The Learner’s Development

and Environment

Field Study
Course Description

This course is designed to help the Field Study. Students verify the
behavior of the child in the actual learning environment. It will require them to
recognize feasible approaches to facilitate learning considering the learner’s
different phases of development and social environment.

Field Study 1 can be anchored on these professional education subjects:

 Child and Adolescent Development

 Facilitating learning
 Social Dimensions of Education

GENERAL OBJECTIVES

1. Identify the stage of the physical, motor, linguistic, literacy, cognitive,

social and emotional development of the children or adolescents as
manifested in the actual classroom setting.
2. Observe and reflect on the different approaches employed by the teacher
in dealing with learners in the different stages of development.
3. Analyze how the teaching and learning process should be conducted
considering the different phases of child development.

FOCUS SPECIFIC TASK LEARNING DOMAIN COMPETENCIES

EVIDENCE
School as Episode 1 An illustration Learning Determines an
a learning  Visit a school; of a school Environme environment that
environme look into its that is nt provides social
nt facilities and supportive of psychological and
areas that learning or a physical
support “child-friendly environment
learning (i.e., school” supportive of
classroom, through any learning.
library, of the
playground, following: Curriculu

Field Study | 1
Peace and canteen). m
Concept in  Describe the A descriptive
Focus: school paragraph.
environment A photo essay
“Building  Prepare an
Friendshi observation
p” log

Episode 2
YOU AND I ARE
Learner’s DIFFERENT
Characteri
stics and  Observe 3 Differentiate
needs. groups of learners of varied
learners from Narrative Diversity of characteristics
different levels description of Learners and needs
(preschool, Diversity
elementary among
and high children
school).

 Describe each
Peace group of
Concept in learners based
Focus: on your
observations
“Valuing  Validate your
Diversity” observation by
interviewing
the learners
 Compare them
in terms of
their interests
and needs.

Episode 3
“IN NOT OUT” Manages time,
Learning space and
Classroom  Observe a Checklist on Environme resources to
manageme class classroom nt provide an
nt and management environment
 Using a
learning components appropriate to the
checklist, find
out the evident learners and
classroom conducive for

Field Study | 2
 components learning.
 Describe how
the classroom
is Photo Diversity of
structured/de documentatio Learners
signed to allow n of the
everyone to classroom
participate in setting
the learning
activities
 Relate the
data in your
checklist to Reflection
Peace the learner’s paper on
concept in behavior activities that
Focus:  Reflect on how allow
“Inclusivel classroom inclusively
y” management rather than
affects exclusively
learning. among
learners
Episode 4
TRAITS CHECK
 Observe a Collection of
class on a classroom
regular day activities
Learner’s  Take note of written on
Characteri characteristics card boards of Recognizes multi
stics and of the learners rainbow colors cultural
Learning in the class Learning backgrounds of
activities  Enumerate A refection Environme learners when
and describe paper on the nt providing
the activities congruence or opportunities
that took place match of
in the class. learning Determines
 Analyze how activities to teaching
the activities the learners’ Diversity of approaches and
facilitated characteristics learners techniques
learning appropriate to the
considering learners
the learners’
characteristics Reflection on
. the interaction
Episode 5 of learners Diversity of Determines,
despite learners understands and

Field Study | 3
  Observe differences accepts the
learners of learners; diverse
different background
learning
abilities but
Individual the same Learner’s
differences grade/year profile Relates the
and the  Interview them learner’s
learning to gather their background to
process. background their performance
information in the classroom
 Observe them
as they Narrative
participate in Report
a classroom
activity
 Write the Diversity of
narrative learners
(Difference report.
in the Episode 6 Recognizes
ability cultural
level)  Observe a backgrounds of
class on a learners when
regular day providing learning
 Take note of Narrative opportunities.
characteristics description of
of the learners Diversity
in the class among
focusing on children
gender and
cultural
diversity Description on
Peace  Interview our how the
concept in resource teacher Communit
focus: teacher about instills among y linkages
“Samenes principles and children the
s in practices that values and
difference he/she uses in knowledge on
s” dealing with differences on
diversity in the gender, social
Individual classroom. and cultural
Differences background Reflects on the
and the impact of home
learning Home and family life to
process visitation learning

Field Study | 4
 report
Episode 7
(social and Home-School Link
cultural CONNECT ME
diversity)
 Select a
Peace learner from Learning
concept the class that Environme
In focus: you have nt
“Unity in observed
diversity”  Conduct a
home visit to
your selected
learner
 Describe the
family in
terms of
-number of Reflection on
siblings the impact of
Number of home and
siblings in Family life to
school learning

 Interview the
parents about
1. Rules they
implement
at home
concerning
their child’s
schooling
2. The
learner’s
activities
and
behavior
while at
home

Field Study | 5
 The Learner’s Development and
Environment
Field Study
Episode 1 SCHOOL AS LEARNING ENVIRONMENT

Name of FS Student: ________________________________________

Course: _____________________________________________________
Resource Teacher: __________________________________________
Cooperating 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

2. Accomplish the checklist as you
support learning areas in the campus,
move around the school
then in the classroom
premises.

