs. Salve D. Porte. Learners at the age of 5 to 6 years old are divided into four major
characteristics of development; Physical (body), social (interaction with peers and adults
around him), emotional (feelings) and intellectual (thinking skills) development.
Physical Development concentrates in muscle control. They run, walk and jump. They
begin to make strides in plays like higher jumping and longer jumping and they were very
active and aggressive in their play time activities.
Social and Emotional Development They were very imaginative, they tend to be
aggressive when they were playing with their friends. They act like the boss, they pretend in
make-believe plays and often brag about that. They learn to give and take or share their
things. They are very appreciative with their achievements especially when being praised.
Many pre-school learners like getting much attention and use that opportunity to show-off
with everybody. Most of all, they like the feeling that they are loved and they are very
important.
Intellectual Development They talk almost all the time, asking so many questions and
very curious of many things. Their language are not yet fully developed as some of them are
still having difficulties in speaking although the majority showed good signs of language use
by talking. They are developing interests in academics although they are still focused on
plays.
The number of the learners that I observed is 15 girls and 13 boys and totaled 28
learners. Some learners showed that they are still not adjusted in socializing with their peers
because they were not that much active in activities. Most of the learners were the opposite; 19
they would talk with everybody like they have known them for a long time.
Their attention shifts quickly, regardless with their gender or age. As they grow,
eventually they can focus longer on things. There is one student in the class whose attention
20
An Observation Guide for the CLASSROOM VISIT

Be guided by these questions as you do your observation of the classroom

management. It is also good to ask the teacher for additional information so you
can verify your observation. Write your notes below; and then organize your data
in the table that follows.

1. Are there areas in the classroom for specific purposes (storage of teaching
aids, books, students’ belongings, supplies, etc.?
2. Are there rules and procedures posted in the room?
3. Did the students participate in making the classroom rules?
4. What are the daily routines done by the teacher? (prayer, attendance,
assignment of monitors, warm-up activities, etc.) How are they done?
5. Is there a seating arrangement? What is the basis of this arrangement?
6. Observe the noise level in the classroom. How is this managed?
7. If a learner is not following instructions or is off-task, what does the teacher
do? (behavior strategies)
8. What does the teacher do to reinforce positive behaviors? (behavior
strategies)

21
Observation notes:

There are areas in the classroom for specific purposes such as storage of
teaching aids and books which is located in the left side of the classroom. The rules
are not posted and only the teacher is imposing it verbally and the learners follow it
accordingly. The rules are the sole responsibilities of the students as they are
expected to follow these regulations in order for them to learn respect and
obedience. Daily routines include a prayer before and after class, exercises to
warm them up and start their day with energy, recess, activity time, play, and
reading stories. The learners follow the routine and it seems that they like doing it
every day.

The characteristics of the learners in my observed class are that they were
very active in play activities. The teacher always reminds them to follow the rules
before they play, it serves as a guideline and a good disciplinary routine without
threatening or making the child feel scared as they behave so that they can play
already. The teacher criticizes the bad behavior and not the child; she would talk
with the child nicely and tell her if he/she have done something wrong. It makes
the child feel that doing bad things is not a good behavior and it is to be avoided.

To reinforce positive behaviors, the teacher uses praise to encourage the

pleasant behavior that a child shows. She also gives awards in the form of stars. If
a student is obedient and participates in every activity, the learner’s receives a star
mark in his/her hand.

The seating arrangement grouped in the learner’s learning level and

behaviors, the teacher explained that she grouped it this way to avoid quarrels and
distractions by a talkative student to a student who makes activities. This way all
children who always participates in activities can do their work without or minimal
interferences and the students who spend most of their time talking, plying while
doing activities and even having snacks can’t bother the others because they are
grouped systematically.

Well organized classrooms offers the learners better learning acquisition and
faster progress for mental growth and development. Good classroom management
enables favorable working conditions in learning and makes school an effective
and enjoyable place to be with.

