1

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: MARNI B. SOLOSA _ DATE SUBMITTED: JUNE 22, 2022

RATER: LORIAN H. COMETA __ SUBJECT & GRADE LEVEL: HEALTH 4

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

After knowing that Clara was diagnosed with a learning disability, I’d immediately adjust my
classroom management especially for her. I would place her in the front seat where I can quickly give her
direct instructions and supervisions during class.

Given the actions shown by Clara, I can relate it to ADHD or Attention deficit hyperactivity disorder
where children often have problems sitting still, staying focused, following instructions, staying
organized, and completing homework.

In terms of learning, I would make my instructions simple, direct, and easy to understand. I would
also wait for her to generate her thoughts and encourage her to share it without hesitations. As much as
possible, I would monitor her throughout the activity to make sure that she would finish the activity with
confidence and pride.

This tool was developed through the Philippine National

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

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: MARNI B. SOLOSA_ DATE SUBMITTED: JUNE 22, 2022

RATER: LORIAN H. COMETA __ SUBJECT & GRADE LEVEL: ENGLISH 4

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 #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.

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: MARNI B. SOLOSA_ DATE SUBMITTED: JUNE 22, 2022

RATER: LORIAN H. COMETA __ SUBJECT & GRADE LEVEL: ENGLISH 4

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

Considering that the teaching strategy should be culturally appropriate of the learners from
indigenous groups, I believe that the given assessment activity will address the cultural differences of the
learners in the classroom.

The activity will make the learners in the classroom to feel equal with one another. It will also
provide avenue for the learners from the indigenous groups to bring pride to their roots and spread the
importance of the community roles from their groups. This is a clear example of inclusive education.

In case that there are different types of indigenous groups, it is only just to add more options to the
assessment.

This tool was developed through the Philippine National

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

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: Sample Made by DepEdClick _ DATE SUBMITTED:

RATER: __ 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 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.

I. LAYUNIN  Makapagbahagi ng karanasan o saloobin

A. Pamantayang Pangnilalaman
 Makapagbigay ng halimbawa ng paraan kung paano magpahayag ng saloobin
 Mapahalagahan ang aralin sa pagpapahayag ng sariling saloobin
Naipamamalas ang pag-unawa sa kahalagahan ng pagkakaroon ng mapanuring
pag-iisip sa pagpapahayag at pagganap ng anumang gawain na may kinalaman sa
sarili at sa pamilyang kinabibilangan

B. Pamantayan sa pagganap Naisasagawa ang mga kilos,gawain at pahayag na may kabutihan at katotohanan
C. Mga Kasanayan sa Pagkakatuto 7. Nakapagpapahayag ng katotohanan kahit masakit sa kalooban gaya ng:
7.1. pagkuha ng pag-aari ng iba
7.2. pangongopya sa oras ng pagsusulit
7.3. pagsisinungaling sa sinumang miyembrong pamilya, at iba pa
EsP5PKP –Ih -35
D. Pinakamahalagang Kasanayan sa 7. Nakapagpapahayag ng katotohanan kahit masakit sa kalooban gaya ng:
Pagkakatuto (MELC) 7.1. pagkuha ng pag-aari ng iba
7.2. pangongopya sa oras ng pagsusulit
7.3. pagsisinungaling sa sinumang miyembrong pamilya, at iba pa
EsP5PKP –Ih -35
E. Pagpapaganang Kasanayan
II. NILALAMAN Pagpapahayag ng Saloobin
III. KAGAMITANG PANTURO
IV. PAMAMARAAN

This tool was developed through the Philippine National

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

*Annotation: The words used are acceptable for all learners. The words
will not, in any way, harm the beliefs of the IP’s learners.

