FIELD LEARNING Learner Diversity: The

STUDY 1 EPISODE Community and Home

Environment
FS 1 4
SPARK Your Interest

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

TARGET Your Intended Learning Outcomes

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

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

REVISIT the Learning Essentials

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

Microsystem- Mesosystem- Exosystem- the Macrosystem- Chronosystem-

includes the the connection bigger social
outermost the element of
structure such between the system whichlayer which time, patterns
as one’s structures in includes the city
includes of stability and
family, school the government, the cultural pacing of the
and microsystem workplace and values, child’s
neighborhood the mass media customs and everyday life.
laws
The model helps the teacher look into every aspects in the learner’s environment to
understand his behavior. The teacher’s important role is not to replace what is missing at
home (if any), but to work so that the school becomes an environment that welcomes and
nurtures families. The teacher works to create a partnership with the family and the
community to bring out the best in every learner.

2. Baumrind’s Parenting Styles

Authoritarian. Parents are very fun firm with their children and expect unwavering and
unquestioning obedience. Rules are set by parents and misbehavior is met with
withdrawal of affection, physical punishment or threats.

Permissive. Parents are not firm or controlling. They have few expectations. May be
warm and caring but appear to be uninvolved and uninterested.

Rejecting-Neglecting. Parents are disengaged from children. Neither demanding nor

responsive to children. Provide no structure, supervision support or guidance.
 Authoritative. Parents achieve a good blend. They are firm yet loving. Have clear and
reasonable expectations and 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 and lack self-control; may they have low levels of independence
and responsibility.

Rejecting- Neglecting Parents: are found to be the least competent in their over-all
functioning and adjustment.

Authoritative Parents: are socially competent, self-reliant, and have greater ability to
show self-control. They have higher self-esteem and are better adjusted.

-Based on Child Development by Santrock, 2004

OBSERVE, ANALYZE, REFLECT

Activity 4.1
Observing the learner’s community and home environment

Resource Teacher: Marilou Navarro Teacher’s Signature_________ School: UCV-SHS

Grade/Year Level: 12 Subject Area: Philosophy Date: October 2021

To realize my Intended Learning Outcomes, I will work my way through these steps:

1. Selecta 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 to visit to your selected learner’s residence.
4. Interview the parents about
a. the rules they implemented at home concerning their child’s schooling.
b. the learner’s activities and behavior while at home.
5. Write the Learner’s Profile.
6. Analyze your observation and interview data.
7. Reflect on your observation experience.

OBSERVE

Use the activity form provided for you 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 built and height (thin, chubby, underweight, over weight), 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 assignment and requirements, etc.)

Interview the Teacher

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

Interview with Parents

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

Suggested Parent Interview Guide

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

Name of Learner: JENNIE JOY TAPURO

Date of Birth October 06, 2003 Age: 18
Grade/Year Level: Grade 12 Gender: Female
Number of Siblings:3
Birth Order: 2 second child
Parents: Marilou and Dominador Tapuro
Mother: Marilou Tapuro
Age:50 Occupation: Business-woman Educational Attainment: College Level
Father: Dominador Tapuro Occupation: Business man
Educational Attainment: High Graduate

Learner’s Physical Aspect:

Health
1. Mother’s Health during pregnancy with the learner: Healthy
2. Ailments or health problems of the learner as a child: None
3. Age of the learner when he started to walk/talk: 1 year old
4. Food preferences of the learner as a child and at present: Vegetable
5. Who took care of him/her as a child? Mother and Father
Learner’s Social Aspect:
1. Describe your child’s sociability (friendly, outgoing or shy, loner): Friendly, sociable
2. Who were the learner’s playmates? Cousins, friends
3. As a child then, was he/she allowed to play outside? Yes
4. Is he /she allowed to go out with friends? Yes
5. Do you have rules for him/her to follow regarding going out? Yes
6. What are these rules? Go home at exactly 6:00 in the evening
Emotional- Moral
1. What are your expectations of your child? She is happy
2. How do you provide a nurturing environment for your child? Peaceful
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? Yes, comfort her
4. What do you do when he/she is not successful in something? Hug her
How do you discipline your children? Give lessons
1. Do you have rules in the house? What are they? Yes, don’t tell bad words, don’t
 quarrel
2. How do you impose the rules? When she is wrong
3. What are the consequences of breaking the rules? She clean our house
Learner’s Cognitive Aspect:
1. What are the child’s interest? Making calligraphies, drawings, singing, dancing, travel
2. What is he/she good at in school? Singing, dancing
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? I
ask her every night what they do at the school if she good. I say that you can do it and
gave some reward every she doing good at school.
5. Do you have rules at home to help him develop good study habits? Yes
6. What are these rules? How are they implemented? Do not touch cellphone during
study time. It has a time to hold the cellphone.
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 LEARNER’S DEVELOPMENT PROFILE (Outline)