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 CLASSROOM MANAGEMENT MATRIX

Aspect of Description Effect on the

Classroom
Management
1. Specific Areas in the
Classroom
2. Classroom Rules
3.Classroom Procedures
4. Daily Routines
5. Seating Arrangement
6. Handling misbehavior/ off-
task behavior
7.Reinforcement of Positive
Behavior
8. Taking up measures in
dealing with undesirable
behaviors
9. Others
Learners
(to be filled up after you
answer the analysis questions)
well organized Conducive to learning and
supports the development of
learners
The rules are enforced The learners are able to
verbally and students follows develop their personal
it obediently discipline
Instructional materials and The learners are able to follow
other supplies are prepared for the procedures well
better support in learning
The learners have maintained It promotes attention and
a good routine keeps the learners interested in
class activities
Very spacious and The learners are kept
comfortable comfortable and being focused
in class
The teacher is calm, composed The learners are made aware
and very patient in her class of misbehaviors and their bad
effects on them
Praises were used by the Through proper motivation
teacher which helps keep the and praise, the learners are apt
learner motivated to continue doing their good
behaviors
Helps maintain classroom Misconducts and malpractices
stability and camaraderie of of learners are minimized and
students held in control

10. Others

Think about these practices….

1. Teachers ensure that the learners function as a caring community.

2. Teachers bring each one’s home culture and language into the shared culture of the school.

3. Teachers use strategies to build a cohesive community.

4. Teachers let learners accomplish meaningful tasks and to participate in learning experiences
in which they can succeed.

5. Teachers emphasize more cooperation, less competition.

You may choose to write a reflection paper on this and include it in your portfolio.

23
Your Analysis

1. How did the classroom organization and routines affect the learners’ behavior?

The more organized that a classroom is, the more effective the learners gain
knowledge. The classroom structure is designed to be beneficial for the children. It
has to be well coordinated and does not promote stagnant atmosphere. It is fun to
watch the children as they learn in this kind of classroom setting.

2. What should the teacher have in mind when he/she designs the classroom
organization and routines? What theories and principles should you have in mind?

The teacher should always remember the basic principles in classroom

management. It is to be aware of every actions made by the child in activities in the
classroom. Always stay alert in every situation and be able to adjust or respond
positively within the class.

3. Which behavior strategies were effective in managing the behavior of the

learners? In motivating students? Why were they effective?

Reinforcing positive behaviors and minimizing undesirable traits of the

learners. Motivation is a good strategy in supporting the child’s existing abilities
and interests of the learners. The teacher will find it easier to handle and use a
wider variety of teaching methods in this technique. If an approach doesn’t give
the desired outcome, the teacher can always try another until it becomes effective
or suitable for the learner.

24
Your Reflections

1. Imagine yourself organizing your classroom in the future. In what grade/year

level do you see yourself? What routines and procedures would you consider for
this level? Why?

I think it would be in grade 6. This grade level is more suitable in me rather

than in the lower grades as this can reflect my personality and overall look as a
teacher. It is easier to deal with students at this stage because they have more
experience in learning rather than in earlier grade levels. There were many
different routines that I can try and explore to handle the class. They can be
disciplined verbally and it is easier to get their attention. I observed this kind of
class in my mother’s class. Though I still also want to try in pre-school because it
is my major. It poses a big challenge for me. I want to consider the routines that
emphasize the child’s behavior and build their character in group works and
socialization plays and activities. I believe this kind of approach can help in
promoting good working relations in children as well as proper manners inside the
class which can result for better learning.

2. Make a list of the rules you are likely to implement in this level. Why would you
choose these rules?

Be kind to your fellow classmates, Maintain the surroundings clean, Listen

to the teacher, Do not quarrel with each other and say “I am sorry” if you have
done something wrong. I chose these rules to make each child aware of the basic
do’s and don’ts common in a class. They have to understand that it is for their own
well-being and it must serve as a guiding principle that cleanliness, respect and
acceptance is a major component for an effective and friendly school environment.
It is essential to promote good manners to the children because most of them have
the potential that they will carry this kind of behavior for the rest of their lives. It
will nurture them as a good citizen of the school and community if they will
continue this as they grow which I hope they will.

