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RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III

TEACHER: ________JASON J. PACAWAY ______ DATE SUBMITTED:_____JULY 15, 2022________

RATER: ____________ANNABELLE E. GOSOSO___ SUBJECT & GRADE LEVEL: __ARAL.PAN 10

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: My student in Grade 10 STE – I have noticed a decline in performance after the
2nd Quarter session beginning of Face-to-Face Classes. A decreasing number of attendance,
inactive group task performance was observed. That indicates to respond on the adjustment
of blended learning activity at school.

Action Taken: You had a conference with her parents and found out from them that
Student was having a hard time adjusting its time for the study and work, since the student
was working at night time joining the fishing vessel as a crew.

YOUR REFLECTIONS

Teaching students with learning difficulties will confront you with some special and
unusual difficulties, just like the case of my student in GRADE 10 STE. These students will not
only take more of your time and patience, but they will also need specific teaching tactics in a
regimented setting that fosters and maximizes their learning potential. It's critical to keep in mind
that individuals with learning disabilities don't lack the ability to learn; rather, they require
differentiated education that takes into account their unique learning styles. Due to the modality
we employ, whereby all of the instructional materials and exercises are delivered as digital
copies, my student with limited vision found it more challenging to meet all of the requirements
during the previous academic year.
I have developed teaching materials in the form of an audiovisual presentation to
accommodate the needs of this particular student so she can keep up with the conversation. If I
have a student with the same problem of my student, I will make frequent progress checks for
learning impaired children. Inform them of their level of achievement in relation to a personal or
group objective. Reassure learners with comments right away. They must instantly comprehend
how what was taught and what was learnt are related. Make activities as brief as you can. Long,
tedious undertakings can be especially difficult for a youngster with learning difficulties. Students
like my student may have a hard time understanding abstract ideas. Provide them with tangible
things whenever you can—things they can touch, hear, smell, etc.

This tool was developed through the Philippine

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