 The learners’ Development Profile
Name of the Learner: Jennie Joy Tapuro
School: Matucay National High School
Date of Home Visit: October 06, 2021
Date of Birth: October 06, 2003 Age: 18
Grade /Year Level: 12 Gender: Female
Family Profile
Number of Siblings: 3
Birth Order: second of the three
Parent: Marilou and Dominador Tapuro
Mother: Marilou Tapuro
Age: 50
Occupation: Business Woman Educational Attainment: College Level
Father: Dominador Tapuro
Occupation: Business man Educational Attainment: Highschool Graduate
Physical Development
She was healthy during her mother’s pregnancy. She started to talk when she was1 year old
Social Development Baumrind’s Parenting Styles
She is a sociable, friendly and liked by others, because She can go outside with her friends and
colleagues. Her playmates are always her friends and us Authoritarian. Parents
her cousins and are very
yet there firmrules
are still with
that she needs to follow. their children and expect unwavering and
Emotional-Moral Development unquestioning obedience. Rules are set by
The learner shows different emotions such as cries easily if something
parents does notiseven
and misbehavior met meet
with her
expectation, loses temper if there is something that mislead to what she wants to convey, happy,
withdrawal of affection, physical punishment
shows enthusiasm and excited to certain things that makes her to feel these things.
Cognitive Development or threats.
The learner appears to understand the lesson, copes with the lessons, excels, show reasoning skills,
Permissive.
turns in assignment and requirements. Her favorite subject Parents
is MATH. aremother
Her not firm or
monitored her by
keeping in touch with the teacher and during GPTA in controlling.
school. They have few expectations. May
Findings be warm and caring but appear to be
As I observe, the learner shows a healthy physical, social,
uninvolved andemotional-moral
uninterested. and cognitive
development. She is active type of learner because her mother keeps her to go outside and explore
Rejecting-Neglecting. Parents are disengaged
things and with the proper resources she could study well.
Conclusions from children. Neither demanding nor
The learner’s health has a great product of development
responsive in termsThreat
to children. of physical,
childrenemotional,
with
social, and cognitive areas of development. The facts and information were being
respect and warmth. Make children analyze by the
given statement of both teacher and parents.
understand consequences of their behavior.
Recommendations
As a future educator, I strongly recommend that let the learner interacts with others, so the learners
Children of:
would not be a stand-alone learner. Also, utilize the usage the other areas of development to support
her growth throughout the process 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

ANALYZE
Your findings and recommendations in the
Learner Development Profile will help you
answer the questions here.
1. Form your home visit and interview,
what do you think is the style of parenting
experienced by the learner? Explain your
answer.
parents do not care for them. They are
often impulsive, aggressive and lack self-
control; may they have low levels of
independence and responsibility.
Rejecting- Neglecting Parents: are
found to be the least competent in their
over-all functioning and adjustment.
Authoritative Parents: are socially
competent, self-reliant, and have greater
ability to show self-control. They have
higher self-esteem and are better adjusted.

-Based on Child Development by

Santrock, 2004
In my own view, I think that the type of parenting her mother is conducting is more on
authoritarian. That's why it is just appropriate if she is more of an authoritarian.

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?
The learner has proper guidance of her mother and the support of his siblings. One of the
factors that I think contributes to the development of the learner in school is that the strong
family-oriented life style because they feed their children with the value of respect and
freedom and they do not intend to let their children be isolated to other people. Although,
there is a restriction but still it is considered a good reason for having that.

3. Does the communication between the home-school have an effect on the learner? If
yes, what are these effects?
Of course, it has. As we know our parents are our first teachers that are why if they taught
us very well, we will be able to cope up to the outside world we will be dealing with.
Because if we are not taught properly at home, we will not be able to understand the
essence of everything

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 to
seek advice regarding the development and learning of students?
The teacher can have an agreement to the community sector such as public library and
museum to utilize the education by having the application exploration into these different
sectors of the community, so the learner is not limited to the theories and ideology of
learning but with application.
The teacher can tap the local government that concerns with education of the learners to
seek sponsorship for the tools and equipment regarding the development and learning of
the students.

