RPMS SY 2021-2022

TEACHER REFLECTION
FORM (TRF)
MASTER TEACHER I-IV
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 10
Developed and applied teaching
strategies to address effectively the
needs of learners from indigenous
groups
PROMPT #1
Clara belong to an indigenous group
of people called the T’boli tribe.
T’boli is one of the major Lumad
ethnolinguistic
groups in the Southern part of the
country. Their culture is richly
connected and inspired by nature, with
dances that
mimic from actions of animals and a
variety of music and songs. Clara
family have migrated to the lowlands
due to
conflicts related to their ancestral
domain. They are the only indigenous
peoples in your class of 45 students.
Having
a different culture from the rest of the
class has affected their sense of self
and how they relate to others.
Do the following:
1. In the context of addressing the
needs of learners from indigenous
groups, what teaching strategy will
you develop and use in your lesson to
affirm and strengthen their indigenous
cultural identity? Write your
reflections in this form.
2. Based on your reflection, design
a Learning Action Cell (LAC) plan
to assist your colleagues in
adapting and using culturally
appropriate teaching strategies for
learners from indigenous groups.
Attach
your LAC plan here.
YOUR REFLECTIONS
The UN 2030 Agenda
includes a Goal for Sustainable
Development aimed at ensuring
“inclusive and equitable quality
education and promote lifelong
learning opportunities for all”.
This Goal encompasses
several dimensions of the
Right to Education and one
of its
targets, Gender Equality and
Inclusion, explicitly refers to
indigenous peoples and children
in
vulnerable situations who,
despite significant progress, are
still denied access to education.
These Indigenous People (IP)
groups are the inheritors and
practitioners of distinct cultures
and methods of interacting with
others and the environment.
They have kept unique social,
cultural, economic, and political
traits from the dominant
societies in which they dwell.
These
indigenous people have a right
to a comprehensive education.
Education that represents their
common beliefs, sentiments,
attitudes, and broad concepts.
Not only common learners, but
also
IPs pupils, have access to
education.
RPMS SY 2021-2022
TEACHER REFLECTION
FORM (TRF)
MASTER TEACHER I-IV
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 10
Developed and applied teaching
strategies to address effectively the
needs of learners from indigenous
groups
PROMPT #1
Clara belong to an indigenous group
of people called the T’boli tribe.
T’boli is one of the major Lumad
ethnolinguistic
groups in the Southern part of the
country. Their culture is richly
connected and inspired by nature, with
dances that
mimic from actions of animals and a
variety of music and songs. Clara
family have migrated to the lowlands
due to
conflicts related to their ancestral
domain. They are the only indigenous
peoples in your class of 45 students.
Having
a different culture from the rest of the
class has affected their sense of self
and how they relate to others.
Do the following:
1. In the context of addressing the
needs of learners from indigenous
groups, what teaching strategy will
you develop and use in your lesson to
affirm and strengthen their indigenous
cultural identity? Write your
reflections in this form.
2. Based on your reflection, design
a Learning Action Cell (LAC) plan
to assist your colleagues in
adapting and using culturally
appropriate teaching strategies for
learners from indigenous groups.
Attach
your LAC plan here.
YOUR REFLECTIONS
The UN 2030 Agenda
includes a Goal for Sustainable
Development aimed at ensuring
“inclusive and equitable quality
education and promote lifelong
learning opportunities for all”.
This Goal encompasses
several dimensions of the
Right to Education and one
of its
targets, Gender Equality and
Inclusion, explicitly refers to
indigenous peoples and children
in
vulnerable situations who,
despite significant progress, are
still denied access to education.
These Indigenous People (IP)
groups are the inheritors and
practitioners of distinct cultures
and methods of interacting with
others and the environment.
They have kept unique social,
cultural, economic, and political
traits from the dominant
societies in which they dwell.
These
indigenous people have a right
to a comprehensive education.
Education that represents their
common beliefs, sentiments,
attitudes, and broad concepts.
Not only common learners, but
also
IPs pupils, have access to
education.
RPMS SY 2021-2022
TEACHER REFLECTION
FORM (TRF)
MASTER TEACHER I-IV
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 10
Developed and applied teaching
strategies to address effectively the
needs of learners from indigenous
groups
PROMPT #1
Clara belong to an indigenous group
of people called the T’boli tribe.
T’boli is one of the major Lumad
ethnolinguistic
groups in the Southern part of the
country. Their culture is richly
connected and inspired by nature, with
dances that
mimic from actions of animals and a
variety of music and songs. Clara
family have migrated to the lowlands
due to
conflicts related to their ancestral
domain. They are the only indigenous
peoples in your class of 45 students.
Having
a different culture from the rest of the
class has affected their sense of self
and how they relate to others.
Do the following:
1. In the context of addressing the
needs of learners from indigenous
groups, what teaching strategy will
you develop and use in your lesson to
affirm and strengthen their indigenous
cultural identity? Write your
reflections in this form.
2. Based on your reflection, design
a Learning Action Cell (LAC) plan
to assist your colleagues in
adapting and using culturally
appropriate teaching strategies for
learners from indigenous groups.
Attach
your LAC plan here.
YOUR REFLECTIONS
 The UN 2030 Agenda
includes a Goal for Sustainable
Development aimed at ensuring
“inclusive and equitable quality
education and promote lifelong
learning opportunities for all”.
This Goal encompasses
several dimensions of the
Right to Education and one
of its
targets, Gender Equality and
Inclusion, explicitly refers to
indigenous peoples and children
in
vulnerable situations who,
despite significant progress, are
still denied access to education.