3. Should learners be involved in making the class rules? Why?

Yes, the learners should get involved in making class rules because they will
feel that they really have to obey and follow it. They will develop the feeling that
they should act upon their own words because they are the ones who approved and
helped make the rules. They will realize that they are not cooperative students if
they are the ones who would disobey the rule.

25
Name of the child: Marc Clarenz Jaranilla

Date: July 25, 2012

Venue: Pagbilao East Elementary School

Time: 9:00 – 10:30 am

Observational Checklist

BEHAVIOR FREQUENCY
Fidgeting in seat IIII
Getting out of their seat IIII – I
Walking around during class II
Interrupting others work IIII
Physical aggressiveness towards his/her peers II
Talking with seatmate IIII - III
Screaming loud III
Participation in activities I
Not participating in activities II
Not paying attention IIII

Noted by: _________________

(Cooperating Teacher)
Date noted: _______________
Name of the Observer: Giovan R. Sevilla

26
Name of the child: Cheska Jovine Decena
Date: July 30, 2012
Time: 9:00 – 10:30
Venue: Pagbilao East Elementary School

Observational Checklist

Situation Antecedent Behavior Consequence

Reading words Teacher Porte told the He didn’t read Teacher Porte told
written in the students “eyes front because she was him to read after her
blackboard (9:30 am) and read the words on nervous and bothered five times
the board
9:45 am Teacher Porte told a He didn’t participate Teacher Porte told
group of students to with her classmates him to stay stood and
read the words on the and just stood read again after her
blackboard
Writing in activity Teacher Porte said He talked to her He and his seatmate
notebook 10:00 am “get your activity seatmate before didn’t finish the
notebooks” getting her activity activity and they don’t
notebook got a star mark
10:15 am none is observed not doing the activity The teacher ignored
the situation
10:30 am none is observed interrupting seatmate The teacher ignored
during activity the situation
talking to her The teacher reminded
seatmate loudly him to keep his voice
down and to do his
activity.

27
 THE LEARNER’S DEVELOPMENT AND ENVIRONMENT
FS 1
FIELD STUDY 1

EPISODE 4
INDIVIDUAL DIFFERENCES AND LEARNER’S INTERACTION
(focusing on differences in gender, racial, religious backgrounds)

Name of FS Student: Giovan R. Sevillla

Course: BEED - 1
Cooperating School: Pagbilao East Elementary School

Your Target
At the end of this activity, you will gain competence in determining teaching approaches
and techniques considering the individual differences on the learners.

Your Map
The learners’ individual differences and the type of interaction they bring surely affect
the quality of teaching and learning. This episode is about observing and gathering data to find
out how student diversity affects learning.
To reach your target, do the following tasks:

Step 1. Observe a class in different parts of the school day.

(beginning of the day, class time, recess, etc).

Step 2. Describe the characteristics of the learners in terms of

age, gender, and social and cultural diversity.

Step 3. Describe the interaction that transpires inside and

outside the classroom.

Step 4. Interview your resource teacher about the principles and

practices that she uses in dealing with diversity in the classroom.

Step 5. Analyze the impact of individual differences on

learners’ interaction

28
Your Tools

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

An Observation Guide for the Learners’ Characteristics

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

1. Find out the number of students. Gather data as to their ages, gender, racial groups,
religious and ethnic backgrounds.

During class:

1. How much interaction is there in the classroom? Describe how the students interact with
one another and with the teacher. Are there groups that interact more with the teacher
than others.
2. Observe the learners seated at the back and the front part of the room. Do they behave
and interact differently?
3. Describe the relationship among the learners. Do the learners cooperate with or compete
against each other?
4. Which students participate actively? Which students ask for most help?
5. When a student is called and cannot answer the teacher’s question, do the classmates try
to help him? Or do they raise their hands so that the teacher will call them instead?