REFLECT

1. Reflect on your own development as a child. What type of parenting did you
experience?
How did it affect you? The kind of parenting that I had experience during my
elementary to high school is the same with my cousin. I have the freedom to explore
and learn things, but the difference is that I have to do it my own capability. My
auntie taught me once and after that I did it all by myself. Because of those
experiences, I learned things by my own ability and strength and it turned out to be
positive because I do not depend on them and I learned to be independent when it
comes to studying.

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? I would like to establish a good home-school collaboration by first getting to
know the background of the learner to their parents by having an interview. Through
interview, I will negotiate to have an agreement of sharing information about the
learner with both sides. In this way, we can help each other by giving them an update
about the status of their learner and they can help me by do not giving strict policy on
the child so we could have a clear connection.
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 C. II and III
B. I, 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
e in class?
A. Relates well to classmates Color Your World…
B. Is suspicious of others
C. Quarrels often with classmates
D. Has low level of independence
1. Make an artistic,
3. Which parenting style/s contribute/s to the development of colorful, and creative
children who have low level of responsibility? visual expression of
A. Authoritarian C. Permissive your insights or
B. Authoritative D. Neglecting and feelings about the
permissive home and school and
community to the
learner.

Then, write a few

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

Stick
1. with
Acrostic…
2. 2. Make a reflection
H – elping my child become what God has called him to be acrostic about the
O – n our home field home, school and
M – aximizing his unique potential and community link.
E – quipping him to strengthen his weaknesses

S – etting prayer in its proper place of importance

C – reating an environment rich with resources
H – elping others by learning in community with them
O – bserving what works and what doesn’t, and
O – ffering correction in the course before him
L – oving this educational choice we’ve made

C – ivic-minded souls
Home and school,
O – rganizations and community of learner has a
developed
big
M – otives pure impact on the future of the learner
M – eeting needs
U – rging good will
N – eeding funding
I – nsisting a better world
T – rue grit
Y – ou and I together
EVALUATE
L Performance
– oving each other Task
I – t’s our welfare, our community
N – obody cares??? WE CARE!!!!!
K - Now we are united
 Evaluate Your Work Task Field Study 1, Episode 4- Learner Diversity: The Community and
Home Environment
Learning Outcomes: Describe the influencing factors in the home environment that affect the
students’ learning; seek advice concerning strategies that build relationships with
parents/guardians and the wider community (6.2.1); and identify effective strategies on how
teachers can work together with the family
Name of FS Student MIKE GALLA Date Submitted:

Year &Section: SS4 Coarse: BSED

Learning Excellent Very Satisfactory Satisfactory Needs

Episode 4 3 2 Improvement
1
Accomplish All observation One (1) to two (2) Three (3) Four (4) observation
ed questions/tasks observation observation questions/ tasks
Observatio completely questions/ tasks questions/ tasks completely
n Sheet answered/accompli completely completely answered/accomplis
shed. answered/accompl answered/accomplis hed.
ished. hed.
Analysis All questions were All questions were Questions were not Four (4) or more
answered answered answered observation
completely; completely; completely; answers questions were not
answers are with answers are are not clearly answered; answers
depth and are clearly connected connected to not connected to
thoroughly to theories; theories; one (1) to theories; more than
grounded on grammar and three (3) four (4)
theories; grammar spelling are free grammatical/ grammatical/
and spelling are from errors. spelling errors. spelling errors.
free from error.
Reflection Profound and clear; Clear but lacks Not so clear and Unclear and shallow;
supported by what depth; supported shallow; somewhat rarely supported by
were observed and by what were supported by what what were observed
analyzed observed and were observed and and analyzed
analyzed analyzed
Learning Portfolio is Portfolio id Portfolio is not Portfolio is not
Artifacts reflected on in the reflected on in the reflected on in the reflected on in the
context of the context of the context of the context of the
learning outcomes; learning outcomes. learning outcomes. learning outcomes;
Complete, well- Complete; well Complete; not not complete; not
organized, highly organized, very organized relevant organized, not
relevant to the relevant to the to the learning relevant
learning outcome learning outcome outcome
Submissio
Submitted before Submitted on the Submitted a day Submitted two (3)
n the deadline deadline after the deadline days or more after
the deadline
COMMENT/S
Over-all
Score

Rating:

(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