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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: IZA MARI VICTORIA F. LECHIDO DATE SUBMITTED: JULY 14, 2022
RATER: MRS. JENNIFER T. GERALDE SUBJECT & GRADE LEVEL: MATH 7

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

YOUR REFLECTIONS

In the particular circumstances of the case, I believe the teacher took the five (5) IP pupils into account, as seen by
the assessment he/she provided. By providing two sets of possibilities for completing a work, the teacher was able
to give not just typical students but also IP students with the opportunity of selecting whatever context is relevant to
them. The teacher treated all pupils equally, even those from the IP group. As a result, the instructor values and
appreciates the goals, cultural background, community affiliation, and community beliefs of those five kids.

We, teachers, can gather valuable teacher quality of care and compassion from this scenario, taking careful
consideration of the welfare of the IP students. We can also reflect as individuals on how we form our own
perspectives and viewpoints about the cultural framework of the IPs by learning about their backgrounds. As
teachers, it is critical for us to be mindful of our students' family and cultural backgrounds, whether they are regular
students or come from the IP, and to plan lessons that are carefully thought out to include the IPs so that we can
demonstrate equality and equal opportunities for all of our diverse students in the classroom so that no one falls
behind.

Just like any Filipino student, students coming from the IP communities or groups deserve an inclusive, quality, and
well-rounded education. This education reflects their shared values, feelings, principles, and general ideas.

This tool was developed through the Philippine National

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