1

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: MITCHEL G. MARAVILLA _ DATE SUBMITTED: JULY 25, 2022

RATER:
NORRIE P. SAMOY __ SUBJECT & GRADE LEVEL: ENGLISH 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: 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

Clara frequently exhibits signs of being agitated or distracted in class, struggles

to understand directions, and skips activities when unattended. It was determined that
Clara had a learning problem following a meeting with her parents. I immediately
began investigating her predicament. To ensure that she learns, I must modify my
instructional strategies and resources for her.
According to my research, Clara might have attention-deficit/hyperactivity
disorder (ADHD). It is categorized as a learning disability and is a developmental
disease. Teaching students who have ADHD might therefore occasionally be difficult.
Clara and any other learners with ADHD can benefit from my patience and awareness
of the symptoms by working with them to reach their full potential.
To help individuals concentrate better, teachers should design lessons that are
appropriate for their requirements and learning preferences. It is crucial to develop a
good working relationship with the students' ADHD parents.

This tool was developed through the Philippine National

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

Learners with ADHD require more supervision than their classmates do because
of their delayed development, forgetfulness, distractibility, and disorganization. These
students can benefit from being paired with classmates who can help them remember
their assignments, working in pairs on a project, and utilizing classroom aides as much
as possible before and after class.
Examples and visual clues are useful for learners with ADHD. I will demonstrate a
skill, like writing an essay, using a whiteboard or an overhead projector. I'll leave
pertinent information about a subject visible on the board as they start working
independently. Rewards and incentives should always be used before punishment to
motivate Clara. To prevent monotony, switch up the rewards frequently.
In order to reduce Clara's frustration and increase her self-esteem, I'll also make
sure she's noting down her homework and assisting her with staying organized in the
classroom. In order for her to study my lecture later, I'll also videotape it. Clara will be
able to engage in class discussions as well as know just as much as her peers who do
not have a learning problem thanks to this.
A teacher must rise to the challenge of working with a kid like Clara. The
teacher's capacity to identify the issue and take appropriate action to address the
learners' needs without creating a sense of difference is being evaluated. To fulfill the
needs of all students, including those with learning and cognitive challenges, tech
teachers must be aware that their students come to class with a variety of traits and
talents.
The difficulty with labeling a pupil as having a learning handicap, according to
Branstetter (2019), is that it causes them to have lower expectations. The pupil might
then fulfill these modest expectations. The pupil might then fulfill these modest
expectations. It is challenging to determine what is causing learning difficulties in pupils,
despite the fact that these students frequently suffer with inferior accomplishment and
have low expectations for their academic ability, according to some researchers.
If Clara is my student, I will advocate for the least restrictive setting to integrate
Clara as much as possible into regular classroom and school activities.
During my teaching career, I worked with a kid who had a cognitive handicap.
This kid was largely placed in non-disabled students' classrooms that were designed
specifically for slow learners. So, taking into account his requirements and strengths, I
created a television-based instruction (TVBI) plan for that student. I am concentrating on
the sea of strengths around the islands of weakness. It's not simply wonderful to focus
on your strengths. Students with learning impairments must feel confident in themselves.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support from
the Australian Government
 3

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: MITCHEL G. MARAVILLA DATE SUBMITTED: JULY 25, 2022

RATER: NORRIE P. SAMOY __ SUBJECT & GRADE LEVEL: ENGLISH 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 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 people (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

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support from
the Australian Government
 4
YOUR REFLECTIONS

Even though the Department of Education guarantees all Filipino students access to a
high-quality education regardless of their cultural background or racial or ethnic group, there
appear to be hurdles between Indigenous People (learners) and other pupils in the classroom.
Because they still believe they are beneath other students, Ips themselves are rejecting the
attempts made by teachers and other students to accept these IP learners. The more their
teachers gave them a sense of community, the more they would distance themselves and
lose interest in attending school.
In the Philippines, Republic Act 8371, also known as The Indigenous Peoples Rights Act
of 1997, establishes a national commission on indigenous peoples and recognizes, defends,
and promotes the rights of indigenous cultural communities and indigenous peoples. It also
appropriates funds for these and other purposes and establishes implementation
mechanisms.
All of the rights of Indigenous Cultural Communities and Indigenous Peoples (ICCs/IPs)
are acknowledged and supported by the state.
With the cooperation of the ICCs/IPs in concerned, the State shall take action to
safeguard their rights, ensure adherence to their cultural traditions, and ensure that they are
afforded the same opportunities and protections as other citizens of the country under national
laws and regulations.
By ensuring maximum ICC/IP participation in the direction of education, health, as well as
other services of ICCs/IPs, the State recognizes its obligations to respond to the strong
expression of the ICCs/IPs for cultural integrity and make such services more responsive to
the needs and desires of these communities.
Although there are laws that are within the jurisdiction of the state, teachers still need to
address the mentality and social skills of IP learners.
As a teacher dealing with IP learners, you must keep them motivated and create lessons
that are tailored to their needs. The strategies and resources used in the classroom should be
created in a way that does not make the students feel inferior.
Using this as an illustrative example. When discussed in a classroom setting, the function
of medical officers and healers would help IPs feel like they still belong because they actually
see healers more frequently than medical officers.
Medical officers work in the community aside from catering medical needs is to develop
and maintain client paper and electronic health records in addition to providing patients with
health and first aid supplies. They make sure that the relevant tools and supplies are properly
maintained at all times.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support from
the Australian Government
 5

On the other hand, healers are thought to use ancient methods of treating illnesses that

typically lack scientific justifications. This has been done since the beginning of time. These skills

have been passed down through the generations and are still used now. Indigenous healing, which

is frequently mistaken for traditional healing, is used all throughout the world.

They depend on the culture. Indigenous healing is the culmination of the people's

knowledge, beliefs, connection to and comprehension of nature, and spiritualism to address and

treat health-related issues. Indigenous healers and practices like these have had a significant

impact on our civilization, from simple domestic remedies like using turmeric and water to treat a

cold to claims that they can treat a variety of illnesses, mental disorders, and even infertility. They

too have huge influence in contemporary society.

The Philippine educational system practice inclusivity and diversity which allow any Filipino

learner to enjoy the right to education. While teachers consider the problem on isolation and

inferiority complex to some of IP learners, their role in making no gaps among learners should be

strengthened. It is important, though the learners themselves do not understand, they should be

tapped as leaders, they should be given roles inside the classrooms. They should be given parts in

all activities.

During the classroom discussions, choose examples that are present in their respective

communities, use terminologies which are common to them and use pictures or scenarios which

are present in their communities. These would help them feel that they are being appreciated.

Make it a point that they are appreciated.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support from
the Australian Government
 6

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: MITCHEL G. MARAVILLA DATE SUBMITTED: JULY 25, 2022

RATER: NORRIE P. SAMOY __ SUBJECT & GRADE LEVEL: ENGLISH 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 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 people (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

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support from
the Australian Government
 7

This tool was developed through the Philippine National

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