RPMS SY 2021 – 2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: LANIE M. SITOY DATE SUBMITTED: MAY 2, 2022

RATER: MYRACELL P. BUENAFLOR SUBJECT AND GRADE LEVEL: ENGLISH 7

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

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 REFLECTION

After knowing from Clara’s parents that she was diagnosed with a learning disability, I instantly
tried to research about her condition. The case of Clara who is often restless or unfocused in class and
has troubles following instructions and skips activities made me think that she could be experiencing
“Dyspraxia”. It is difficulty with organizing and directing the body to perform a motor skill (movement)
needed to carry out the steps in the process and to ensure that a task is performed in the most efficient
way.

As a Grade 7 teacher, I do believe that it is not an easy task to differentiate instruction and create
new lessons, assessment and activities while you have students with different disabilities and paperwork
that needs to be submitted daily. For instance, I have classes of thirty three students and it’s quite difficult
for me to reach all students and help them meet their needs. With this in mind and with Clara’s condition,
I decided to make my instructional materials more exciting and engaging to get her/their attention. I
believe that Clara needs more sensory information as it can trigger her interest. I have to include more of
tactile (touch), kinesthetic (body position awareness), vestibular (balance awareness) and visual
information. These different approaches could surely enhance her interest and could help her start to
focus on the lesson. Thus, I could start to provide her with more visual and colorful presentation during
discussions.

Moreover, I believe that when teachers provide accommodations and modify assessments for
students with disabilities, students feel more comfortable because they are learning in an environment
where they feel welcomed and valued. So, it would be better to give students with learning disability like
in the case of Clara more engaging physical or kinesthetic activities that will allow her to do body
movements and can arouse her interest and participation. The usual things she does in the classroom
may be a little bit boring and that it is better to always give her new and exciting learning experiences. By
this, she will gain confidence and be more excited to go to school every day and do her classroom tasks
in a healthier and fun way. Also, I personally believe that by giving rewards after successfully finishing a
certain task will help her focus and motivated. Thus, this kind of learning activity needs extra care and
attention and teachers who will encounter children with learning disability must be able to attend
seminars regarding this matter. The more this kind of student lose interest in learning, the more that we
teachers have to provide them more opportunities and chances to learning. Therefore, we should
continue to give diversified activities for our diversified learners that will help them realize that learning
can be fun too.

Amply, it is disservice to underestimate the intelligence and potential for success of students with a
learning disability and other disabilities. Learning abilities are not indicative of low intelligence. Some of
the most daunting disabilities have been overcome by some of the world’s most successful people.
Galileo had a visual impairment, Elton John had epilepsy, James Earl Jones had a speech impediment,
John F. Kennedy had a learning disability, and Howard Hughens had OCD, as does David Beckham.
Winston Churchill and Teddy Roosevelt suffered from bipolar disorder, as do Buzz Aldrin and Jim Carrey.
Indeed, we do not know who will be the next famous individual but as educators, we can continue to
teach our students in ways that they learn best.
 RPMS SY 2021 – 2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: LANIE M. SITOY DATE SUBMITTED: MAY 2, 2022

RATER: MYRACELL P. BUENAFLOR SUBJECT AND GRADE LEVEL: ENGLISH 7

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 REFLECTION

As stated in the Republic Act 8371 or better known as “The Indigenous People’s Rights Act of
1997”, the indigenous people or indigenous cultural communities/ Indigenous people (ICCs/IPs) are
classified as the group of people or homogenous societies identified by self-ascription and ascription by
others, who have continuously lived as organized community on communally bounded and defined
territory and who have, under claims of ownership since time immemorial , occupied, possessed, and
utilized such territories sharing common bonds of language , customs, traditions, and other distinctive
cultural traits, or who have through resistance to political, social, and cultural inroads of colonization, non-
indigenous religions and cultures, became historically differentiated from the majority of Filipinos.

