Learning Episode 4 Learner Diversity: The Community and Home
Environment
TARGET Your Intended Learning Outcomes
At the end of this Episode, I must be able to:
describe the influencing factor in the home environment that affect the student’s
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 – Macrosystem Chronosystem
– – the bigger – –
includes the the connection social system Outermost the element of
structure such between the which includes layer which time pattern of
as one’s family, structure in the the city includes stability and
school and microsystem government, cultural values. pacing of the
neighborhood the workplace Customs and child’s
and the mass laws everyday life.
media.
The model helps the teacher look into everyday 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 Styles
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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 carrying 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 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Authoritarian Parents: are often unhappy, fearful, withdrawn, inhibited, hostile and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 less 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 better adjusted.
OBSERVE, ANALYZE, REFELCT
Activity 4.1
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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 Profile.
6. Analyze your observation and interview data
7. Reflect on your observation experience
OBSERVE
Use the activity form provided for you to document your observations.
An observation/Interview Guide for Home – School
Link
Read the following
carefully you begin to observe/interview. Then write your observation report on the
space provided.
The Learner
1. Make a general observation of the learner. Describe him/her in each of the domains of
development:
● physical- body build and height (thin, chubby, underweight, overweight), level of
physical activity (fast, slow, lethargic, active, etc.)
● social- interaction with teachers and 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.)
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Interview the Teacher
1. What are the most noticeable characteristics of the learner? (Emotional disposition,
behavior and discipline, sense of responsibility, study habits, academic performance,
relationship with peers, relationship with adults, social adjustment)
2. How does the teacher communicate with the parents? How often? What do they
discuss? How do they decide of the best course of action to resolve issues or problems?
3. How does the teacher utilize resources in the community to support the teaching-
learning process? How does the teacher work with the community to meet the needs of
the learners?
Interview with Parents
1. Conduct a home visit. Once there, observe the home set- up. (Home is orderly, family
pictures in the living room, etc.)
2. Use the interview Questions on the next page. Just ask the questions with which your
feel comfortable.
Name of Learner:
Number of siblings:
Birth order:
Parents:
Mother: Age:
Occupation: Educational Attainment:
Father: Age:
Occupation: Educational Attainment:
Learner’s Physical Aspect: Health
1. Mother’s ‘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?
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Learner’s Social Aspect:
1. Describe your child sociability (friendly, outgoing, or shy, loner).
2. Who were the learners playmates?
3. As a child the, 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 your 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 she/he 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?
Learners’ Cognitive Aspect:
1. What are the child’s interests?
2. What is he/she good at in school?
3. In what subject/s 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
Name of the Learner:
School:
Date of Home Visit:
Date of Birth Age:
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Grade/Year Level: Gender:
Family Profile
Number of siblings:
Birth order:
Parents
Mother: Age:
Occupation: Educational Attainment:
Father: Age:
Occupation: Educational Attainment:
Physical Development
Social Development
Emotional-Moral Development
Cognitive Development
Findings
Conclusions
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Recommendations
ANALYZE
Your findings and recommendations in the learner development profile will help you answer
the following questions here.
1) From your home visit and interview. What do you think? Is this style of Baumrind’s Parenting
parenting experience by the teacher? Explain your answer. Styles
Authoritarian. Parents are
very firm with their children
and expect unwavering and
unquestioning obedience.
Rules are set by parents and
misbehavior is met with
withdrawal of affection,
physical punishment, or
threats.
2) Relating your data with what you learned from child development,
what family factors do you think contribute to the development and over- Permissive. Parents are not
firm or controlling. They
all adjustment of the learner in school?
have few expectations. May
be warm and carrying 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
3) Does the communication between the homes-school have an effect on
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the learner. If yes, what are these effects? achieve 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
4) How can the teacher partner with the community to contribute to the often impulsive, aggressive
development and learning of the students? Who are the people or which and lack self- control, may
institutions can the teacher tap to seek advice regarding the they have low levels of
development and learning of students? independence and
responsibility.
Rejecting- Neglecting
Parents: are found to be
less 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 better adjusted.
-Based on Child
development by Santrock,
2004
REFLECTION
_____________________________________________________________________
1) Reflect on your own development as a child. What type of parenting did you experience? How did
it affect you?
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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 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, III and IV
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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 C. Permissive
B. Authoritative D. Neglecting and permissive
SHOW Your Learning Artifacts
________________________________________________________
Color Your World…
1.Make an artistic,
colorful, and creative
visual expression of
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feelings about the
1
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2
H-
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M-
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O-
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C-
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M-
M-
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EVALUATE Performance Task
____________________________________________________
Evaluate Your Work Task Field Study 1, Episode 3-Focus on Gender, Needs, Strengths, Interests,
Experiences Language, Race, Culture, Religion, Socioeconomic 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 diverse class (PPST 3.1.1);
demonstrate openness, understanding and acceptance of the learners’ diverse needs and
backgrounds.
Name of FS Student: Date Submitted:
Year&Section: Course:
LEARNING EXCELLENT VERY SATISFACTORY NEEDS
EPISODES 4 SATISFACTORY 2 IMPROVEMENT
3 1
ACCOMPLISHE All observation One (1) or two (2) Three (3) Four (4) or more
D questions/tasks observation observation observation
OBSERVATION completely questions/tasks questions/tasks questions/
SHEET answered/ not not tasks not
accomplished. answered/ answered/ answered/
accomplished accomplished accomplished.
ANALYSIS All questions were All questions were Questions were Four (4) or more
answered answered not observation were
completely; completely; answered not
answers are in depth answers are completely; answered;
and are thoroughly clearly answers are not answers not
grounded on connected to clearly connected to
theories; theories; connected to theories;
grammar and grammar and theories; more than four (4)
spelling spelling one (1) to three grammatical/
are free from error. are free from (3) spelling
errors. grammatical errors.
spelling
errors.
REFLECTIONS Profound and clear; Clear but lacks Not so clear and Unclear and
supported by what depth; shallow; shallow;
were observed and supported by what somewhat rarely supported
analyzed were observed supported by by what
and what were observed
analyzed were observed and
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and analyzed
analyzed
LEARNING Portfolio is reflected Portfolio is Portfolio is not Portfolio is not
ARTIFACTS on reflected reflected on in the reflected
the context of the on the context of context of the on in the context
learning outcomes; the learning of the
Complete, well- learning outcomes. learning
organized, highly outcomes. Complete; outcomes; not
relevant to the Complete; well- not organized, complete; not
learning organized, very relevant organized,
outcome relevant to the to the learning not relevant
learning outcome outcome
SUBMISSION Submitted before Submitted on Submitted a after Submitted two (2)
the deadline day days or
deadline the deadline more after the
deadline
Comment/s
SCORE 20 19- 17 16 15 14 13- 11 10 9-8 Below
18 12
GRADE 1.00 1.25 1.50 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
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