TEACHER REFLECTION FORM 

OBJECTIVE 9
Based on the scenario given, Clara is suffering from Attention Deficit Hyperactivity
Disorder (ADHD) (Types of Learning Disabilities: Discover 10 Common Learning Disabilities, 2022).
Clara would likely beacome attention seeking in class, unable to focus, unable to
accomplish complex learning goals, hyperactive, and unable to follow instructions.
Clara’s attention span would be very short. 

In order to cater and deliver quality instruction to students with Learning Disability,
particularly ADHD like Clara, teaching strategies must also be suited to their learning
needs.  Assuming that Clara is in my English 8 class, here are some adjustments I
would make in my instruction so that Clara can learn just like the rest of the
students: 

Classroom Management, Before the start of the lesson, I would see to it that Clara is
seated away from the things that might distract her like windows, doors and other
displays in the classroom. She is already struggling to focus, so any distractions in the
classroom should be away from her. I would seat her in the middle, and if possible,
near me so that I can keep an eye on her, this will compel Clara to slightly focus on
class. I would also explain the rules and expected behavior in class and the
consequences if rules are not followed. Clara will also be rewarded by her positive
behaviors and get consequences for not following the rules. According to an article 8
Simple School Strategies for Students With ADHD, students with ADHD get benefit from reward
and punishment reinforcement.

Lesson Delivery. My lesson must be presented in simple language, and if possible be

presented in charts, graphs, pictures, or other illustrations to facilitate her
understanding of the concept. All the important concepts must also be given time
early on the lesson, this calls for an inductive approach of lesson delivery. Clara’s
attention span would be so short, that is why it is important that she perform skills or
learn concepts in the onset of the lesson, before she loses interest and focus
altogether.

Likewise, this is however true to all, information or concept of the lesson must be in
chunks so that they can absorb it, most especially Clara. Complex concepts must be
divided into small learning concepts to ensure that students like Clara can still
understand it.

Grammar Practice. In drills and Grammar Practice, Clara will be given drills and
practice sheets with gradual difficulty. This will help capture the interest and attention
of Clara because she will perform an activity that she can accomplish and understand.
Instructions would also be repeated because Clara would likely forget the instructions
on the practice.

In performance activities, I would use a graphic organizer to chart the step-by-step

method of activity. Students with ADHD often lose interest in activities when
unsupervised or lose their focus. By guiding them with visuals as instruction in the
 activity, students like Clara would be reinforced to do the activity because they have
visuals to follow and I would also constantly monitor and give her extra attention.

Clara will also not be forced to answer questions which needed long verbal explanation
so as not to embarrass or demotivate her. In English, students are asked to explain
their answers to develop Language ability, Clara would be exempted to this but will
find other ways to allow her to speak and develop oral language abilities.

I would also give Clara a constant Feedback on her activity to motivate her even more
to give attention to her learning tasks.

DepEd provides an equal opportunity for learning to Children with Disability or what
we call Inclusive Education, “DO 72, s. 2009-Inclusive Education as Strategy for
Increasing Participation Rate of Children ''. As a teacher, I recognize my immense
responsibility in providing quality and equal opportunity of learning to students with
disabilities. By providing a suitable lesson delivery, I would ensure that students like
Clara would be allowed to have access to equal and quality learning experiences in my
class. 

References
Brooks, J. O. (n.d.). Effective Strategies for Teaching Students with ADHD. Retrieved from ld resources:
https://www.ldrfa.org/tips-and-strategies-to-help-students-with-adhd-succeed/

Low, K. (2020, june). erywellmind. Retrieved from 8 Simple School Strategies for Students With ADHD:
https://www.verywellmind.com/help-for-students-with-adhd-20538

Margaret Spellings, John H. Hager,Alexa Posny ,Louis Danielson. (2006). Teaching Children with Attention Deficit
Hyperactivity Disorder: Instructional Strategies and Practices . Washington, D.C: U.S. Department of
Education Contract.

Types of Learning Disabilities: Discover 10 Common Learning Disabilities. (2022). Retrieved from lmshero.