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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.

YOUR REFLECTIONS

Pupils with learning disabilities are referred to “hidden disabilities” that is

why even we taught effectively there will always be pupils that can’t cope, we just
have to discover it by observing his/her potential and actual performance (multiple
intelligences) with the appropriate support and intervention. I will first identify the
lessons he/she excels and interests. Next list the lessons or skills that Clara has
weakness in. Then, to address their weaknesses, I will integrate these lessons or
skills to the ones he/she excelled with. I will have a review little by little and
conduct a regular drill until mastery of these skills, in this way she could learn the
lessons without her knowing it. Also to motivate her, I will make the lesson
interesting by making an interactive instructional material (gamified learning)
digitally or print that will promote learning by doing. And then a good positive
feedback or encouragement promotes a healthy learning environment.
For example, a pupil with dysgraphia (bad handwriting) which is common in
primary levels especially kindergarten. Regular pupils should be able to write
neatly after several practice of writing but other pupils can’t even though they
wrote several times.

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