Teachers Reflection Form Encar RPMS

1
RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: ENCAR L. JIMENEZ DATE SUBMITTED: FEBRUARY 28,2022
RATER: MARLI H. CRUZ SUBJECT & GRADE LEVEL: ARALING PANLIPUNAN 1
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
ACCEPTANCE, that is the appropriate word that comes to my mind whenever I encounter a child
with learning disability. Acceptance starts with the parents, denying the fact that their children need
extra care and attention cannot help the child in their development. These children do not need the
approval of the society they lived in, an approval with the household they belong to is all they need.
Because for them, that is their world and their contentment. They are truly special, because they
know the meaning of contentment – a word that does not exist outside their boundaries.
In the second year of teaching in the public school, I encountered a student of mine who
seems to have his own world. At first, I talked to his mother, and I was right, her mother is denying
that his child needs extra care. I am not an expert in the field, because I did not study Special
Education. But I notice that he is always restless and unfocused in class. He always run in the
classroom other than that, he doesn’t like noise (autism). I am fortunate enough that Google and
Internet exist, I’ve read some articles about his situation and watched some videos. And I did all the
activities that were mentioned in these articles. Then I caught his attention, he let me inside in his
own little world.
I gave him extra activities that were not the same compared to his classmates. I noticed that he
likes English, Reading, and current events. Those are all the materials I gave to him so that he will
just stay in his chair just like the rest of his classmates. Other than the activities, little by little I let
him to join group activities, I am lucky because his classmates are matured enough to understand
his situation, they helped me whenever he has tantrums.
This study source was downloaded by 100000849495829 from CourseHero.com on 07-02-2022 06:47:50 GMT -05:00
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
https://www.coursehero.com/file/134643644/teachers-reflection-form-Encar-RPMSdocx/
Can you read again the first word that I wrote in this reflection? Yes! ACCEPTANCE, I accept who he is
and in return he accepted me. He accepted me in a way that he listens to me whenever we have activities, he
listens to me when he has a bad day. That is the only thing we need to do when we encounter these children.
They don’t need judgement; they don’t need rules that we kept imposing in our classrooms. They just need
someone that they can listen to them, and they will listen in return.
When they start to open, they will show you their interest and how to motivate them. Different children,
different personalities, and different disabilities with different approach. It just up to you as their teacher on how
you can handle them. Handling them makes you exhausted physically and there were times that re frustrating.
But while you are with them, they will teach you lesson that you will never forget. We are teaching them life
skills, on how to be independent and how they can relay on their selves without the help of others. But without
knowing it, they are also teaching us life lessons like patience, hard work, and loving a person without
expecting in return.
There you have it, my simple reflection on how we can handle children with disabilities. It will take time
to teach them, but believe me with a mix of patience, hard work and TLC we can also enter their own little
bubble.
RPMS SY 2021-2022

TEACHER I-III
TEACHER: DATE SUBMITTED:
RATER: __ SUBJECT & GRADE LEVEL:
500 words.
OBJECTIVE 9
Designed, adapted and implemented teaching strategies
that are responsive to learners with disabilities, giftedness and talents
PROMPT #2
Design a lesson plan for the gifted and talented learners based on your idea on how they may be addressed in
your class. Your strategies for the gifted and talented learners must be highlighted and annotated in this form.
Attach your lesson plan here.
YOUR ANNOTATIONS
RPMS SY 2021-2022

TEACHER I-III
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.
search 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. Exp
Set A Set B
1. mayor 1. datu/chieftain
2. councilors 2. community elders
3. medical officers 3. healers
YOUR REFLECTIONS
RPMS SY 2021-2022

TEACHER I-III
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
Powered by TCPDF (www.tcpdf.org)

Teachers Reflection Form Encar RPMS

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Teachers Reflection Form Encar RPMS

Uploaded by

Copyright:

Available Formats

1

TEACHER REFLECTION FORM (TRF)

RATER: MARLI H. CRUZ SUBJECT & GRADE LEVEL: ARALING PANLIPUNAN 1

TEACHER REFLECTION FORM (TRF)

RATER: __ SUBJECT & GRADE LEVEL:

TEACHER REFLECTION FORM (TRF)

RATER: __ SUBJECT & GRADE LEVEL:

TEACHER REFLECTION FORM (TRF)

RATER: __ SUBJECT & GRADE LEVEL:

You might also like