RPMS Teacher Reflection Form

1
RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)

TEACHER I-III
Jefferson M. Reyes
TEACHER: ______________________________________ DATE SUBMITTED: _________________________
Ferdinand P. Trinidad
RATER: _________________________________________ English / Grade 9
SUBJECT & GRADE LEVEL: __________________
DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use
any local or official language that you are comfortable with. Use extra sheets if needed. Please limit your response to
500 words.
OBJECTIVE 9
Designed, adapted and implemented teaching strategies
that are responsive to learners with disabilities, giftedness and talents
PROMPT #1
Context: Clara is often seen restless or unfocused in class. She also has troubles following instructions and skips
activities when left unsupervised.
Action Taken: You had a conference with her parents and found out from them that Clara was diagnosed with a
learning disability.
How will you modify the instructions for Clara to keep her focus on classroom activities? Write your reflections in
this form. Mention in your reflections a specific learning disability that you are familiar with or have researched on.
YOUR REFLECTIONS
Every learner has complex and unique needs, therefore strategies and tools of instruction must be constantly modified
so that each student can succeed at learning. In the scenario posted above, one student, named Clara was seen
restless and unfocused in class. After having a conference with parents we found out that Clara was diagnosed with a
learning disability.
I believe Clara had ADHD (Attention Deficit Hyperactivity Disorder) for the main reason that she is restless and
unfocused in class. ADHD is a disorder that includes difficulty staying focused and paying attention, difficulty controlling
behavior and hyperactivity. Although ADHD is not considered a learning disability, research indicates that from 30-50
percent of children with ADHD also have a specific learning disability, and that the two conditions can interact to make
learning extremely challenging.
When we think of ADHD in the classroom, we tend to picture children who are easily distracted (inattention), struggle to
sit still (hyperactivity) and shout out the answer in class without waiting their turn (impulsivity). However, ADHD does not
look the same in every child. One of the best things a teacher can do to support a child with ADHD is to put aside
misconceptions about their label. Treating the child as an individual and understanding each child’s specific difficulties
is a really good starting point.
As per Clara's situation, here are the adjustments that I can make to keep her focus on class.
1. Build a Strong Relationship with the Clara's Parents - It’s incredibly important that I establish a strong working
relationship with Clara's parents. They know their child better than anyone and are a valuable source of information
about which strategies do and don’t work. I will ask about Clara's strengths, weaknesses, interests, and achievements
outside of school. This will help me get to know the child better, which is especially important. I will communicate with
the child’s parents frequently, and send encouraging notes home about progress.
2. Educate the Class - I will educate the class about Clara's condition. I will ensure that I frame it positively to reduce
potential cases of bullying. I might consider also, allowing Clara to get involved in the explanation of her condition.
3. Establish Effective Seating Arrangements - Clara should sit where I can see her closely. This will help me monitor if
Clara is still on track. Clara can also sit in an area with few distractions, such as away from doors, windows, and noisy
students. I could also let Clara sit next to a pencil sharpener and a bin. Why? If she needs to expend some energy, she
can sharpen pencils as much as she wants.
This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
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4. Establish Rules and Routines - With input from my students, I will establish short and simple
classroom rules that are easy to understand. Frame all rules positively – tell students what I want them
to do, rather than what I don’t want. For example, instead of saying “No messing around when you
come into class”, I will say something like “When you come into class, sit straight down.” Make routines
and stick to them. This can help a student with ADHD to stay on task and reduce distracting changes.
Routines do not have to be fully planned out – something as small as always writing the homework task
on the whiteboard can be an effective routine.
5. Be Simple, Clear, and Direct - I will give directions in simple terms and simplify all instructions, tasks,
and assignments to the best of my ability. I will also ensure that I have the child’s full attention before
issuing any instructions. Be patient and prepared to repeat instructions frequently. Simplicity, clearness,
and directness shouldn’t just be adopted verbally. I will establish eye contact to clearly indicate to the
child that I am speaking to her. Also consider displaying visual cues around the classroom to help keep
the learner on task.
6. Break Things Up - I will divide lessons and large projects up into smaller chunks, and vary both the
content and materials. For example, use of workbooks, games, and electronic devices . This is more
likely to keep Clara focused and decrease some traits of inattentiveness.
7. Reward Good Behavior - It’s very likely that a child with ADHD will lack self-esteem and believe that
they are simply naughty. I will use a reward system, like stickers or a points chart, to encourage and
reward appropriate behaviors.
8. Create a Quiet Area - I will consider creating a quiet area that Clara can use if she feel overwhelmed
by the activity in the classroom. She can used this area to sit down and have some quiet time, or an
area to move around in for a while if she is struggling to sit still.

