Page 52

FIELD STUDY 1 LEARNING EPISODE 4

Learner Diversity:
The Community and Home Environment

SPARK Your Interest

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

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:

 describe the influencing factors in the home environment that affect the students learning;
 seek advice concerning strategies that build relationships with parents guardians and the wider
community (6.2.1); and
 identify effective strategies on how teachers can work together with the family.

REVISIT the learning Essentials

1. Urie Bronfenbrunner's bio-ecological model presents the learner within the context of layers of
relationship systems that make up the learner's environment. The layers are:
Microsystem Mesosystem Exosystem Macrosystem Chronosystem
includes the the connection the bigger Outmost layer the element of
structure such between the social system which includes time patterns of
one's family structures in the which includes cultural values stability and
school and microsystem the city customs and pacing of the
neighborhood government, the laws child's everyday
workplace and life
the mass media

The model helps the teacher look into every aspect in the learner's environment to understand his
behavior. The teacher's important role is not to replace what is missing at home (if any), but to work
so that the school becomes an environment that welcomes and nurtures families. The teacher works
to create work to create a partnership with the family and the community to bring out the best in
every learner.
 Page 53

2. Baumrind's Parenting Styles

Authoritarian. Parents are very firm with their child and expect unwavering and unquestioning
obedience. Rules are set by parents and misbehavior is met with withdrawal of affection,
physical punishment or threats.
Permisive. Parents are not firm or controlling. They have few expectations. May be warm and
caring but appear to be uninvolved and uninterested.
Rejecting-Neglecting. Parents are disengaged with 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.

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 luck self control that they have low levels of independence and responsibility.
Rejecting-Neglecting Parents; are found to be the least competent in their overall functioning and
adjustment.
Authoritative Parents: are socially competent, self-reliant, and have greater ability to show self-
control. They have higher self-esteem and are better adjusted.
-Based on Child Development by Sontrock 2001

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 rules they implement at home concerning their child's schooling
b. the learner's activities and behavior while at home.
5. Write the Learner's Profile.
6. Analyze your observation and interview data.
7. Reflect on your observation experience.
 Page 54
OBSERVE
8. the activity form provided for you to document your observations.
Use
9.
10. An Observation/ Interview Guide for Home-School Link
11.
12. Read the following carefully before you begin to observe/interview. Then write your
observation
13. report on the space provided.
14.
The Learner
1.15.
Make a general observation of the learner. Describe him/her in each of the domains of
16.
development
17.
 physical- body built and height(thin, chubby, underweight, overweight), level of physical
18. activity (fast, slow, lethargic, active, etc.)
 social interaction with teachers and classmates (loner, shy, sociable, friendly, get into
19.
20. fights, liked by others, etc.)
 emotional moods, temperament, cries easily, loses temper, happy, shows enthusiasm,
21.
excited, indifferent, etc.)
22.
 cognitive (appears to understand lessons cope with the lessons, excel, lags behind, shows
23. reasoning skills, turn in assignments and requirements, etc.)
24.
25.
Interview the Teacher
1.
26. What are the most noticeable characteristics of the learner? (emotional disposition, behavior
and discipline, sense of responsibility study habits, academic performance, relationship with
27.
peers, relationship with adults, social adjustment)
28.
2. How does the teacher communicate with the parents? How often? What do they discuss"
29.
How do they decide of the best course of action to resolve issues of problems?
30.
3. How does the teacher while resources in the community to support the teaching-learning
31.
process? How does the teacher utilized work with the community to meet the needs of the
32.
learners!
33.
Interview
34. with Parents
1. Conduct a home visit. Once there observe the home set-up, Home is orderly.
35.
family pictures in the living room, etc.)
36.
2. Use the Interview Questions on the next page. Just ask the questions with which
37.
you feel comfortable
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50. Page 55
Name of Learner: Axel R. Alfonso
Date of Birth _March 21, 2005_____________________________ Age: _17______________
Grade/Year Level: Grade 11 - STEM_______________________ Gender: Male_____ ___
Number of Siblings:______________
Birth Order:_______________________________
Parents: __________________________________________________________
Mother: _______________________________________________________________________
Age:_____ Occupation: _____________Educational Attainment:_________________________
Father: __________________Occupation: ___________Educational Attainment:____________

Learner’s Physical Aspect:

Health
1. Mother's Health during pregnancy with the learner;
The mother’s health during pregnancy with the learner is normal in the sense that she always
eats fruits and vegetables and takes vitamins which is good for pregnant women.
2. Ailments or health problems of the learner as a child;
The child grows up physically and mentally fit and he itself does not have any health problems
ever since he was delivered
3. Age of the learner when he started to walk/talk;
He started to walk at 10 months old and talk few words on 8 months.
4. Food preferences of the learner as a child and at present
When he was a child, he is mix feed as his mother is working. At present he prefers to eat
vegetables & fruits and healthy snacks.
5. Who took care of him/her as a child?
His grandparents took good care of him as a child as his parents are both working.
Learner's Social Aspect:

1. Describe your child's sociability (friendly, outgoing or shy, loner).

The learner is very sociable and easy to get along well with others.
2. Who were the learner's playmates?
The learners’ playmates are her siblings and closed neighborhood and friends.
3. As a child then, was he/she allowed to play outside?
The learner is allowed to go outside for as long as he won’t go beyond the limit like outside the
gate since they were living besides the national highway.
4. Is he/she allowed to go out with friends?
He is allowed as long as he’s not far from home and always bring his sister with him.
5. Do you have rules for him/her to follow regarding going out?
The learner has clear rules regarding going out just too stay inside the premises at all times.
6. What are these rules?
Never go alone without parents’ consent
Never go beyond the house premises.
Never go to national roads.
Emotional-Moral

1. What are your expectations of your child?

To be respectful and do well in the class and be obedient at home.
2. How do you provide a nurturing environment for your child?
The parents does not expect too much of him and always encourage him to express himself and
study hard to have a better future. He was always reminded of their love and care for him despite
of being busy at work.
3. Does your child go to you when she/he feels down or has a problem? What do you do
to meet his/her emotional needs?
 The learner is very expressive to his parents especially to his mother who treated him like a
barkada type. The parents always listen to him when the learner has something to say or share to
them.
4. What do you do when he/she is not successful in something?
If the learner is not successful in something they will just say “its ok you can do it next time”.
How do you discipline your children?
In disciplining the leaner, the parents see to it that they won’t tolerate him and always correct the
child in a biblical pattern since the Father is active in church as well as the mother.

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

The parents’ child has rules in the house that everyone must observe.
1. Never go out without the parents knowing
2. Never tell a lie.
3. Respect everybody.
4. Do diligently each household chores assignment.
2. How do you impose the rules?
The parents impose the rules by posting it in their rooms so that they may be reminded everyday.
3. What are the consequences of breaking the rules?
The parents uses rod or belt “palo” to acknowledge their wrongs and explain them afterwards why
they get it.
Learner's Cognitive Aspect:

1. What are the child's interests?

The child is interest is in Arts, Music, reading & movies.
2. What is he/she good at in school?
The learner is good at school as she is consistently received academic awards or with high
honors since Kindergarten.
3. In what subject/s does he/she have difficulty?
The child does good in every subjects and less diffciculty in math and yet manageable.
4. How do you monitor his/her performance in school? How do you motivate him/her?
The parents always monitor her child performance at school by looking at her assignments
and activities.
5. Do you have rules at home to help him develop good study habits?
Yes, they have the rules.
6. What are these rules? How are they implemented?
The parents learner always imposed to her child to study first and finish the assignment before
watching a tv or movies.

Page 56
After you have gathered all the necessary data, Write the learner’s development profile using the
outline below. Type the profile on a separate sheet and attached it to this learning episode.

THE LEARNERS DEVELOPMENT PROFILE (Outline)

The Learners Development Profile

Name of the Learner: _____________________________________________________________
School: ________________________________________________________________________
Date of Home Visit: _______________________________________
Date of Birth: Age:
Grade/Year Level: Gender:

