6

Episode 6
HOME-SCHOOL LINK
 My Target
At the end of this activity we will gain competence in identifying and describing
the influencing factors in the home environment that impact students’ learning.

My Performance (How will I Be Rated)

FIELD STUDY 1, Episode 6- Home-school Link
Focused on: Identifying and describing the influence factors in the home
environment that impact students’ learning
Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1
Observation/ All tasks were All or nearly all Nearly all tasks Fewer than
Documentation done with tasks were were done with half of tasks
: outstanding done with high acceptable were done; or
quality; work quality quality most
exceeds objectives met
expectation but with poor
4 quality
3 2 1
My Analysis Analysis Analysis Analysis Analysis
questions were questions were questions were questions were
answered answered not answered not answered.
completely; in completely completely.
depth answers; Grammar and
thoroughly Clear Vaguely spelling
grounded on connection related to the unsatisfactory.
theories. with theories theories
Exemplary
grammar and Grammar and Grammar and
spelling spelling are spelling
4 superior acceptable 1
3 2
My Reflection Reflection Reflection Reflection Reflection
statements are statements are statements are statements are
 profound and clear, but not shallow; unclear and
clear, clearly supported by shallow and
supported by supported by experiences are not
experiences experiences from the supported by
from the from the episode experiences
episode. episode from the
2 episode.
4 3 1
My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has
complete, complete, incomplete many lacking
clear, well- clear, well- supporting components; is
organized and organized and documentation unorganized
all supporting most is organized and unclear
documentation supporting but is lacking
are located in documentation
sections are available
clearly and/or in
designated logical and
clearly marked 2 1
location
4 3
Submission Before On the A day after the Two days or
deadline deadline deadline more after the
2 deadline
4 3 1
Sub Totals

Rating
Over-all Score (Based on
transmulation)

Signature of FS Teacher
above printed name
 My Map
To reach your target, do the following tasks:

 Select a learner from the class whom you have observed.

 Interview the teacher about the learner’s characteristics.
 Conduct a home visit to your selected learner’s residence.
 Interview the parents about
- the rules they implement at home concerning their child’s
schooling.
- the learner’s activities and behavior while at home.
 Describe the family in terms of
- number of siblings
- number of siblings in school
 Identify the factors in home environment that might affect the
learner’s school performance.

Reflect on how a teacher can communicate effectively with the home

 My 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, lose temper, happy, shoes
enthusiasm, excited, indifferent, etc.)
 Cognitive (appears to understand lessons, copes with the lessons, excels,
lags behind, shows reasoning skills, turns in assignment and requirements,
etc.)

Interview the Teacher

1. What are the most noticeable characteristics of the learner? (emotional,

disposition, behavior and discipline, sense of responsibility, study habits,
academic performance, relationship with peers, relationship with adults, social
adjustment).
 The most noticeable characteristics of a learner include their emotional
disposition which influences their engagement, motivation, and their
behavior reflected in their self-control and adherence to rules. A strong
sense of responsibility is evident through timely completion of
assignments and accountability for their actions. Effective study habits,
such as organization and goal-setting, often lead to better academic
performance. Socially, learners who build positive relationships with peers
and adults demonstrate good communication skills, empathy, and respect,
aiding their social adjustment and fostering a supportive learning
 environment. These traits collectively contribute to a learner's overall
success and personal development.
2. How does teacher communicate with the parents? How often? What do they
discuss? Agree on?
 As a teacher, I communicate with parents through various means
including emails, phone calls, and parent-teacher conferences ensuring
regular interaction throughout the school year, typically on a monthly basis
or as needed. We discuss the child's academic achievements, behavior,
social interactions, and any areas of concern or improvement. During
these conversations, we agree on strategies to support the student's
learning both at home and in the classroom, set specific goals, and
collaborate on addressing any challenges that the student may face. This
is an ongoing communication helps to create a cohesive support system
that promotes the child’s overall development and success.

Interview with Parents

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

Suggested Parent Interview Guide

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

Name of Learner: Ruvie Ann S. Bantad

Date of Birth: November 10, 2008 Age: 15
Grade/Year Level: Grade 9 Gender: Female
Number of Siblings: 4
Birth Order: 1st of 5 children
Parents:
Mother: Venus S. Bantad
Age: 43 yrs. old
Occupation: Laborer Educational Attainment: College Level
Father: Rudy Z. Bantad
Age: 44 yrs. old
Occupation: Laborer Educational Attainment: Elementary Level
Learner’s Physical Aspect:
Health
Mothers Health during pregnancy with the learner:
 With scheduled check up and took vitamins. Also, she always eat green leafy
vegetables.
Aliments of health problems of the learner as a child:
 none
Age of the learner when he started to walk/talk:
 One year and five months (walk)
learner as a child and at present:
 Fond of eating street foods and fruits.
Who took care of him/her as a child?
 Both parents

Learner’s Social Aspect:

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

 Ruvie Ann is a shy type person and sometimes fond being loner.

Who we’re the learner’s playmates?

