RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: JOAN G.BAYANGAN DATE SUBMITTED: July 5,2022

RATER: RIONA B. COPILING 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 9
Designed, adapted and implemented teaching strategies that are
responsive to learners with disabilities, giftedness and talents
PROMPT #1
Context: Xhameer is suffering from a deficiency by shortcomings in his learning areas, seen unfocused and
restless during the face to face class. Neither was he unable to pass his activities, he also had difficulty in
understanding and following the instructions given by his teachers and classmates.
Action Taken: The adviser took an immediate action to have a conference with his parents and found out from
them that Xhameer has anxiety and was diagnosed with a learning disability.

How will you modify the instructions for Xhameer? to keep him 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

To have a student like Xhameer is a challenge that a teacher must surpass. It is about measuring the teacher’s
ability to recognize the problem and make an action to meet the learner’s needs without making them feel that
they are different. Teachers must know that their learners walk into their classroom with a wide range of gifts and
try to find ways to meet their needs, including those with learning and thinking differences.

Given the situation like Xhameer, as an ESP Teacher, I will utilize differentiated instruction, especially in my
subject area, where students tend to use critical thinking skills. With this approach, I can change what students
need to learn, how they’ll remember it, and how to get the material across to them., I will create a plan that
includes extra practice, step-by-step directions, and particular homework. Scaffolding is also an option. These
breaks learning into chunks. These chunks follow a logical order and move toward a clear goal.
According to Branstetter (2019), when you label a student with a learning disability, this creates a problem- they
hold lower expectations. In turn, the student may live up to these low expectations. Although students with
learning disabilities tend to struggle with lower achievement and have negative beliefs about their academic
abilities, some researchers point out that it is difficult to disentangle what is causing these challenges.

With my few years in teaching, encountering situations like Xhameer is not a surprise at all. What I am doing is
focusing on the sea of strengths around the islands of weakness. Focusing on strengths isn’t just a nice thing to
do. It is essential for students with learning disabilities to feel good about themselves.

I could all take a lesson from my students on a positive mindset. My students with special needs gave me hope
that I can cultivate that resilience and strength in all the students who come to me with diverse learning needs as
an educator and parent.

Reference:

Branstetter, R. (2019). How to Help Students with Learning Disabilities Focus on their Strengths. Retrieved from
https://greatergood.berkeley.edu/article/item/how_to_help_students_with_learning_disabilities_focus_on_their_st
renghts