Outside class:

1. How do the students group themselves outside the class? Homogenously, by age? by
gender? by racial or ethnic groups? Or are the students in mixed social groupings? If so,
describe the groupings.
2. Describe how the learners interact with each other? What do they talk about?

29
 Observation Report

Name of the School Observed: Pagbilao East Elementary School

School Address: Brgy. Del Carmen Pagbilao, Quezon

Date of Visit: July 25, 2012

Pre-school learners under Mrs. Porte have 27 students, 14 boys and 13 girls.
All learners are Filipino (Tagalog). Their religion is Roman Catholic. During the
class there were much interaction inside the classroom between the learners and
the teacher as well as the learner to another learner. The students interact by
playing with each other and talking to one another. The students interact with the
teacher by answering the questions asked by the teacher or other responses of the
learners to the teacher like body gestures. I observed that if the teacher is in front
of the class, the learners at the back kept talking to themselves and having their
own conversations. Some of them listen more and do what the teacher says but
most of them doesn’t pay much attention. The learners cooperate well with each
other, I noticed some students try to assist their fellow classmates if they have
finished their own work, I think that there isn’t much competition between them, or
if there is any, it is in an absolute minimum. The boys are very active in activities,
they are quite energetic more than girls. When a teacher’s question isn’t answered
by a particular student, others quickly raises their hands and makes a loud noise to
get the teachers attention. They are not allowed to go outside the classroom for
safety measures so they don’t get much interaction from there except when it’s
time for lunch where their respective guardians came to fetch them. They talk
much about their favorite cartoon shows during their free time.

30
Your Analysis

1. Identify the persons who play key roles in the relationships and interactions in
the classrooms. What roles do they play? Is there somebody who appears to be the
leader, a mascot/joker, an attention seeker, a little teacher, a doubter/pessimist?

I observed, Marc Clarenz Jaranilla, he was like the little boy leader of the
class, he is good in jokes and he always have some of that during class hours. He is
quite noisy but the good thing about him is that he learns fast than the others.
When he is finished of his work he walks around the class like a teacher, from
there I noticed that he tries to help some of his classmates who’s having
difficulties. He is a good role player in that class.

2. Are students coming from the minority group accepted or rejected by the others?
How is this shown?

Every learner in this class is purely Tagalog, and if there would be any in
case, anyone coming from a minority group, he is well-accepted. The class is
friendly and it is good to see that there isn’t much fight among them not like when
I was at their ages.

3. How does the teacher influence the class interaction considering the individual
differences of the students?

The teacher makes her influence in the class interaction by giving good
consideration in every individual difference of the learners. She keeps in mind the
behaviors of every student and uses it in a way that she can utilize it for a good
classroom atmosphere.

4. What factors influence the grouping of learners outside the classroom?

I think that the factors that influence the grouping of learners outside the
classroom have similarities with their groupings inside. The close friends inside the
class also is the same groupings to be found outside, I think this is what they call
“the gang age” I recently encountered in psychology. A certain group would stick
together inside/outside the class it is there where they first have the taste of what
we call “barkada.”

31
Your Reflections

1. How did you feel being in that classroom? Did you feel a sense of oneness or
unity among the learners and between the teacher and the learners?

I felt their acceptance and respect for me, they became very friendly and
always smiles back at me. Yes, the entire class gives the feeling of oneness and it
is felt in the classroom atmosphere. The learners unity is seen together with their
teacher as they know how to trust and respect each other.

2. In the future, how would you want the learners in your classroom to interact?
How will you make this happen?

There are a lot of possible scenarios in the future if I would be teaching in

my own class and I don’t presume to know them all. But, if I would have that
opportunity, I can explore many strategies considering their abilities and interests.
As a teacher, I must be sensitive to every classroom situation and I must act
accordingly to that. I want my learners to be cooperative and friendly, I’m
idealistic and I promote friendliness among teaching situations to make students
participate and I believe I can have their respect and attention that way.

3. How will you encourage all learners, regardless of religious, ethnic or racial
background, to interact and participate?

