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
facilities and support learning
areas in the campus, then in the
classroom.
2. Accomplish the checklist as you
move around the school premises.
4. Make a reflection on the
characteristics
of a school
environment
that
promotes
learning.
3. Based on your gathered data in
the checklist, describe the school
environment.
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
AVAILABLE
DESCRIPTION
Office of the principal
a
The principal office is
fully equipped with airconditioned. 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
Canteen/ Cafeteria
n/a
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. Thet
abl
es
andc
hai
r
sar
eal
s
opr
es
ent
pr
ovi
ded f
or t
he s
t
udent
s
.
Ref
r
i
ger
at
orand f
auc
etar
e
al
s
oav
ai
l
abl
ei
nc
ant
een.
Medical Clinic
A
Thecl
i
ni
ci
swel
l
or
gani
z
ed.
Themedi
c
i
nesar
eav
ai
l
abl
e,
pr
ovi
ded andr
eadyf
ort
he
s
t
udent
s i
ndi
spens
abl
y and
3
i
nc
as
eofemer
genc
y
.
Audio Visual/ Media
Center
n/a
Reading Center
a
good condition
Speech Laboratory
a
good condition
Science Laboratory
a
good condition
Gymnasium
a
good condition
Auditorium
Home Economics Room
n/a
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
1.
2.
3.
4.
5.
Be guided by these tasks as you do your observation. Then accomplish the matrix to record your data.
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?
Examine how the furniture is arranged. Where is the teacher’s table located? How are the tables and
chairs/desks arranged?
What learning materials/equipment are present?
Observe the students. How many are occupying one room?
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
1. Would you like to teach in the school environment you just
observed? Why? Why not?
Yes, because it is not far from home. And I can say that the
school has a good approach to their learners.
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.
“To learn and not to
think over what you
have learned is
perfectly useless. To
think without having
learned is dangerous.”
-Gore Vidal
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
My Personal Illustration of an Effective
School Environment the opposite box,
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
“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.”
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
learners from
different levels,
(preschool, elem.,
and high school).
Validate your observation
by interviewing the
learners.
Step 2
Step 4
Describe each of the
learners based on
your observations.
Compare them in terms of
their interests and needs.
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
Domain
Preschooler
Indicate age range of
children observed:
5-6
Physical
Gross-motor skills
Walking
runs without tripping
jump in and maintain
balance
Fine-motor skills
can hold the crayon
and pencil
Elementary
Indicate age range of
children observed:
6 -7
runs fast
jumps with both feet
can move body parts
properly
High School
Indicate age range of
children observed:
7–8
walks by himself
runs faster
jumps higher
can draw simple lines
and figures
11
Self-help skills
Others
Social
Interaction with
teachers
answers simple
questions
able to play
cooperatively with
his/her peers
able to speak if asked
communicate with
others
teacher to student
conversation
can initiate own
conversation with
his/her friends or
classmates
Emotional
Moods and
temperament,
expression of feelings
Cheerful
loves jokes
impatient
short span of attention
energetic
impatient
easily distracted
always filled with
curiosity with new
things and always
want to discover
Emotional
independence
cries easily
able to understand
what others tell them
able to understand
clearly to what
someone said to him.
Interaction with
classmates/friends
Interests
Others
Others
Cognitive
Communication skills
Listens
able to speak words
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 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
12
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 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.
14
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
Preschool
Age range of
Learners
observed 3-4
Salient
Characteristics
Observed

Preschoolers like to
move around a lot.
Implications to the
Teaching-Learning
Process


Level
Salient
Characteristics
Observed
Therefore, the teacher
should remember to
use music and
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.
Implications to the
Teaching-Learning
Process
Preschool
Age range of
learners
observed 5-6
Pre-schoolers spent most of
their time in play.
The teacher should keep in
mind that in every learning
aspect, the teacher should be
involved to plays because the
child learns more easily in that
way.
Elementary
Age range of
learners
observed 6-7
In this age they tend to
develop their interests in art
works such as drawing and
coloring.
