RPMS 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: Mary Ann M. Coñado DATE SUBMITTED: July 20, 2022

RATER: Cecilia S. Garciano SUBJECT & GRADE LEVEL: Kindergarten
DIRECTIONS: Reflect on your attainment of the RPMS objectives 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 suffering from a deficiency by shortcomings in her learning areas, seen unfocused and restless
in synchronous class. Neither was she unable to pass her activities, she also had difficulty in understanding and
following the instructions given by her teachers and classmates.

Action Taken: The school and faculty took an immediate action to have a conference with her parents and found
out from them that Clara has anxiety and was diagnosed with a learning disability.

How will you alter to make emotional, mental and physical changes and different specifications and instructions
for Clara to keep her focus in synchronous classes.

REFLECTION/ ANNOTATIONS
Clara is losing attention on classroom tasks based on the circumstances described. As a teacher, I should act after
having a session with her parents and finding that she has a learning problem. Assume Carla has a managerial
behavior problem. When she notices something out of the ordinary, she quickly loses her attention. It quickly
distracts her. She is also hyperactive in everything she does. Carla's enthusiasm should be obvious to me. I'll find
out what her likes are and what she's always wanted to see. Then it's time to incorporate her passions into the topic
matter. Because she has a learning issue, she should be provided a variety of activities. In my previous experience,
I worked with a student who had unique needs. She was hyperactive, never spoke, and was not aware of what was
going on around her. She enjoys sketching, as I saw. He organizes everything. When she is finished with all of the
drawings, she throws tantrums or wants to consume sweets or bad foods. What I did was divert his focus by
providing more coloring activities. She enjoys coloring. I let her color with the integration of our lesson. Another
approach I used to settle her down was to ask his buddies and toys she liked to play with. Just to get her focus off
of her, I asked her questions. I came to understand that she wanted complete focus in the latter part. As a teacher, I
place a lot of emphasis on the lesson's motivational component. I constantly consider artistic pursuits when I need
motivation. I think it's important to capture students' interest and perception right away. They will pay attention to
you throughout the teaching-learning process if I can pull it off. As it relates to how I came to the conclusion of
Carla's impairment. Inside the classroom, there are some unusual situations. They may face many challenges,
which must be handled. I must guarantee that learning occurs despite their differences and difficulties. It was
difficult at first, but it helped me delve deeper and comprehend them. It is a question of observation and
determining the best intervention for various sorts of learners. When we strive to improve the lives of our
students, we are more than just teachers.

SUMMARY OF LEVEL
LEVEL LEVEL LABEL LEVEL DESCRIPTION

1 Scrutinizing The teacher demonstrates minor

content errors either in presenting
the lesson.

2 Organizing The teacher employs strategies

which are appropriate for the
educational needs of the learner.

3 Planning The teacher displays a

comprehensive ability to discern
concepts and easily to understand
the structure of the subject matter.

4 Developing Utilizes a variety of materials,

resources and references in teaching
and skillfully manages diverse
instructional materials.

5 Applying The teacher exemplifies conceptual

knowledge of the learning areas of
the learner with disabilities,
giftedness and talents to address
content and accurately harmonious
and actively engaged in learning
activities.
 RPMS 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III

TEACHER: Mary Ann M. Coñado DATE SUBMITTED: July 20, 2022

RATER: Cecilia S. Garciano SUBJECT & GRADE LEVEL: Kindergarten
DIRECTIONS: Reflect on your attainment of the RPMS objectives 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 learners with disabilities how they will be inscribed in a synchronous class.
Attached your lesson plan here.

YOUR ANNOTATIONS
 RPMS 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III

TEACHER: Mary Ann M. Coñado DATE SUBMITTED: July 20, 2022

RATER: Cecilia S. Garciano SUBJECT & GRADE LEVEL: Kindergarten
DIRECTIONS: Reflect on your attainment of the RPMS objectives 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 assignment, 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 B
SET A Datu/Chieftain
1. Mayor Community Elders
2. Councilors
Healers
3. Medical Officers

YOUR REFLECTIONS

We have a diversity of learners in the classroom. They use a different coping strategy. They have
different cultural backgrounds in terms of geographical location, culture, and economic status. There
were 30 students, as was said in the case above, and five of them were from indigenous communities.
They have various backgrounds since they belong to diverse cultures. Therefore, there is a tendency for
individuals to feel that other subject matter is not appropriate to or suitable for them. The subject matter
of the class is mainstream. The integration of students with special needs in standard educational settings
or classrooms is known as mainstreaming. All students' requirements should be met in mainstream
educational environments, and any obstacles that would prevent them from participating should be taken
down. The students under the teacher are diverse. It is clear that the teacher will be required to use
differentiated teaching. The learners will thus be offered a variety of exercises. I believe that the
teacher's activity is suitable for the group. The teacher was able to take the students' backgrounds into
account. Lessons in SET A will be offered to students who do not identify as indigenous. On the other
hand, students who are members of indigenous groups are suitably provided SET B. The teacher was
able to be culturally sensitive at the same time. There was no prejudice among the students. Both ends
do not apply to the two sets, and vice versa. The fact that students will exchange, evaluate, and contrast
their responses with one another makes it an excellent step for collaborative learning. It incorporates
independent research-based learning since the teachers requested that they do their own study. In order
to help the student, find the solutions, there was also a cooperation with the parents. One of her main
responsibilities is to be conscious of how his or her pupils feel and how much they know about them.
Teachers must be culturally sensitive and educated in order to prevent issues with culturally insensitive
classroom management strategies (Gabriel et al., 2011). By including students from underrepresented
cultures—which can be influenced by factors like color, ethnicity, religion, and ability—in the learning
process in ways that are meaningful and relevant to them, culturally responsive education aids in closing
such gaps. The teacher's approach is an excellent first step in helping the students break through a
barrier. It aids the student in avoiding discrimination. Due to the students' varied ethnic backgrounds, it
also reduces bullying. I recall that several of our lessons were contextualized and localized throughout
my online class. Making sure that no learner slips behind is our responsibility. In order to make the
teaching-learning process effective, we must attend to the needs of our students.
 RPMS 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III

TEACHER: Mary Ann M. Coñado DATE SUBMITTED: July 20, 2022

RATER: Cecilia S. Garciano SUBJECT & GRADE LEVEL: Kindergarten
DIRECTIONS: Reflect on your attainment of the RPMS objectives 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 people’s 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