I would never try to force them if they can’t do an activity or work, if they
can’t do a task I’ve given them, I should be the one to adjust to help them learn.
Consideration is essential, as a teacher I have to be very patient and meticulous
about my approaches to learners. Every learner learns through different strategies.
They are unique; there is no class that learns the same exact way with each other.
Some learn better by doing, some by listening, some by playing, etc.

32
 THE LEARNER’S DEVELOPMENT AND ENVIRONMENT
FS 1
FIELD STUDY 1

EPISODE 5
INDIVIDUAL DIFFERENCES AND LEARNER’S INTERACTION
(focusing on different levels of abilities)

Name of FS Student: Giovan R. Sevillla

Course: BEED – 1
Resource Teacher: Mrs. Porte
Cooperating School: Pagbilao East Elementary School

Your Target
At the end of this activity, you will gain competence in determining, understanding and
accepting the learners’ diverse backgrounds; and in relating the learners’ background to their
performance in the classroom.

Your Map
To reach your target, do the following tasks:

4. Write a narrative 1. Observe two or more learners

report and a brief of different abilities but from the
reflection on your same grade or year level.
experience.

2. Find out some

information about
their background.
3. Observe them as they
participate in a classroom
activity.

33
Your Tools

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

An Observation Guide for Individual Differences

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

1. Observe the class to see the differences in abilities of the learners.

2. Try to identify the students who seem to be performing well and those
that seem to be behind.
3. Validate your observations by asking the teacher about the background
(family, socio-economic, presence of some learning disability, etc.) of
these children.
4. Observe the behavior of both the high achieving and low-achieving
learners. Note their dispositions, pace in accomplishing tasks, interaction
with teacher, and interaction with others.
5. Observe the teacher’s method in addressing the individual learning needs
of the students in his/ her class.

34
 OBSERVATION REPORT

Name of the School Observed: Pagbilao East Elementary School

School Address: Brgy. Del Carmen Pagbilao Quezon

Date of Visit: July 30, 2012

I noticed most learners learn quickly with the help of visual aids, they love
pictures and they have good imagination. They prefer to learn that way than other
teaching approaches. Although, some of them learn better by hearing and others
through kinesthetic which is rare in the class. The learners that performs well in
class is grouped in row 3 or the left side of the class, the average is in the middle
and those with a slower rate of learning is on the right side which I notice is near
the teacher. I asked Mrs. Porte about learners which might have a learning
disability. According to her, some students have very short attention span and can’t
follow simple tasks and directions. I observed that the fast learners are the ones
who actively participates in activities and shows much interest than others. The
slower learners are those who spent most of their time and playing and have
showed signs of short attention span. The teacher knew this very well, every
learner learns at their own rate. She told me that it is normal for a class to have vast
differences in learning rates in different subjects because of the learner’s common
interests in particular. Different teaching methods were used to achieve a good
learning rate among the students. The teacher continuously devised ways to cope
up with this situation to give the learners and the teacher itself to adjust and make
learning effective in the best possible way.

35
Your Analysis

1. Did your observation match the information given by the teacher? Were you
able to correctly identify who among the students performed well and who did not?
What behavior helped you identify them? (volunteering to answer, responding to
teacher’s directions, etc)

Yes, the teacher gave me the information. Yes I was able to identify who
among the learners performs well and who are not. The behaviors or traits that
helped me identify them are by their volunteering to answer the teacher’s questions
and they respond to the teacher’s given instructions. They listen carefully and this
students is in the 3rd row or group.

2. Describe the differences in ability levels of the students in the class. Is there a
wide gap between the students who are performing well and those that are not?

The different ability of levels of the learners in this class is in their ability to
interpret and follow instructions, attention span, and lack of interest in subjects
because they focus in plays. The gap is wide between the learners who can perform
well than those who are not.

3. Describe the methods used by the teacher in handling the students’ differences
in abilities. How did the students respond to the teacher?

The teacher used playful approaches in learning to get the learners attention.
She made good use of visual aids to make fun games about letters, colors, shapes,
etc. It was an effective method as it caught the learner’s attention and they
participated with interest. She grouped them while considering their differences in
abilities; she made her best efforts to make balance in the groupings. It promoted a
good learning situation and the students responded well to the teacher.

