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RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
TEACHER: MRS. CECIL Z. GOMEZ July 15, 2022
DATE SUBMITTED: _________________________

RATER: MR. ALEXANDER A. GABIOLA SUBJECT & GRADE LEVEL: P.E. & Health – Grade 11
__________________

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.

REFLECTIONS

After having a conference with Clara’s parents and discovered that she was diagnosed with a learning
disability I immediately tried to research about her condition. The idea of understanding her condition will help me
provide her with a more pleasant learning environment. As a result, I decided to modify my instructional materials to
be able to meet her specific needs.
Based on my research from the internet, Clara’s problem could be experiencing Auditory Processing
Disorder (APD). People with auditory processing disorder (APD) have a hard time hearing small sound differences
in words. APD, also known as central auditory processing disorder, isn't hearing loss or a learning disorder. It
means your brain doesn't "hear" sounds in the usual way. It's not a problem with understanding meaning according
to https://www.webmd.com/brain/auditory-processing-disorder. As how I observed Clara having a hard time
remembering that has been said and usually out focused because of this learning disability.
Considering her condition, I decided to make my instructional materials more exciting and engaging to get
her attention. To make sure that she will not be left unsupervised, I will assign learning partners that could help her
follow instructions to accomplish the tasks given in PE and Health subject. I believe that Clara must be sitting close
to me that will make it easy as possible for her to tune into what I will say to reduce interference with my voice. And
since APD is not a problem with understanding meaning, maximize use of visual cues/instructions will make sure
that I will get her attention if I give directions or convey other important information. It would be of great help for her
to slow the rate of speech and use emphasis on keywords. Also, I utilize catchphrases to give sign to Clara that I
am going to say something important to her, like Are you ready? or You should accomplish this because …”. I use
words that trigger or help her to sequence events such as ordinal order (first, second, third, etc.) and teaching her to
use these words on writing or telling a story to help her organize her thoughts and her language.
I record my classes and let her review it by watching it at home and inform her parents of that for them to
assist her. I make sure that Clara receives the same level of knowledge as her classmates who don’t have learning
difficulty as she has. And since partnership between school and home is strong, Clara will surely learn. I also give
her rewards to motivate her do more and be proud of herself that will encourage her to achieve another successful
result. Learners like Clara learns in different ways. The more they lose interest and focus to the lesson, the more we
teachers have to provide them with different opportunities and chances to learning. I personally believe that putting
more effort in preparing instructional materials for these learners will make the learning environment enjoyable and
afterwards we teachers will earn a fruitful success.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 1

This tool was developed through the Philippine National

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