These Indigenous People (IP)
groups are the inheritors and
practitioners of distinct cultures
and methods of interacting with
others and the environment.
They have kept unique social,
cultural, economic, and political
traits from the dominant
societies in which they dwell.
These
indigenous people have a right
to a comprehensive education.
Education that represents their
common beliefs, sentiments,
attitudes, and broad concepts.
Not only common learners, but
also
IPs pupils, have access to
education.
RPMS SY 2021-2022
TEACHER REFLECTION
FORM (TRF)
MASTER TEACHER I-IV
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 10
Developed and applied teaching
strategies to address effectively the
needs of learners from indigenous
groups
PROMPT #1
Clara belong to an indigenous group
of people called the T’boli tribe.
T’boli is one of the major Lumad
ethnolinguistic
groups in the Southern part of the
country. Their culture is richly
connected and inspired by nature, with
dances that
mimic from actions of animals and a
variety of music and songs. Clara
family have migrated to the lowlands
due to
conflicts related to their ancestral
domain. They are the only indigenous
peoples in your class of 45 students.
Having
a different culture from the rest of the
class has affected their sense of self
and how they relate to others.
Do the following:
1. In the context of addressing the
needs of learners from indigenous
groups, what teaching strategy will
you develop and use in your lesson to
affirm and strengthen their indigenous
cultural identity? Write your
reflections in this form.
2. Based on your reflection, design
a Learning Action Cell (LAC) plan
to assist your colleagues in
adapting and using culturally
appropriate teaching strategies for
learners from indigenous groups.
Attach
your LAC plan here.
YOUR REFLECTIONS
The UN 2030 Agenda
includes a Goal for Sustainable
Development aimed at ensuring
“inclusive and equitable quality
education and promote lifelong
learning opportunities for all”.
This Goal encompasses
several dimensions of the
Right to Education and one
of its
targets, Gender Equality and
Inclusion, explicitly refers to
indigenous peoples and children
in
vulnerable situations who,
despite significant progress, are
still denied access to education.
These Indigenous People (IP)
groups are the inheritors and
practitioners of distinct cultures
and methods of interacting with
others and the environment.
They have kept unique social,
cultural, economic, and political
traits from the dominant
societies in which they dwell.
These
indigenous people have a right
to a comprehensive education.
Education that represents their
common beliefs, sentiments,
attitudes, and broad concepts.
Not only common learners, but
also
IPs pupils, have access to
education.
RPMS SY 2021-2022
TEACHER REFLECTION
FORM (TRF)
MASTER TEACHER I-IV
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 10
Developed and applied teaching
strategies to address effectively the
needs of learners from indigenous
groups
PROMPT #1
Clara belong to an indigenous group
of people called the T’boli tribe.
T’boli is one of the major Lumad
ethnolinguistic
groups in the Southern part of the
country. Their culture is richly
connected and inspired by nature, with
dances that
mimic from actions of animals and a
variety of music and songs. Clara
family have migrated to the lowlands
due to
conflicts related to their ancestral
domain. They are the only indigenous
peoples in your class of 45 students.
Having
a different culture from the rest of the
class has affected their sense of self
and how they relate to others.
Do the following:
1. In the context of addressing the
needs of learners from indigenous
groups, what teaching strategy will
you develop and use in your lesson to
affirm and strengthen their indigenous
cultural identity? Write your
reflections in this form.
2. Based on your reflection, design
a Learning Action Cell (LAC) plan
to assist your colleagues in
adapting and using culturally
appropriate teaching strategies for
learners from indigenous groups.
Attach
your LAC plan here.
YOUR REFLECTIONS
The UN 2030 Agenda
includes a Goal for Sustainable
Development aimed at ensuring
“inclusive and equitable quality
education and promote lifelong
learning opportunities for all”.
This Goal encompasses
several dimensions of the
Right to Education and one
of its
targets, Gender Equality and
Inclusion, explicitly refers to
indigenous peoples and children
in
vulnerable situations who,
despite significant progress, are
still denied access to education.
These Indigenous People (IP)
groups are the inheritors and
practitioners of distinct cultures
and methods of interacting with
others and the environment.
They have kept unique social,
cultural, economic, and political
traits from the dominant
societies in which they dwell.
These
indigenous people have a right
to a comprehensive education.
Education that represents their
common beliefs, sentiments,
attitudes, and broad concepts.
Not only common learners, but
also
IPs pupils, have access to
education.
IRECTIONS: 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
Developed and applied teaching
strategies to address effectively the
needs of learners from indigenous
groups
PROMPT #1
Clara belong to an indigenous group
of people called the T’boli tribe.
T’boli is one of the major Lumad
ethnolinguistic
groups in the Southern part of the
country. Their culture is richly
connected and inspired by nature, with
dances that
mimic from actions of animals and a
variety of music and songs. Clara
family have migrated to the lowlands
due to
conflicts related to their ancestral
domain. They are the only indigenous
peoples in your class of 45 students.
Having
a different culture from the rest of the
class has affected their sense of self
and how they relate to others.
Do the following:
1. In the context of addressing the
needs of learners from indigenous
groups, what teaching strategy will
you develop and use in your lesson to
affirm and strengthen their indigenous
cultural identity? Write your
reflections in this form.
2. Based on your reflection, design
a Learning Action Cell (LAC) plan
to assist your colleagues in
adapting and using culturally
appropriate teaching strategies for
learners from indigenous groups.
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