36
Your Reflections

1. Recall the time when you were in the elementary or high school. Recall the high
and low achievers in your class. How did your teacher deal with differences in
abilities? Was your teacher effective?

In my elementary days, I remember that we are paired in two’s. One is a fast

learner and the other is slower, it was a strategy to balance and help the slow
learner learn from his seatmate. This way the fast learner can influence and help
the slow learner focus on studies and minimize distractions if the fast learners will
be grouped together so as the slow learners because learning would be one-sided.
The teacher continuously makes efforts to promote this strategy to us and reminded
us daily to study and focus. Eventually, the slow learners are able to grasp the
method and began showing signs of improvements. Its effectiveness was seen in
the middle parts of the school year and it was evident in the closing months as the
slow learners have made vast advances in their abilities.

2. With the principle of individual differences in mind, what methods and

strategies will you remember in the future to ensure that you will be able to meet
the needs of both the high and low achievers in your class?

I will always keep in mind the variety of ways that an individual think,
involving their learning styles and multiple intelligences which they learn or prefer
most. Use varied instructional approaches to help students learn in the best way
possible for them.

37
 THE LEARNER’S DEVELOPMENT AND ENVIRONMENT
FS 1
FIELD STUDY 1

EPISODE 6
HOME-SCHOOL LINK

Name of FS Student: Giovan R. Sevillla

Course: BEED – 1
Resource Teacher: Mrs. Porte
Cooperating School: Pagbilao East Elementary School

Your Target
At the end of this activity, you will gain competence in reflecting on the impact of home
and family life to learning.

Your Map
To reach your target, do the following tasks:

Home and
School Link

 Select a learner from the class whom you have observed.

 Conduct a home visit to your selected learner.
 Describe the family in terms of
 Number of siblings
 Number of siblings in school
 Reflect on how the feelings of belongingness and acceptance and cooperation are emphasized
in the play.
 Interview the parents about
 The rules they implement at home concerning their child’s schooling.
 The learner’s activities and behavior while at home.

38
Your Tools
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 provided space.

The Learner

1. Make a general observation of the learner. Describe him in each of the domains of
development:
 Physical-body built and height (thin, chubby, underweight, overweight), level of
physical activity (fast, slow, lethargic, active, etc.)
 social-interaction, with teachers and classmates (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, 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, peers, relationship with adults, social adjustment)
2. How does the teacher communicate with the parents? How often? What do they
discuss? Agree on?

Interview with Parents

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

39
 Suggested Parent Interview Guide

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

Name of Learner: Marc Clarenz Jaranilla

Date of Birth: March 18, 2007
Grade/Year Level: Pre-school
Number of Siblings: 2
Birth Order: 1st
Age: 5 years old and 7 months
Gender:Male
Parents:
Mother: Joy Jaranilla
Age: 27
Occupation: Small Scale business woman Educational Attainment: Vocational
Father: Sonny Jaranilla
Occupation: OFW Educational Attainment: Vocational

Learner’s Physical Aspect:

Health:
Mother’s Health During Pregnancy with the learner:
I am physically fit during my pregnancy with Marc Clarenz.

Ailments or health problems of the learner as a child:

The health problems that I remember with Marc Clarenz as a child is cough, cold and flu.

Age of the learner when he started to walk/talk:

It was about a year when he started to walk and a few months later he had his first words.

Food preferences of the learner as a child and at present:

He likes hotdogs very much, like most children that I know. Fried chicken and
sandwiches are also his favorite.

Who took care of him/her as a child?

I personally took care of him as a child.

40
Learner’s Social Aspect:
Describe your child’s sociability (friendly, outgoing or shy, loner)
He is very outgoing and friendly. He is never shy or la loner because he talks all the
time and he approaches peers like he have known them for so long.

Who were the learner’s playmates?

Kids of our neighbors and his classmates.

