1

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: AURELIO B. LAGUNA III _ DATE SUBMITTED:

RATER:
MARIA LOURDES M. SENA __ SUBJECT & GRADE LEVEL: TLE – GRADE10

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 is often seen restless or unfocused in class and has troubles following instructions
and skips activities when left unsupervised. After a conference with Clara’s parents, it was
discovered that she had been diagnosed with learning disability. I started checking into her
situation right away. My instructional techniques and materials must be adjusted for her to
ensure that she succeeds in learning.
Clara’s problem as I research, could be that she has Attention-deficit/hyperactivity
disorder (ADHD). It is a developmental disorder and classified as a learning disability. That’s
why teaching pupils with ADHD can be a challenge at times. By remaining patient and being
aware of the symptoms of ADHD, I can help Clara and any pupil who has this disorder to
achieve their best potential. Instructional strategies suited to their needs and learning style to
allow them focus better will greatly help. Establishing strong working relationship with the
pupils’ parents with ADHD is incredibly important.

This tool was developed through the Philippine National

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

They know their child better than anyone else and are a valuable source of information
about which strategies do and don’t work for their child. I will give instructions in simple terms
and simplify all instructions, tasks, and assignments to the best of my ability.
Due to their delayed maturation, forgetfulness, distractibility, and disorganization,
children with ADHD need more supervision than their peers. Assigning these children to
classmates who can remind them of homework and classwork, collaborating on a project with
pupil partners, and incorporating classroom assistants as much as possible before and after class
can all help these pupils.
Visual cues and examples work effectively for pupils with ADHD. I will use an overhead
projector or a whiteboard to illustrate a skill such as essay writing. I will leave important points
about a topic accessible on the board as they begin their individual work. Around the room, I will
display crucial concepts that the children will utilize again and again on brightly colored poster
board.
To inspire Clara, rewards and incentives should always be utilized before punishment.
Change the incentives often to avoid boredom. I will refrain from using the loss of recess as a
punishment for bad behavior.
I'll will also make sure Clara is writing down learning tasks and helping her keep
organized in the classroom to alleviate her frustration and boost her self-esteem. I'll will also
record my lesson so she may review it afterwards. With this, Clara will be able to participate in
class discussions and will have the same level of knowledge as her classmates who do not have a
learning disability.

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: AURELIO B. LAGUNA III DATE SUBMITTED:

RATER: MARIA LOURDES M. SENA __ SUBJECT & GRADE LEVEL: TLE- GRADE 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 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

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.

This tool was developed through the Philippine National

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

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. In
the scenario, I believe that the teacher was prepared to give the five pupils careful
consideration. He/She employs a learner-centered instruction and provided
differentiated assessment so that pupils may pick from a variety of assessments given if
they belong to an IP group. With these all pupils were treated equally in the assessment,
and the teacher was responsive to the pupils he or she worked with.
We as teachers taught to be compassionate and kind in the situation, to reflect
on our thoughts about individuals from other cultures, to reflect on their cultural frames
of reference, and to be educated about our pupils' other cultures. As teachers, we must be
aware of our pupils' origins, whether they are from common or indigenous communities,
in order to address their needs and guarantee that everyone has access to the high-quality
education we provide. We must realize the significance of incorporating cultural
references into all parts of learning for pupils. To ensure that no one is left behind, all
pupils should be equally interested and engaged in the classroom.

This tool was developed through the Philippine National

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

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: AURELIO B. LAGUNA III DATE SUBMITTED:

RATER: MARIA LOURDES M. SENA __ SUBJECT & GRADE LEVEL: TLE – GRADE10

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

This tool was developed through the Philippine National

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

This tool was developed through the Philippine National

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