 Most of her closest friends/playmates are her cousins and neighbors.

  Yes, as long as she’s going home to eat her lunch and before the dinner.
Is he/she allowed to go out with friends?
 Yes of course as long as she’s with her cousins.

Do you have rules for him/her to follow regarding going out?

What are these rules?

 I don’t have any rules for her, as long as she know her limits
Emotional-Moral:
What are your expectations of your child?
How do you provide a nurturing environment for your child?
 That she may set her own goals in life, that he could finish her studies not only
settle for less.
Does your child go to you when he/she feels down or has a problem? What do
you do to meet his/her emotional needs?
 She’s a shy type person but we always encourage her to do always her best at
school.
What do you do when he/she is not successful in something?
 We are telling her not to mind the negative comment and make it inspirations
to strive hard.
How do you discipline your children?
 In proper places and with appropriate reasons.
Do you have rules in the house? What are they?
 Yes, god fearing, study hard, respectful and obedient be at home before
dinner.
How do you impose rules?
 By giving some advice, saying, telling, and not scolding her.
What are the consequences of breaking rules?
 None so far, she is very obedient and also she’s not adventurous person.
 Learner’s Cognitive Aspect:
What are the child’s interests?
 Shows interest in her studies, fond playing mobile games, watching K-drama
and fan also of kpop.
What he/she good at in school?
 Good in academics, and she is active in extracurricular activities in school.
In what subject/s does he/she have difficulty?
 Mathematics and English.
How do you monitor his/her performance in school? How do you motivate
him/her?
 I always give a time for her asking her status at school if she’s doing good or
there’s a concerns that she can’t open up.
Do you have rules at home to help him/her develop good study habits? What
are these rules? How are they implemented?

 We allow her using her cellphones, but when time for studying she need to
stop and do her task as a student.

After you have gathered all the necessary data. Write the Learner’s development
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)

Name of Learner: Ruvie Ann S. Bantad

School: Calicuang National High School

Date of Home Visit: May 28, 2024

Date of Birth: November 10, 2008 Age:15 years old

Grade/Year Level: Grade 9 Gender: Female

Family Profile

Number of Siblings: 4

Birth Order: 1st of 5

Parents

Mother: Venus S. Bantad

Age: 43 years old

Occupation: Laborer Educational Attainment: College level

Father: Rudy Z. Bantad

Age: 44 years old

Occupation: Laborer Educational Attainment: Elementary level

Physical Development

 In physical development I think Ruvie Ann need to develop eating healthy

foods like leafy vegetables.

Social Development

 In social development, I think she needs to become more friendly and socialize

with other people. And she need always remember the limits were ever she go.

Emotional-Moral Development

 In emotional-moral development, I think she need to become independent

 person and a brave and strong grown up.

Cognitive Development

 In cognitive development, I think she need to become more intellectual and

logical in mathematics and understanding her English lessons.

My 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.

 When I conducted an interview to the parents of the learner, I was able to know
that the style of parenting they have on their child is authoritative type in which
the learner is self governing but there are still rules present that limit her in her
play, actions and joining with friends

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?

 Adjustment of the learner in school is to contribute how the learners are nurtured
by her parents , their financial setting, and cultural background of the family unit.
3. Does the communication between the home-school have effect on the
learner? If yes, what are these effects?

 Education begins at home, she did in school reflects how she nurtured and
reared by help parents at home.
My Reflection

1. Reflect on your own development as a child. What type of parenting did

you experience? How did it affect you?

Ruvie Ann: I think my parents used an authoritative parenting style. They were
very supportive and nurturing, but they also had clear rules and expectations.
They always encouraged me to express my opinions and think critically before
making decisions, both academically and personally.

Ruvie Ann: It had a big impact on me. I feel like it helped me become more
confident and independent. I always knew my parents had my back, so I felt safe
taking risks and trying new things. Their guidance also helped me develop good
decision-making skills and a strong sense of responsibility.

Mary Rose: That sounds very positive. Venus, could you share your perspective
on your parenting approach? What influenced your style?

Venus: Of course. We believed in balancing warmth and structure. Our goal was
to create a supportive environment while also preparing Ruvie Ann for the real
world. We wanted to be approachable, so she felt comfortable coming to us with
any issues, but we also felt it was important to set boundaries and teach
accountability.

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?

Mary Rose: As a future teacher, establishing strong home-school collaboration is

crucial for fostering a supportive and effective learning environment. To achieve
this, I would prioritize open and regular communication with parents through
various channels such as emails, private message, and parent-teacher
conferences. Creating a welcoming atmosphere where parents feel comfortable
sharing their concerns and suggestions is essential. I would actively involve
parents in their child's education by providing updates on their progress, sharing
resources for at-home support, and inviting them to participate in school
activities. To assist parents, I would offer workshops on educational strategies
and provide insights into the curriculum and classroom expectations. Building a
partnership based on mutual respect and shared goals will help create a
cohesive support system for students, enhancing their academic and personal
growth.