As a child then was he/she allowed to play outside?

Its only when he entered preschool that I allowed him to play outside.

Is he/she allowed to go out with friends?

Do you have rules for him/her to follow regarding going out?
What are these rules?
He is still not allowed to go out with his friends, he is too young and reckless. Yes there
are rules, 1st: He should come home if I called him and 2nd is do not play outside where I cant see
him or too far from our home.

Emotional-Moral
What are your expectations of your child?
He learns fast, I’m expecting him to keep it up as he grows.

How do you provide a nurturing environment for your child?

I always remind Clarenz to be nice and I make sure that his needs are met as much as
possible. I want the best for my child.

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/
Clarenz is a sweet child even if he is noisy and doing so many messy stuff, but when he
have a problem, you can see him just sitting somewhere in the house. He stays silent unless
someone approaches him, it’s only there that he would share what he feels. When he is sick he
comes to me and places his head in my arm and hugs me softly.

What do you do when she/he is not successful in something?

I told him that it’s not every time that we can be successful in everything. He is still
young, he has a lot to learn, and he will learn from every failure that he experiences.

41
How do you discipline your children?
I discipline him verbally as much as possible, my husband and I promised to ourselves
that physical punishment is not good for our children.

Do you have rules in the house? What are they?

Yes, we always eat together during dinner, it is a family tradition.

How do you impose the rules?

I just call them, and they know what they should do.

What are the consequences of breaking the rules?

No TV, and no playing outside the house would be enough to discipline my children.

Learner’s Cognitive Aspect:

What are the child’s interests?
He likes to watch fantasy movies, when he plays he imitates them. He likes to play ball
games. At an early age he shows signs of interest in basketball.

What is he/she good at in school?

He is good in numbers and reading.

In what subject/s does he/she have difficulty?

He is having a hard time in drawing.

How do you monitor his/her performance in school? How do you motivate him/her?
When I fetch him in school, I try to ask his teacher about his progress and back at home if
there is any free time we spend a few time together and study.

Do you have rules at home to help him develop good study habits?
What are these rules? How are they implemented?
Yes. It is only one rule. Study when I call him or sleep early without TV if you defy me.

42
 THE LEARNER’S DEVELOPMENT PROFILE

Name of the Learner: Marc Clarenz Jaranilla

School: Pagbilao East Elementary School

Date of Home Visit: September 24, 2012

Date of Birth: March 18, 2007

Grade/Year Level: Preschool Age: 5 years old

Gender: Male

Family Profile

Number of Siblings: 2

Birth Order: 1st

Parent:

Mother: Joy Jaranilla

Age:

Occupation: Small scale business Educational Attainment: Vocational

Father: Sonny Jaranilla

Occupation: OFW Educational Attainment: Vocational

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.
Recommendations
Write your recommendations.

43
From my observations, the physical development of Marc Clarenz is good because he showed
good signs of fine motor skills and also according to her teacher. The social development of
Clarenz is also in good shape, he is friendly although at times he makes his peers irritated to him
because of his too much noise and messing around. Her mother told me that his friendliness is
often mistaken as being a bully because he seems to be like a big boss. Clarenz emotional-moral
development is built around his moral character, he is not a shy person but when he have
problems ne likes to be alone and he doesn’t talk like the usual Marc Clarenz that I know. Mrs.
Porte noticed that Clarenz is easily affected by his emotions and his personality depends much
on how he feels. If he is sad, he just sits and stays silent and if he is happy, he moves around and
talks non-stop with his peers. The salient findings that I observed about him is that he has the
ability to learn fast, when he is motivated and interested, he can do things better. The cognitive
development was good, he is an all-around learner and he does things well during class except
fidgeting in seat and like a talk show host, he talks non-stop.