B. Pagpapaunlad Kaya mo bang ipahayag ang nais sabihin? Naglalakas loob ka bang
punahin ang mga maling ginagawa ng iba?
Ang pagpapahayag ng saloobin ay ang pagsasabi ng iyong totoong
naiisip at nararamdaman. Ito ay ang iyong mga puna sa sarili at sa iba na
dapat maipalam. Layunin ng pagpapahayag ang makatulong upang
makapagbigay linaw sa kaisipan, malaman ang katotohanan, makatulong
sa paglutas ng mga suliranin at makatulong sa pagbabago ng tao tungo sa
pagiging mas mabuti.
Sa kabilang banda, madalas ay ayaw ng mga tao na napagsasabihan.
Karamihan ay nagagalit o kaya ay nagdaramdam kapag may punang
binanggit tungkol sa kanila. Dahil dito, may ilang ayaw na ring
magpahayag ng saloobin o damdamin sa takot na baka sila pa ang
magmukhang masama.
Ikaw, magsasabi ka pa rin ng saloobin o hihinto na rin? Kung ikaw
ang pagsasabihan ng iba, paano mo ito tatanggapin?
Narito ang mga dapat mong tandaan sa pagpapahayag ng iyong
saloobin:
magkaroon ng mabuting hangarin sa pagpapahayag
pag-isipan munang mabuti ang sasabihin
alamin muna ang katotohanan bago magsalita
maging magalang sa kausap at ipakita ang respeto
maging marahan sa pananalita upang hindi makasakit

Kung ikaw naman ang tatanggap ng opinyon o puna ng iba,

kinakailangan mong:
maging bukas ang puso at isipan sa pagtanggap
ipakita ang paggalang sa kausap
pag-isipan kung totoo ang puna o pahayag
magpasalamat sa puna o payo
gamitin ang puna upang makapagbago

Minsan ay masakit marinig ang katotohanan subalit kailangan mong

magpakatatag. Mahirap man na punahin mo ang iba dahil baka maging
simula ito ng hindi pagkakaunawaan, kailangang magawa mo ito ng
maayos at maipaunawa. Pinakamahalagang maging tapat at totoo.
Maliban sa mga nabanggit, may naiisip ka pa bang maidaragdag sa
mga ito? Gawin ang gawain sa ibaba.
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 6

*Annotation: This activity will allow all learners to freely express their
thoughts and feelings on the subject matter and even add more.
C. Pakikipagpalihan Naranasan mo na bang magpahayag ng puna o makatanggap ng saloobin
ng iba? Ano ang iyong ginawa?

*Annotation: This will allow learners from indigenous groups to share

their personal experiences with the class.

D. Paglalapat Laging atandaan na kaya ka nagpapahayag ng saloobin ay dahil

gusto mong makatulong upang magbago ang isang tao. Siguruhing ikaw
ay may paggalang o respeto habang sinasabi mo sa iba ang iyong opinyon o
ideya.
Gawain sa Pagkatuto Bilang 6: Sagutin ang mga sumusunod ayon sa iyong
natutuhan sa araling ito. Isulat ang letra ng sagot sa iyong kuwaderno.
1. Ito ay ang pagsasabi ng iyong totoong naiisip at nararamdaman.
A. pagpapahayag ng saloobin C. pagrereklamo sa iba
B. pakikipag-away sa iba D. pagiging madaldal
2. Ang mga sumusunod ay pagpapakita ng tamang pagpapahayag ng
saloobin, MALIBAN sa _____
A. pag-isipan munang mabuti ang sasabihin
B. alamin muna ang katotohanan bago magsalita
C. maging magalang sa kausap at ipakita ang respeto
D. maging marahas sa pananalita upang hindi makasakit
3. Kapag ikaw ay tatanggap ng puna mula sa iba, dapat na _____
A. gamitin ang puna upang makapagbago
B. ipakita ang paggalang sa kausap
C. magpasalamat sa puna o payo
D. lahat ng nabanggit
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 7
4. Nagalit si Kim ng bigyan ng payo ni Arianne na iwasan ang pagsasalita
ng masama o pagmumura. Ang ginawa ni Kim ay _____
A. tama B. mali C. okay lang D. maayos
5. Pinakamahalaga sa pagpapahayag ng saloobin ang maging _____
A. tapat at totoo C. mapagkunwari
B. mapanakit D. malihim at tahimik

This tool was developed through the Philippine National

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