4. Make a reflection on the 3. Based on your gathered data

characteristics of a school in the checklist, describe the
environment that promotes learning. 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

Field Study | 6
 Tools

As you move around the 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 Description

available
Office of the Principal

Library

Counseling Room

Canteen/Cafeteria

Medical clinic

Audio Visual/Media
Center

Reading center

Speech laboratory

Science laboratory

Gymnasium

Auditorium

Field Study | 7
Home Economics Room

Industrial Workshop area

PTA Office

Comfort room for boys

Comfort room for girls

Computer laboratory

An observation Guide for the CLASSROOM VISIT

Be guided by these tasks as you do your observation. Then accomplish the
matrix to record your data.
1. 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?
2. Examine how the furniture is arranged. Where is the teacher’s table located?
How are the tables and chairs/desks arranged?
3. What learning materials/equipments are present?
4. Observe the students. How many are occupying one room?
5. Is the room well-lighted and well-ventilated?

CLASSROOM FACILITIES MATRIX

CLASSROOM FACILITIES DESCRIPTION

(location, number, arrangement, condition)

1. Wall displays

2. Teachers table

3. Learner’s desk
4. Blackboard
5. Learning
Materials/Visual Aids
6. Lightings
7. Book shelves

Field Study | 8
 8. teacher’s stand

9. Fan
10. Broom Stand

Write your observation report here:

Name of School Observed: _______________________________

Location of the School: __________________________________
Date of visit: ____________________________________________

Your Analysis

How do the school and the classroom in particular impact on the learning of
the students going to school? What are your conclusions?

_______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________________

How does this relate to your knowledge of child and adolescent development/
how does this relate to your knowledge of facilitating learning?
_______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________________

Field Study | 9
 Your Reflection

1. Would you like to teach in the school environment you just observed? Why?
Why not?

_______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________________

2. What kind of school campus is conducive to learning?

_______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________________

3. What kind of classroom is conducive to learning?

_______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________________

4. In the future, how can you accomplish your answer in number 3?

_______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________________
Field Study | 10
5. Write your additional learning’s and insights here:

_______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________________

Field Study | 11
MY PERSONAL ILLUSTRATION OF AN EFFECTIVE SCHOOL ENVIRONMENT

Field Study | 12
 The Learner’s Development and
Environment
Field Study

Episode 2 LEARNERS’ CHARACTERISTICS AND NEEDS

Name of FS Student: ________________________________________
Course: _____________________________________________________
Resource Teacher: __________________________________________
Cooperating School: ________________________________________

Your Target

At the end of this activity, you will gain competence in differentiating the
characteristics and needs of learners from different developmental levels.

Your Map
To reach your target, do the following tasks:

Step 1 Step 3

Observe 3 groups of Validate your observation

learners from different by interviewing the learners
levels (preschool, elem.,
and high school)

Step 2 Step 4

Describe each of the Compare them in terms of

learners based on their interests and needs.

your observations

Field Study | 13
 Your Tools

On Erickson’s Use the activity form provided for you to

Epigenetic Principle document your observations.

An observation Guide for the Learner’s Characteristics

This principle says
that we develop
through a
Read the following statements carefully. Then write
predetermined your observation report on the provided space. Your teacher
unfolding of our may also recommend another observation checklist if a more
personalities. Our detailed observation is preferred
progress through each
stage of life is in part Physical
determined by our 1. Observe their gross motor skills. How they carry
success, or lack of themselves. How they move, walk, run, go up the
success, in all the stairs. Etc.
previous stage. A little 2. Are gross movements clumsy or deliberate/smooth?
like the unfolding of a 3. How about their fine motor skills? Writing, drawing,
rose bud, each petal etc.
opens up at a certain
time, in a certain order, Social
which nature, through 1. Describe how they interact with teachers and
its genetics, has other adults.
2. Note how they also interact with peers. What to do
determined. If we
they talk about? What are their concerns?
interfere in the natural
order of development
Emotional
by pulling a petal
1. Describe the emotional disposition or temperament
forward prematurely or of the learners (happy, sad, easily cries ,mood-
out of order, we ruin shifts)
the development of the 2. How do they express their wants/needs? Can they
entire flower. wait?
3. How do they handle frustrations?
-Dr. C. George Boeree
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 they showed problem solving abilities.