Family Profile
Number of Siblings:
Birth Order:
Parent
 Page 57

ANALYZE
Your findings and recommendations in the Learner Development Baumrind's Parenting Styles
Profile will help you answer the questions here.
Authoritarian. Parents are very
firm with their child and expect
1. From your home visit and interview, what do you think is
 the style of parenting experienced by the learner? Explain unwavering and unquestioning
obedience. Rules are set by
your answer.
parents and misbehavior is met
The parents of the learner knows when to say NO or YES to her with withdrawal of affection,
and even being consistent on their decision as parent. You cannot sense physical punishment or threats.
the favouritism as they spend equal attention to them. Permisive. Parents are not firm or
controlling. They have few
expectations. May be warm and
2. Relating your data with what you learned from child caring but appear to be
development, what family factors do you think contribute to uninvolved and uninterested.
Rejecting-Neglecting. Parents are
the development and over-all adjustment of the learner in
disengaged with children. Neither
school? demanding nor responsive to
If the parents supports their children on their educational needs, children. Provide no structure,
for sure the children will perform well better than others. It can supervision, support or guidance.
motivate a child to be a good performer at school because they knew Authoritative. Parents achieve a
within their selves that they his parents is always at his back in danger good blend. They are firm yet
loving. Have clear and reasonable
or in victory.
expectations and limits for their
children. Treat children with
respect and warmth. Make
3. Does the communication between the home-school have an children understand consequence
effect on the learner? If yes, what are these effects? of their behavior.
Yes. Because education begins at home. Parents were always the
best teacher of their children. It is good that parents should be Children of:
responsible and vigilant enough to guide their children into a better Authoritarian Parents; are often
education. unhappy, fearful, withdrawn,
inhibited, hostile and aggressive.
They have low self-esteem and
difficulty with peers.
4. How can the teacher partner with the community to Permissive Parents; believe that
contribute to the development and learning of the students? their parents do not care for them.
Who are the people or which institutions can the teacher tap They are often impulsive,
to seek advice regarding the development and learning of aggressive luck self control that
students? they have low levels of
independence and responsibility.
Since the teachers is considered as the second parents in school,
Rejecting-Neglecting Parents;
they can contribute to the development and learning of the students by are found to be the least
conducting a seminar in school where the topic is all about child competent in their overall
development and their attitudes or they can convey it through lectures. functioning and adjustment.
The teacher can ask an advice to the principal in school or directly to Authoritative Parents: are
their student’s parents. 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
Sontrock 2001

Page 58
REFLECT
1. Reflect on your own development as a child. What type of parenting did you experience? How
did it affect you?
 When I was a child my mother is the one who taught us in our study .She is the one who help
me for my assignments, projects and other school activities. This inspire me to teach others also
and share my knowledge like my mother did.

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?
Parent has an important role in their child’s learning development. If I will become a teacher
someday, I will choose to call up the attention of every parents and have a seminar in regards to their
children’s needs: psychologically and emotionally.

Page 59
LINK Theory to Practice

Directions: Read the items given below and encircle the correct answer
1. Which are most likely the kind of children raised by authoritarian parents?

I. Fearful
II. Inhibited
III Hostile
IV. Withdrawn

A. I and II B. I, II and III

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

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

A. Relates well to classmates

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

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

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

1. Make an artistic,
colorful, and creative
visual expression of
your insights or
feelings about the
influence of the
home and school and
community to the
learners.

Then, write a few

statements on the
SHOW Your Learning Artifacts space below about
your visual art
1.

Stick
with
Acrostic…

2. make a reflection
acrostic about the
home, school and
community.
 As a teacher, we are the one who shapes our student in
order for them to have a better future. As what others say,
there’s no such engineers, doctors, architectures, lawyers or
any profession without a teacher. So the effects or influence of
the home and school and community is to provide a better
future for our learners. We will all grow together.

2.

H-onorable C-aring
O-pportunity O-rganized
M-otivation M-erciful
E-ducate M-agnificient
U-nique
S-ocial N-ourish
C-onsistent I-nspire
H-appy T-ogetherness
O-ptimistic Y-ielding
O-pen-minded
L-oving

L-ucid
I-deal
N-urture
K-indhearted

Page 61
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 affect the students’
learning *seek advice concerning strategies that built 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 Excellent Very Satisfactory Satisfactory Needs

Episode Improvement
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation questions/tasks observation questions/tasks not observation
Sheet completely questions/tasks answered/accomplish questions/tasks not
answered/accomplish completely ed. answered/accomplis
ed. answered/accomplishe hed.
d.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely, answered completely, answered completely, observation
answers are with answers are clearly answers are not questions were not
depth and are connected on theories, clearly connected to answered, answers
thoroughly grounded grammar and spelling theories; One (1) to not connected to
on theories, grammar are free from error. three (3) grammatical theories, more than
and spelling are free spelling errors. four (4) grammatical
from error. spelling errors.
Reflection Profound and clear; Clear but lacks depth, Not so clear and Unclear and shallow,
supported by what supported by what shallow, somewhat rarely supported by
were observed and were observed and supported by what what were observed
analyzed. analyzed. were observed and and analyzed.
analyzed.
Learning Portfolio is reflected Portfolio is reflected Portfolio is not Portfolio is not
Artifacts on in the context of on in the context of reflected on in the reflected on in the
the learning the learning outcomes; context of the context of the
outcomes; Compete, Compete, well learning outcomes; learning outcomes;
well organized, organized, very Compete, not not compete, not
highly relevant to the relevant to the organized, relevant to organized, not
learning outcome. learning outcome. the learning outcome. relevant.
Submission Submitted before the Submitted on the Submitted a day after Submitted two
deadline deadline the deadline (2) days or more
after the deadline
COMMENTS Rating:
Over-all Score (Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

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

_________________________________________ ________________
Signature of FS Teacher above Printed Name Date