Furthermore, although they have been historically from the majority of Filipinos, they still carry the
rights for equal treatment as the majority of people in the Philippines. Thus, it was also stated that the
State shall guarantee that members of ICCs/IPs regardless of sex, shall equally enjoy the full measure of
human rights and freedoms without distinction and discriminations; and that the state recognizes its
obligations to respond to the strong expression of the ICCs/IPs for cultural integrity by assuring maximum
ICCs/IPs participation in the direction of education, health as well as other services of ICCs/IPs in order
to render such services more responsive to the needs and desires of these communities.

Therefore, it is essential for teachers like us, to be able to recognize and identify if there are learners
in class who belongs to ICCs/IPs group so that we can carefully address their needs and therefore give
them an equal treatment and appropriate teaching strategies.

In the given situation where an assessment activity was given to a class of 30 students, five of which
belong to indigenous peoples (IP) group, I think the teacher was able to give careful consideration to the
group. Instead of focusing to the majority of learners who are used to having or knowing the people from
set A which are the Mayor, Councilors, and medical officers, the teacher was able to consider also the
equivalent set of people in the indigenous peoples group. Thus, he/she recognized the ICCs/IPs group
by acknowledging their culture.

Fully, it is very important for us teachers, after knowing that there are learners in our class who
belong to indigenous peoples group that we have to make sure that we use different teaching strategies
that are also applicable for them and not just for the whole class. We have to make sure that we are
using the appropriate teaching strategies to address not just the different learning styles but also the
different cultural groups in our class. By these, we make sure that we treated students equally and that
no one must be left behind.
The case of Clara who is often restless or unfocused in class and has troubles following instructions and
skips activities when left unsupervised is one of the major concerns of being a teacher. As a Grade 7
teacher, I do believe that it is not an easy task to differentiate instruction and create new lessons,
assessment and activities while you have students with different disabilities and paperwork that needs to be
submitted daily. For instance, I have classes of thirty three students and it’s quite difficult for me to reach all
students and help them meet their needs. Based on my observations, I think it takes years to create an
effective curriculum that differentiates instruction for all students with special needs.

Moreover, I have experienced that when teachers provide accommodations and modify assessments
for students with disabilities, students feel more comfortable because they are learning in an environment
where they feel welcomed and valued. When I provide modifications and accommodations to my students
with different needs like Clara, I think students will gain confidence about themselves and feel they are
learning in the classroom. Thus, when I encounter such student like her given his disability, I think I should
provide an extra time and one on one instruction in order to analyze the problem more carefully. Another
modification that I think I can provide is the use of technology to increase their ability to love learning in a
fun way.

Furthermore, in order also to establish a learning environment and maximize the learning of all
students in the classroom, I must implement specific steps for effective instruction and accommodation for
students with special needs. According to Friend and Bursuck (2009), the seven steps for differentiating
instruction for students with special needs are identifying classroom demands weaknesses and areas of
student success, potential problems and ways to differentiate instruction, and evaluate student progress.
For instance, when I’m about to start a lesson, I focus in identifying the classroom demands such as
classroom management and instructional material to establish an effective learning environment. It is very
crucial for a teacher like me to acknowledge the students’ learning strengths and needs, such as the basic
skills and survival skills. In fact as an educator, we need to find as many area of strength that a student
possess.

Also, the following are some of the techniques that Clara and some students who are hyperactive that I
handled and will be handled in the future help succeed--- (1) During a test, allow students to block
distractions with earplugs; (2) Use a large print version of a test or novel; (3) Use graphic organizers to
present information; (4)Repeat written instruction aloud; (5) Allow students to take parts of a test
separately; (6) Break don parts of a project into smaller assignments and; (6) Use teacher note and outlines
of lectures , sequential information, visuals, and alternative exam formats.

Amply, it is disservice to underestimate the intelligence and potential for success of students with a
learning disability and other disabilities. Learning abilities are not indicative of low intelligence. Some of the
most daunting disabilities have been overcome by some of the world’s most successful people. Galileo had
a visual impairment, Elton John had epilepsy, James Earl Jones had a speech impediment, John F.
Kennedy had a learning disability, Howard Hughens had OCD, as does David Beckham. Winston Churchill
and Teddy Roosevelt suffered from bipolar disorder, as do Buzz Aldrin and Jim Carrey.

Indeed, we do not know who will be the next famous individual but as educators, we can continue to
teach our students in ways that they learn best.