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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: _ DATE SUBMITTED:

RATER: __ 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.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
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“REFLECTION”

Learning disability is a rampant problem nowadays. This type of disorder affects the ability of the pupils to
understand or use spoken/ written languages, do mathematical calculations, coordinate movements, or
direct attention. It is significant that in an early stage the parents should observe and sense what’s
happening in their child’s behavior for proper diagnosis. Parents and teachers should cooperate to assist
the situation of the child.

Gifted and talented pupils are those individuals who demonstrate high achievement or potential in different
fields. On the other hand, learners with disability are those pupils who lagged in their academics. We must
assist gifted learners and learners with learning disabilities since they are opposite each other and equate
the momentum of their learning.

Pupils who have learning disabilities experience difficulties inside the classroom and even outside the
school. Sometimes these pupils with a learning disabilities are being bullied because of their condition.

Teaching pupils with a disability is challenging, but with passion and dedication, everything becomes a
piece of cake to deliver quality instruction to pupils.

In the case of Clara’s performance, she is unfocused in the class and has trouble following instructions,
and skips activities when left unsupervised. We, teachers, need to note details of every unusual behavior
of those children with learning disabilities to assist their learning needs using anecdotal record. This type
of record will support and guide us to justify our observation in treating the disability. Disability has many
factors; it could be environmental, emotional, psychological, or genetic.

However, since we had a conversation and conference with her parents, we found out that Clara was
diagnosed with a learning disability. Thus, making an inference about the child is not bad. It is only a
perception that can help in our findings. It is not enough that we had an anecdotal record alone, but we
need a shred of evidence to justify our views towards the child.

We, teachers, should recognize that our learners are unique, and each of them has multiple intelligences.
We do not give activities that only a few could benefit from it. Hence we ensure that almost all pupils are
catered to and given equal opportunities to understand the lesson.

Furthermore, I will give a couple of minutes’ break for Clara to manifest the learning needed since she is
restless. Also, I need to take out all the barriers and avoid distractions that could change her attention. I
will provide group activities that allow Clara to interact with her classmates. In this way, Clara would have
regained her interest in listening, participating, and doing the assigned activities.

Dyslexia, dyscalculia, dysgraphia, ADHD, and ADD are common disabilities that exist around the globe
that needs more attention. Society needs to focus on this problem to support the needs of every individual
who has this disability.

ADHD/ Attention Deficit Hyperactivity Disorder is a medical condition with brain development and activity
that affect attention, behavior, and self-control. Children with this learning condition are very inattentive,
hyperactive, and impulsive.

In delivering instruction to pupils, it is not enough to teach them. We should also provide an alternative
solution to those pupils with a learning disability. Having so much knowledge about learning disabilities
and giftedness is a bridge in facilitating their learning needs.

Having differentiated instruction in the class opens an opportunity for the struggling learners to speed up,
it enables gifted pupils to learn at a faster pace. Teachers should adjust themselves to deliver quality
instruction and be responsive to the needs of the pupils.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 3

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: DATE SUBMITTED:

RATER: __ 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 #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.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 4

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 5

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: DATE SUBMITTED:

RATER: __ 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 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

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
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“Reflection”

The Philippines is rich in people with unique cultures, customs, and traditions. These persons belong to
Indigenous People Community. They are the person in society who experience abuse, mistreatment,
and neglect.
Since there are Indigenous People in my class, there should be a differentiation of activities between
regular pupils and pupils who belong to the Indigenous community.

Significantly, we need a thorough examination of the background and origin of these IP pupils before
giving an appropriate assessment. To provide a suitable activity to these pupils and to avoid such
discrimination.

However, the regular pupils should be oriented that we have equal rights and privileges. There are
some instances where indigenous people have difficulties dealing with regular pupils. They have their
own beliefs, and it’s hard for them to mingle with others. They find affliction in communicating their ideas
to the people around them, especially when they are mainstream with regular pupils. Some of them
have a negative notion in their minds and are skeptical that their idea is unacceptable to others.

It is a must that I need to introduce these 5 IPs to the whole class as part of establishing good rapport in
connecting themselves with the people around them. Also, to discard the aloofness and detachment of
Indigenous pupils to the regular pupils.

In this case, I will not provide a uniform or mobilizes the same activity for all the learners. I will use
differentiated instruction where I need to adjust the curriculum and instruction to maximize the learning
for all pupils: - both regular or Indigenous pupils. I will use the same objectives but with a variety of
instructional strategies. We teachers must be careful in assessing our pupil’s needs to meet our
objectives.

In making a constructive Lesson Plan, it should be substantial and extensive that cater to individual
needs, either regular pupils or pupils who belong to the indigenous community.

I will engage these pupils into a hands-on activity that involves their life experiences to manifest the
productive outcome of the learning objectives.

Also, we need to recognize the diversity of learners and contemplate activity in their way. I will provide
them with well-crafted and learner-centered activities that are systematized and flexible to all learners.

We need to find an effective and relevant teaching strategies that are vital when assessing
heterogeneous pupils regardless of their cultural identity.

Furthermore, we should be more aware of how to engage our Indigenous pupils in any activities without
degrading/ compromising their culture and tradition. It is a must that we are not biased in facilitating
learning, providing differentiated instruction that focuses on the outcome but not on the process. We
need to design and consider the needs of our pupils before making an assessment.

As a teacher, we need to be more aware of the culture of our pupils and respect their identities,
color, and origin. We should acknowledge the uniqueness of our pupils and engage them in
instructional activities to boost their potential to achieve the aims of Dep Ed in Education for All.

Having enough cultural understanding is a great condiment to eliminate a map of negative

perception among Indigenous People when they are on the ground or mainstream to regular
learners.

Each of these person under set A and B has its major role in the community. In the Set A,
these are the person who had a role to a non- indigenous individual while on the set B, these
are the person that govern Indigenous people in the far flung areas.
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 7

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: DATE SUBMITTED:

RATER: __ 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 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 people’s 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.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
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This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government