Learning Learner Diversity: The

FS1 Episode Community and Home

Environment

4
SPARK Your Interest

Episode 3 provides an opportunities for you to have a more in-depth look into the factors
that affect the development of a learner. Focus will be on the early experiences and
characteristics of the learner as described by the family and other significant others. You will
also focus how the teacher links with the community to maximize the learning and
development of students.

TARGET Your Intended Learning Outcome

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

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

REVISIT the Learning Essentials

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

Microsystem- Mesosystem Exosystem-the Macrosystem- Chronosystem-

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

2. Baumrind’s Parenting Style

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

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

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

responsible 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 consequences 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 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 Santrock, 2004.
 OBSERVE, ANALYZE, REFLECT

ACTIVITY 4.1: Observing the learner’s community and home environment

Resource Teacher:____________________ Teacher’s Signature:_________________

School:____________________________ Grade/Year Level:__________________
Subject Area:_______________________ Date:________________

To realize the Intended Learning Outcomes, work your way through these steps:
Step 1. Select a learner from the class which you have previously observed.
Step 2. Interview the teacher about the learner’s characteristics and the community.
Step 3. Conduct a home visit to your selected learner’s residence.
Step 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
Step 5. Write the Learner’s Profile
Step 6. Analyze your observation and interview data
Step 7. Reflect on your observation experience

OBSERVE

An Observation/Interview Guide for the Home-School Link

Read the following carefully before you begin the observation/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, overweight), level of
physical activity (fast, slow, lethargic, actve, etc).
 Social-interaction with teachers and classmates(loner, shy, sociable, friendly, gets
into fights, liked by others, etc. )
 Emotional moods, temprament, cries easily, loser 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 learners? (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 parmets? How often? What do
they discuss? How do they decide of the best course of action to resolve issues or
problems?
3. How does the teacher ytilize resources in the community to support the
teaching-learning process? How does the teacher work with the community to
meet 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)
2. Use the Interview Questions on the next page. Just ask the questions with which
you feel comfortable.

SUGGESTED PARENT INTERVIEW GUIDE

Name of Learner:

Date of Birth:

Age:

Grade/Year:

Gender:

Number of siblings:

Birth Order:
Parents:

Mother:

Age: Occupation: Educational Attainment:

Father:

Age: Occupation: Educational Attainment:

Learner’s Physical Aspect:

Health

1. Mother’s health during pregnancy with the learner:

2. Ailments or health problems of the learner as a child:
3. Age of the learner when he started to walk/talk:
4. Food preferences of the learner as a child and at present:
5. Who took care of him/her as a child?

Learner’s Social Aspect:

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

2. Who were the learner’s playmate?
3. As a child then, was he/she allowed to play outside?
4. Is he/she allowed to go out with friends?
5. Do you have rules for him/her to follow regarding going out?
6. What are these rules?

Emotional-Moral

1. What are your expectations of your child?

2. How do you provide a nurturing environment for your child?
3. Does your child go to you when she/he feels down or has a problem? What do you do to
meet his/her emotional needs?
4. What do you do when he/she is not successful in something?
How do you discipline your children?

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

2. How do you impose the rules?
3. What are the consequences of breaking the rules?

Learner Cognitive Aspect:

1. What are the child’s interests?

2. What is he/she good at in school?
3. In what subjects does he/ she have difficulty?
4. How do you monitor his/her performance in school? How do you motivate him/her?
5. Do you have rules at home to help him develop good study habits?
6. What are these rules? How are they implemented?

THE LEARNER’S DEVELOPMENT PROFILE(Outline)

Name of the learner:

School:

Date of Home Visit:

Date of Birth:

Grade/Year Level:

Age:

Gender:

Family Profile

Number of siblings:

Birth Order:

Parent:

Mother:

Age: Educational Attainment:

Father: Educational Attainment:

Physical Development

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

Social Development

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

Emotional-Moral Development

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

Cognitive Development

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

Findings

Write here your salient findings about the learners.

Conclusions

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

Recommendation

Write your recommendations.

 ANALYZE

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.

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

3. Does the communication between the home-school have an effect on the

learner? If yes, what are these effects?

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

REFLECT

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

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?

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. l and ll
B. l, ll and lll
C. ll and lll
D. l, ll, lll and lV

2. If a child was raised by authoritative parents, how will most likely will he/she behave in
class?
A. Relates well to classmates
B. Is suspicious of others
C. Quarrels often with classmates
D. Has low level of independence
3. Which parenting style/s contribute/s to the development of children who have low level
of responsibility?
A. Authoritarian
B. Authoritative
C. Permissive
D. Neglecting and Rejecting

SHOW YOUR LEARNING ARTIFACTS

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EVALUATE Performance Task

 Evaluate Your Work Task Field Study 1, Episode 3 Focus on Gender, Needs, Interests,
Experiences Language, Race, Culture, Religion, Socio-economic Status, Difficult
Circumstances, and Indigenous Peoples

Learning Outcomes: describe the characteristics and needs of learners from diverse
backgrounds •identify the needs of students with different levels of abilities in the classroom
•Identify best practices in differentiated teaching to suit the varying learner needs in a divers
class (PPST 3.1.1) •demonstrate openness, understanding and acceptance of learners’ diverse
needs and backgrounds.

Learning Excellent Very Satisfactory Needs

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

TRANSMUTATION OF SCORE TO GRADE/RATING

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

18 12 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