Developed and applied teaching strategies to address effectively the needs of learners from indigenous
groups

PROMPT #1

Clara belong to an indigenous group of people called the T’boli tribe. T’boli is one of the major Lumad
ethnolinguistic groups in the Southern part of the country. Their culture is richly connected and inspired
by nature, with dances that mimic from actions of animals and a variety of music and songs. Clara family
have migrated to the lowlands due to conflicts related to their ancestral domain. They are the only
indigenous peoples in your class of 45 students. Having a different culture from the rest of the class has
affected their sense of self and how they relate to others.

Do the following:

1. In the context of addressing the needs of learners from indigenous groups, what teaching strategy will
you develop and use in your lesson to affirm and strengthen their indigenous cultural identity? Write
your reflections in this form.

2. Based on your reflection, design a Learning Action Cell (LAC) plan to assist your colleagues in
adapting and using culturally appropriate teaching strategies for learners from indigenous groups.

YOUR REFLECTIONS
A Sustainable Development Goal in the UN 2030 Agenda calls for "inclusive and equitable quality
education and encourage lifelong learning opportunities for all." One of this goal's aims, Gender Equality
and Inclusion, specifically mentions indigenous people and children in disadvantaged situations who,
despite tremendous advancement, are still denied access to school. This goal incorporates various
aspects of the Right to Education. These Indigenous People (IP) groups carry on and use unique cultures
and ways of relating to one another and the environment. Unique social, cultural, economic, and
political characteristics have been preserved from their prevailing societies. These native people are
entitled to a thorough education. education that reflects their general notions, attitudes, and shared
beliefs.

A teaching strategy that will support and strengthen the cultural identities of indigenous learners is
necessary. As part of this technique, relationships are built that help students feel like they belong and
have a place in their schools. Teachers need to be understanding of each student's cultural background
and attentive to it. A good teacher shows that they are open to new ways of understanding and
appreciating their students in the classroom. creating a respectful environment in the classroom where
everyone is aware of our students' backgrounds and identities and accepts them for who they are.

Students respond to questions more quickly and participate more actively in class discussions when
lectures are relatable to their daily lives and local communities. Indigenous people engaged well, began
to reflect deeply, and thought critically when themes were pertinent to and fundamental to their life.
Above all, value diversity. Respect the native people, their language, culture, and all that is associated
with their community. Use local resources that are recognizable to them and in line with our curriculum
to support this context.