Field Study | 14
 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 Preschooler Elementary High school

Domain Indicate age Indicate age range Indicate age range
range of children: of children from children
observed: observed:
Physical
Gross-motor skills

Fine-motor skills

Self-help skills

Others

Social
Interaction with
teachers

Interaction with
classmates/friends

Interests

Others

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Emotional

Moods and
temperament,
expression of
feelings

Emotional
independence

others

Cognitive

Communication
skills

Thinking skills

Problem-solving

others

Field Study | 16
 Your Analysis

Write the most salient developmental characteristics of the learner you

observed. Based on these characteristics, think of implications for the teacher.

Level Salient characteristics Implications to the

observed Teaching-learning
Process
Preschool  
Age range of
learners observed
3-5

Elementary  
Age range of
learners observed
9-12

Highschool  
Age range of
learners observed
13-16

Field Study | 17
Your Reflection

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?

____________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. Think of a teacher you cannot forget for positive or negative reasons. How
did she/he help or not help you with your needs (physical, emotional,
social, and cognitive)? How did it affect you?

____________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3. Which is your favorite theory of development? How can this guide you as
a future teacher?

____________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Field Study | 18
4. Share your other insights here.

____________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Field Study | 19
 The Learner’s Development and
Environment
Field Study

Episode 3 LEARNERS’ CHARACTERISTICS AND NEEDS

Name of FS Student: ________________________________________
Course: _____________________________________________________
Resource Teacher: __________________________________________
Cooperating 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
learner’s behavior.
 Reflect on how classroom
management affects learning.

Field Study | 20
 Your Map

Use the activity form provided for you to document your observations.

An Observation Guide for the Learner’s Characteristics

Read the following statements carefully. Then write your observation report on
the provided space.
1. As you observe the class. Look into the characteristics of the learners. Note
their ages.
2. How many boys are there? How many girls?
3. Focus on their behavior. Are they already able to manage their own
behavior?
4. Can the learners already work independently?
5. Describe their span of attention?
6. Look into their listening skills and ability to concentrate.

Name of School Observed: _______________________________

Location of the School: __________________________________
Date of visit: ____________________________________________

Field Study | 21
 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 is off-task, what does the teacher
do? (behavior strategies)
8. What does the teacher do to reinforce positive behaviors? (behavior
strategies)

Observation notes:

Field Study | 22
 CLASSROOM MANAGEMENT MATRIX

Aspect of Classroom Description Effect on the learner

Management (to be filled up after you
answer the analysis
questions)
1. Specific Areas in
the classroom

2. Classroom Rules

3. Classroom
Procedures

4. Daily Routine

5. Seating
Arrangement

6. Handling
misbehavior/ off
task behavior

7. Reinforcement of
positive behavior

Field Study | 23
Your Analysis

1. How did the classroom organization and routines affect the learners’
behavior?

_______________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

2. What should the teacher have in mind when she/he designs the
classroom organization and routines? What theories and principles
should you have in mind?

_______________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

3. Which behavior strategies were effective in managing the behavior of

the learners? In motivating students? Why were they effective?

_______________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Field Study | 24
Your Reflection

1. Imagine yourself organizing your classroom in the future. In what

grade/year level do you see yourself? What routine and procedures
would you consider for this level? Why?

_______________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

2. Make a list of the rules you are likely to implement in this level. Why
would you choose these rules?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________

3. Should learners be involved in making class rules? Why?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________

Field Study | 25
 The Learner’s Development and
Environment
Field Study
INDIVIDUAL DIFFERENCES AND LEARNER’S INTERACTION
Episode 4 (focusing on differences in gender, racial, religious backgrounds)

Name of FS Student: ________________________________________

Course: _____________________________________________________
Resource Teacher: __________________________________________
Cooperating School: ________________________________________

Your Target
At the end of this activity, you will gain competence in determining
teaching approaches and techniques considering the individual differences of
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 a school day (beginning of the day, class time,
recess etc)

Step 2: describe the characteristics of the learners in terms of age, gender and asocial 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 the diversity in the classroom

Step 5: Analyze the impact of individual differences on learners’ interaction

Field Study | 26
 Your Tools

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 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 complete 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 them? 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?
Homogeneously, 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?