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RPMS SY 2021-2022

TEACHER I-III
Jefferson M. Reyes
500 words.
OBJECTIVE 9
Designed, adapted and implemented teaching strategies
that are responsive to learners with disabilities, giftedness and talents
PROMPT #2
Design a lesson plan for the gifted and talented learners based on your idea on how they may be addressed in
your class. Your strategies for the gifted and talented learners must be highlighted and annotated in this form.
Attach your lesson plan here.
YOUR ANNOTATIONS
The following are the accommodations and modifications embedded in the lesson plan
attached to this file to meet the learning needs of one learner with special needs:
• Routinary schedule to serve as a guide and reminder for the students

• Audios for the alphabet song for clear understanding the letter names and sounds
• Printed names of the student for identifying letters
• Printed words with pictures for better understanding letters and words.
• Big and small letter cards with velcro near the whiteboard or blackboard for activities
like spelling and matching their names in the board.
• Attendance chart to catch their interest and reminders of what date and what day is
today.
• PowerPoint presentation for guide and reminders what they are doing and should do.
(See attached Lesson Plan)

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5
RPMS SY 2021-2022

TEACHER I-III
Jefferson M. Reyes
500 words.
OBJECTIVE 10
Adapted and used culturally appropriate teaching strategies
to address the needs of learners from indigenous groups
PROMPT #1
Below is an assessment activity for a class of 30 learners, five of which belong to an indigenous peoples (IP) group.
Evaluate the appropriateness of the activity to your learners. Write your response in this form.
Directions: For your assessment, research on the following roles in your community by asking your parents or
anyone with knowledge on these roles. Choose from Set A and Set B. Explain why these are important roles.
Set A Set B
1. mayor 1. datu/chieftain
2. councilors 2. community elders
3. medical officers 3. healers
YOUR REFLECTIONS
The Indigenous Peoples Education (IPEd) Program is DepEd’s response to the right of indigenous
peoples (IP) to basic education that is responsive to their context, respects their identities, and
promotes the value of their indigenous knowledge, skills, and other aspects of their cultural heritage.
Indigenous Peoples (IPs) – as stipulated in the Indigenous Peoples Rights Act (IPRA) of 1997,
Section 3(h), IPs or indigenous cultural communities (ICCs) refer to“a group of people or
homogenous societies identified by self-ascription and ascription by others, who have continuously
lived as organized community on communally bounded and defined territory, and who have, under
claims of ownership since time immemorial, occupied, possessed and utilized such territories,
sharing common bonds of language, customs, tradition and other distinctive cultural traits, or who
have, through resistance to political, social and cultural inroads of colonization, non-indigenous
religions and culture, became historically differentiated from the majority of Filipinos. ICCs/IPs shall
likewise include peoples who are regarded as indigenous on account of their descent from the
populations which inhabited the country, at the time of conquest or colonization, or at the time of
inroads of non-indigenous religions and cultures, or the establishment of present state boundaries,
who retain some or all of their own social, economic, cultural and political institutions, but who may
have been displaced from their traditional domains or who may have resettled outside their ancestral
domains.”

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In the given situation above, I believe that the teacher was prepared to give thorough considerations to
the five (5) students. The teacher is student-centered and gave differentiated instructions in which
learners had choices to choose from the assessment presented above. I believed that in this
assessment there is an equality for all students and the teacher has been sensitive to the students
he/she handled.
In the assessment given by the teacher, we can clearly see that the content of the assessment shows
compassion and caring; reflecting on our ideas about people as well as culture of our learners. As a
teacher we must be aware of our students' sociocultural background, whether they are common
student or an IP student so that we can meet their needs and ensure that they all have access to the
quality of education we provide.
Recognizing the importance of including students' sociocultural references in all aspects of learning is
a major green flag. Students should all ne equally involved and engaged in the classroom so that no
one is left behind.

7
RPMS SY 2021-2022

TEACHER I-III
Jefferson M. Reyes
500 words.
OBJECTIVE 10
Adapted and used culturally appropriate teaching strategies
to address the needs of learners from indigenous groups
PROMPT #2
Design a lesson plan for your class that integrates aspects of indigenous peoples (IP) culture using national
mandates on indigenous peoples education (IPEd) as reference:
• Republic Act No. 8371 or the Indigenous People’s Rights Act of 1997
• DepEd Order No. 62, S. 2011 or the Adopting the National Indigenous Peoples (IP) Education Policy
Framework
• DepEd Order No. 32, S. 2015 or the Adopting the Indigenous Peoples (IP) Education Curriculum Framework
The integration of IP culture in the lesson plan must be highlighted and annotated in this reflection form.
Attach your lesson plan here.
YOUR ANNOTATIONS

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TEACHER REFLECTION FORM (TRF)

This tool was developed through the Philippine National

This tool was developed through the Philippine National

TEACHER REFLECTION FORM (TRF)

• Routinary schedule to serve as a guide and reminder for the students

(See attached Lesson Plan)

This tool was developed through the Philippine National

This tool was developed through the Philippine National

TEACHER REFLECTION FORM (TRF)

This tool was developed through the Philippine National

This tool was developed through the Philippine National

TEACHER REFLECTION FORM (TRF)

This tool was developed through the Philippine National

This tool was developed through the Philippine National

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