1

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: IZA MARI VICTORIA F. LECHIDO DATE SUBMITTED: JULY 13, 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 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

After meeting Clara's parents and discovering that she has been diagnosed with an unspecified learning
disability, I somehow started to understand her behavior in class. Although I am not in the position to label her disability as
diagnosing is not within my scope of expertise and most learning disabilities belong to a wide range and spectrum, extending
beyond the stereotyped notions of each condition, I can only guess that Clara's learning handicap is most likely Attention
Deficit Hyperactivity Disorder, based on her restlessness, difficulties keeping concentration in class, difficulty following
directions, and skipping activities when left alone. Thus, in my humble assessment of Clara’s case, I would like to propose
for modified or differentiated instruction to cater to Clara’s individual learning needs, until she is able to cope with learning
difficulties and improve her grade level performance or at least achieve a certain level of learning independence as she
proceeds to another level.
If she were in my Grade 7 Math class, I would like to propose for the following activities to cater to her learning
needs:

Classroom Management. I will make sure that there are less distracting structures, objects, or displays in the
classroom that may disrupt her attention. Because she has trouble focusing, sitting in the middle or somewhere else where I
can keep a close watch on her and respond to her needs quickly would be ideal. Also, at the start of the year, I'd like the
students, including Clara, to be part in developing our house rules and expectations so she may be highly involved. Several
studies support the theory that actively involving students and giving them to opportunity to contribute in the clarification of
their development needs and creating a structure increases their attention and focus and motivates them to engage in higher-
level critical thinking.

Lesson Delivery. Because of Clara’s short attention span (as is evident in children with ADHD), I must make
sure that my lessons are clearly presented the first few minutes of the class so that when Clara’s interest wanes, she has
already had a full grasp of the lesson. I must also make sure that I have unpacked complex lessons and competencies and
have divided them into chunks so that Clara and the rest of my students are able to absorb, understand, and recall them. I will
also design mobile activities that will require students to actively participate in class.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support from
the Australian Government
 2

In performance activities.
Because students with ADHD
often lose focus easily
especially when left
unsupervised, I will provide
well-organized and itemized
brief and concise instructions.
Rubrics will also be provided
and have to be carefully
explained to Clara so that she
can achieve what is expected of
her.

Drill Activities. Since Clara has

struggles with attention, then
short and fast-paced activities
may be enjoyable for her.

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 would like to
implement in my teaching
practice the provision of
suitable and differentiated
inclusive education to my
students, like Clara, and the
others who may not have been
diagnosed like her.

REFERENCES:

Brooks, J. O. (n.d.). Effective
Strategies for
Teaching Students
with ADHD. Retrieved
from ld resources:
https://www.ldrfa.org/t
ips-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.verywell
mind.com/help-for-
students-with-adhd-
20538
Margaret Spellings, John H.
Hager,Alexa
Posny ,Louis
Danielson.
(2006). Teaching
Children with
Attention Deficit
Hyperactivity
This tool was developed through the Philippine National
Disorder: Instructiona
Research Center for Teacher Quality (RCTQ) with support from
the Australian Government
l Strategies and