RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: LILIBETH R. DELALAMON DATE SUBMITTED: ________

RATER: TERESITA N. GALANG SUBJECT & GRADE LEVEL: ENGLISH 9

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 who
belong to indigenous group.
PROMPT #1
Context: The five sections that I handled do not have learners who belong to indigenous
group. Because of that, the lesson designed for the topic “Play Synopsis” did not feature any
contents and activities that cater to indigenous students.

Reflection
An increasingly important issue within the education sphere is the acknowledgement of the
role that culture plays in improving educational outcomes for Indigenous students.

A recent research project undertaken by the Indigenous Education Team at the Australian
Council for Educational Research (ACER) noted that culturally responsive teaching practices
can improve academic outcomes for Indigenous students. However, we found that it can be
difficult for teachers to take steps to become culturally responsive because understandings of
best practice in culturally responsive teaching are varied.

Had there been students who belong to the indigenous group I could have included in the
discussion topics that cater to them. I could have cited examples that feature concepts and
aspects pertaining to indigenous communities. Also, I could have added materials for the
activities that showcase the indigenous people.

In the other grade levels, I learned that some students who are Aetas who came from Porac
which hosts an Aeta Community. At first I wandered why these students need to enroll in
Potrero National High School considering that it is very far from their community. Later on I
was told that they have sponsors who support them. Probably, in the coming years, when
they reach grade 9 I will have the chance to teach them. In that case, I will make it sure that
my teaching strategies and discussions will be responsive to their well-being.

Indeed, indigenous students take time to adjust themselves in the mainstream community
like our school. As a teacher, I should be an instrument in removing the barriers faced by
Indigenous students and in identifying the opportunities to enhance their engagement and
success in education. I should also encourage other students to be opened and responsive to
their indigenous classmate treating them as part of the class without any prejudice and
inhibitions. The indigenous student should be accepted as members of the group during
classroom activities.