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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: ELIZABETH C. MARIÑAS DATE SUBMITTED: June 27, 2022

RATER: SIMONETTE G. JUICO SUBJECT & GRADE LEVEL: Two-Mangga

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

Finding out a pupil’s disturbing condition under your care produces a lot of concern. It has to be addressed with utmost care and with
professional knowledge as a mishandling of his/her case would probably result to a more damaging effect.

Clara was diagnosed with ADHD, a disorder that includes difficulty staying focused and paying attention, difficulty controlling
behavior and hyperactivity. Attention Deficit Hyperactivity Disorder (ADHD) is a condition that becomes apparent in some children in the
preschool and early school years. It is hard for these children to control their behavior and/or pay attention ( Source:
https://ldaamerica.org/disabilities/adhd/). Such characteristics are evident in Clara. The moment she gets in the room, the whole class becomes
in disarray as she disturbs most of her classmates including their things. She constantly roves around, talking to her classmates. For a short
while, she may get quiet but suddenly bursts or shouts with no reason at all. There are also times that she slips out of the room unnoticeably
specially during class discussion or in times where the pupils are doing their activities. Carla’s disorder is of the combined type (that displays
both inattentive and hyperactive-impulsive symptoms).

To cope with Clara’s different behavior, I let her sat close to my table in front so I could see her most of the times. I understood that
giving her praise and rewards when rules were followed helped her to become more attentive. Always look for the good behavior and putting
out the bad ones. And when I gave commands it must be clear and effective, accompanied by looking at her eyes or tapping her shoulder. I let
her followed healthy habits that include getting enough sleep, eating a well-balanced diet consisting of three meals, a snack and adequate fluids
daily, and has an outlet for some form of daily exercise. Another way is to develop routines around homework and chores. Also, one that helped
her a lot was when she built relationships, strong social skills and maintained friendships.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support from
the Australian Government
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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: ELIZABETH C. MARIÑAS DATE SUBMITTED: June 27, 2022

RATER: SIMONETTE G. JUICO SUBJECT & GRADE LEVEL: Two-Mangga

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 #2
Design a lesson plan for the gifted and talented learners based on your idea on how they may be addressed in your
class. Your strategies for the gifted and talented learners must be highlighted and annotated in this form.
Attach your lesson plan here.

YOUR ANNOTATIONS

Lesson Plan for the gifted and talented learners

Peer Sharing

Visual Presentation

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support from
the Australian Government
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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: ELIZABETH C. MARIÑAS DATE SUBMITTED: June 27, 2022

RATER: SIMONETTE G. JUICO SUBJECT & GRADE LEVEL: Two-Mangga

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

To give activities that include those that belong to indigenous people requires an understanding of their
culture, traditions, faith, customs and practices. IP’s need quality education just like the rest of the pupils from
different walks of life and ethnicity. I believe the teacher has fair treatment of all the pupils, looking at their
differences and their position in the community. Because she knows that her pupils do not belong to one social
class, she needs to give preferences to others, too. She explicitly showed her empathy to the variety of her
audiences. There was a consideration on the impression that would be created should there was no set B.
There would have a feeling of exclusivity because theirs were not in the choices that they have knowledge
about. The teacher considered very well the presence of the IP’s.
As teachers, we are shapers of the future of our pupils. It’s crucial on our part how to handle each child
that is under our care. Any unfavorable acts we show or apply to anyone of them matters the rest of their lives.
It’s extremely sad if we become one of the contributors of their failure. So, the necessity of examining the words
to be uttered to them is highly important for they could make or break them and the kind of treatment that we do
may uplift their souls or bring to their destruction. The teacher in this situation displayed her being
compassionate and her thorough understanding of the individuality of her pupils.
We might be unmindful at times of the actions and talks that we do that affect our pupils. Pupils seemed
to be innocent and careless but unsuspectingly, we are creating in them what they will become in the future. We
implant in them in the innermost part of their subconscious the seeds that we unknowingly thrown to them.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support from
the Australian Government
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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: ELIZABETH C. MARIÑAS DATE SUBMITTED: June 27, 2022

RATER: SIMONETTE G. JUICO SUBJECT & GRADE LEVEL: Two-Mangga

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 #2
Design a lesson plan for your class that integrates aspects of indigenous peoples (IP) culture using national
mandates on indigenous peoples education (IPEd) as reference:
• Republic Act No. 8371 or the Indigenous People’s Rights Act of 1997
• DepEd Order No. 62, S. 2011 or the Adopting the National Indigenous Peoples (IP) Education Policy
Framework
• DepEd Order No. 32, S. 2015 or the Adopting the Indigenous Peoples (IP) Education Curriculum Framework

The integration of IP culture in the lesson plan must be highlighted and annotated in this reflection form.
Attach your lesson plan here.

YOUR ANNOTATIONS

Lesson Plan showing IP integration

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