The activeness of a learner like Marc Clarenz demonstrates or shows a child’s capability
in school to learn and adapt to his/her environment. It is an important factor for it will chart the
future of the child for the coming years of his life. The learner makes more progress when he is
socially interactive and mentally active in participating in class activities. They can easily
express themselves verbally and clearly and they develop faster the skills needed to cope up with
our community and prepare them for the next level of education. I recommend that this kind of
leaner have to be given proper attention and every learner needs to be trained or taught how to
socialize because it is a general need to our community. A child who tends to be isolated and not
encouraged by parents or teachers to express themselves is a big hindrance to his/her progress as
a learner.

44
Baumrind’s Parenting Styles
Authoritarian. Parents are very firm with their children and expect unwavering and unquestioning
obedience. Rules are set by parents and misbehaviors is met with withdrawal of affection, physical
punishments or threats.
Permissive. Parents are not firm of 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 limits for their children. Treat children with respect and warmth. Make children understand
consequence of their behavior.

Your Analysis
Your findings and recommendations in the Learner Development Profile will help you answer the
questions here.
1. From your home visit and interview, what do you think is the style of parenting experienced by the
learner? Explain your answer.
Authoritative parenting because the children is respected and given proper care without doing any
physical harm if they committed a mistake; they have a good blend in their family even if Mr. Jaranilla is
not there because he have to work overseas for the family’s living. The family is strongly bonded with
love and affection and does not promote punishment for discipline.

2. Relating your data with what you have learned\ from child development, what family factors do you
think contribute to the development and over-all adjustment of the learner in school?
It is the good family relationship which affects greatly the child’s performance in school. He is
treated nicely and he feels secured that is why he is not bothered and his young mind is at ease having
only minimal stresses which can maximize the learning capability of the child.

3. Does the communication between the home-school have an effect on the learner? If yes, what are these
effects?
Yes, they can easily identify problems within the child and can provide solutions right away. It
helps the child intact in learning with continuous exchange of information from school and home. This
way the child receives the right amount of attention, enough for the learner to be properly prepared for
school.

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 Parent: 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
45
Your Reflections
1. Reflect on your own development as a child. What type of parenting did you experience? How
did it affect you?
As a child, I can recall that at first I experienced an authoritarian parenting up until
middle elementary. It affected me greatly, because honestly I developed the sense of hate and
loneliness that built up inside of me. I wanted a bit of freedom that they usually don’t give me.
They always made me follow all their rules without complaint and most of my offenses are met
with punishment. My sisters also had their share except my youngest brother because many
things have changed since then. Now, it was totally different, I can do what I want, when I want,
where I want. I only follow my own rule and do what I want without their consent. I’m not
rebellious; maybe they have learned that too much authority is a bad thing. I just turned 24, I
know what I should do, and I’m not getting any younger. I have all the reasons now to change
and do things right. I have a great mother who gives me what I need even if at times I’m doing
things the wrong way. My friends who brings up the sun against the stormy days and my
teachers who’s guiding me to the right path that I have missed for so long. And the person who
saved me from falling to pieces, I never regretted anything. If there is any lesson that I learned
from my development as a child up to now. It is “Time is one thing in this world that we cannot
recycle, never let the opportunities come and go like the wind,” grab it, its worth.

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?
As a future teacher, I will talk with the parents and stakeholders with respect and
approach them nicely for in this way will be in the benefit of all especially the learner. If I can
establish a good home-school link, I can be able to work better and help the primary concerns of
the parents and learners to the school. I can identify their needs easily and make the right
adjustments best suited to help them and provide sufficient information to the parent about their
child’s progress in school. Without this kind of link in communication or link in school and
home, the child’s improvement can be lessened as well as the effectiveness of my teaching
strategies will be held to a minimum. The child can better be understood if the parents and
teachers work together with ease and this will be the bridge to a child’s success in their
performance in school.

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1. Make an artistic,
colorful, and creative Optional Reflection Activities
visual expression of
your insights or 1.
feelings about the
influence of the home
and school 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 and school link.

H – Helping
O – Organize a
M – Meaningful
E – Environment for learners

S – Shares
C – Cares and
H – Hopes to
O – Open up
O – Opportunities to make
L – Learning better

L – Loving and
I – Immensely
N – Nurtures the
K – Kids for the future
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