A teacher should emphasize
the importance of writing
skills to the learners. Writing
is a form of communication
that is essential in our
everyday life and is necessary
for every learner to learn and
master this skill.
Elementary
Age range of
learners
observed 7-8
The learner is doing a lot of
talking and listening. They are
improving their
communication skills
Teachers should be able to
provide many group
interaction activities as much
as possible to enable the
students train their
15
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.
2.
3.
4.
5.
6.
As you observe the class, look into the characteristics of the learners. Note their ages.
How many boys are there? How many girls?
Focus on their behavior. Are they already able to manage their own behavior?
Can the learners already work independently?
Describe their span of attention.
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; 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 was very short, he would just move and talk
around the whole class. I think of him as a hyper-active child who maybe
were having excessive sugar intake.
In listening, pre-school learners showed that they like when the
teacher reads them stories. They love music and enjoy dancing in their
tunes. But, in conversations, they showed signs of boredom as you longer
19
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)
Observation notes:
20
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.
21
CLASSROOM MANAGEMENT MATRIX
Aspect of
Classroom
Management
1. Specific Areas in the
Classroom
Description
Effect on the
Learners
(to be filled up after you
answer the analysis questions)
well organized
Conducive to learning and
supports the development of
learners
2. Classroom Rules
The rules are enforced
verbally and students follows
it obediently
The learners are able to
develop their personal
discipline
3.Classroom Procedures
Instructional materials and
other supplies are prepared for
better support in learning
The learners are able to follow
the procedures well
4. Daily Routines
The learners have maintained
a good routine
It promotes attention and
keeps the learners interested in
class activities
5. Seating Arrangement
Very spacious and comfortable
The learners are kept
comfortable and being focused
in class
6. Handling misbehavior/ offtask behavior
The teacher is calm, composed
and very patient in her class
The learners are made aware
of misbehaviors and their bad
effects on them
7.Reinforcement of Positive
Behavior
Praises were used by the
teacher which helps keep the
learner motivated
Through proper motivation
and praise, the learners are apt
to continue doing their good
behaviors
8. Taking up measures in
dealing with undesirable
behaviors
Helps maintain classroom
stability and camaraderie of
students
Misconducts and malpractices
of learners are minimized and
held in control
9. Others
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.
22
You may choose to write a reflection paper on this and include it in your portfolio.
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.
23
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.
24
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
25
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
written in the
blackboard (9:30 am)
Teacher Porte told the
students “eyes front
and read the words on
the board
He didn’t read
because she was
nervous and bothered
Teacher Porte told
him to read after her
five times
Teacher Porte told a
group of students to
read the words on the
blackboard
He didn’t participate
with her classmates
and just stood
Teacher Porte told
him to stay stood and
read again after her
Teacher Porte said
“get your activity
notebooks”
He talked to her
seatmate before
getting her activity
notebook
He and his seatmate
didn’t finish the
activity and they don’t
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
during activity
The teacher ignored
the situation
talking to her
seatmate loudly
The teacher reminded
him to keep his voice
down and to do his
activity.
9:45 am
Writing in activity
notebook 10:00 am
26
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
Step 5. Analyze the impact of individual differences on
learners’ interaction
Your Tools
27
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?
28
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.
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?
29
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.”
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?
30
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.
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.
31
Your Map
To reach your target, do the following tasks:
4. Write a narrative report and a
brief
reflection
on
your
experience.
3. Observe them as they
participate in a classroom
activity.
1. Observe two or more learners
of different abilities but from the
same grade or year level.
2. Find out some information
about their background.
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.
32
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.
33
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.
34
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.
35
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.
36
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.
37
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
Father: Sonny Jaranilla
Occupation: OFW
Educational Attainment: Vocational
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.
38
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.
39
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.
40
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
41
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.
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.
42
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
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
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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
visual expression of
your
insights
or
feelings about the
influence of the home
and school to the
learner.
Optional Reflection Activities
1.
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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