Field Study | 27
 OBSERVATION REPORT

Name of School Observed: _______________________________

Location of the School: __________________________________
Date of visit: ____________________________________________

Field Study | 28
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?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_________________
2. Are students coming from minority group accepted or rejected by the
others? How is this shown?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_________________

3. How does the teacher influence the class interaction considering the
individual differences of the students?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_________________

Field Study | 29
4. What factors influence the grouping of learners outside the classroom?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_________________

Your Reflection

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?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_________________

2. In the future, how would you want the learners in your classroom to
interact? How will you make this happen?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_________________

Field Study | 30
3. How will you encourage all learners, regardless of religious, ethnic or
racial background, to interact and participate?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_________________

Field Study | 31
 The Learner’s Development and
Environment
Field Study
INDIVIDUAL DIFFERENCES AND
Episode 5
LEARNER’S INTERACTION
(focusing on different levels of abilities)

Name of FS Student: ________________________________________

Course: _____________________________________________________
Resource Teacher: __________________________________________
Cooperating School: ________________________________________

Your Target

At the end of this activity, you will gain competence in determining,

understanding and accepting the learners’ diverse backgrounds; an in relating
the learners’ background to their performance in the classroom.

Your Map

To reach your target, do the following tasks:

1. Observe two or more learners of different

abilities but from the same grade or level
4. Write a narrative
Report and a brief
Reflection on your
Experience

3. Observe them as
They participate in a
Classroom
activity 2.Find out some information
About their background

Field Study | 32
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 disabilities, 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.

Field Study | 33
 OBSERVATION REPORT

Name of School Observed: _______________________________

Location of the School: __________________________________
Date of visit: ____________________________________________

Field Study | 34
 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.)

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

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?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3. Describe the methods used by the teacher in handling the students’

differences in abilities. How did the students respond to the teacher?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Field Study | 35
 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?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

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?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Field Study | 36
 The Learner’s Development and
Environment

Field Study

Episode 6 HOME-SCHOOL LINK

Name of FS Student: ________________________________________
Course: _____________________________________________________
Resource Teacher: __________________________________________
Cooperating 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.

Field Study | 37
 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, likes by others, etc.)
 Emotional moods, temperament, cry easily, lose temper, happy,
show enthusiasm, excited, indifferent, etc.)
 Cognitive (appears to understand lessons, copes with the lessons,
excels, lags behind, showing 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, 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.

Field Study | 38
 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:
Date of Birth: Age:
Grade/ Year Level: Gender:
Number of Siblings:
Birth order:
Parents:
Mother:
Age:
Occupation:
Educational Attainment:

Father:
Occupation:
Educational Attainment:

Learner’s Physical Aspect:

Mother’s health during pregnancy with the learner:

Ailments or health problem of the learner as a child:

Age of the learner when he started to walk/talk:

Food preferences of the learner as a child and at present:

Who took care of him/her as a child?

Learner’s Social Aspect:

Describe your child sociability (friendly, outgoing or shy, loner)

Who were the learner’s playmates?

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As a child then was he/she allowed 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?

Emotional –Moral

What are your expectations of your child?

How do you provide a nurturing environment for your 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?

What do you do when he/she is not successful in something?

How do you discipline your children?

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

How do you impose the rules?

What are the consequences of breaking the rules?

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Learner’s Cognitive Aspect:

What are the child’s interests?

What is he/she good at in school:

In what subject does he/she have difficulty?

How do you monitor his/her performance in school? How do you motivate

him/her?

Do you have rules at home to help him develop good study habits? What are
these rules? How are they implemented?

After you have gathered all the necessary data. Write the Learner’s profile
using the outline below. Type the profile in a separate sheet and attached it to
this learning episode.

THE LEARNER’S DEVELOPMENT PROFILE (outline)

The Learner’s Development Profile

Name of the learner:

School:
Date of Home visit:
Date of Birth: Age:
Grade/ Year Level: Gender:

Family Profile

Number of Siblings:
Birth order:

Parents
Mother:
Age:

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Occupation:
Educational attainment:

Father:
Occupation:
Educational attainment:

Physical Development

Social Development

Emotional-Moral Development

Cognitive Development

Findings

Conclusions

Recommendations

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 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.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
____________

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?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
____________

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Your Reflections
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?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
____________

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 Optional Reflection Activities

2. H- ouse with a good behavior

O- f the family to
M- anage his/her children to the good
E- nvironment values or in the learning

S- tudent’s learning should be

C- onfine by teacher’s to parents through a
H- ome –school link in
O- rder to have supervision
O- n the learning of the students that shapes
L- ife to the

L- earning in
I- ndividual mistakes and successes
N- urture us to be
K- nowledgeable as we go along with our journey

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Field Study | 46