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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: ZARAH SENADOS _ 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 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

“Remember that each student learns differently. Some need visuals, while others need to get
in there and kinesthetically feel through learning – allow your student lots of opportunities to explore
the subject in different ways,” encourages Rocheleau.

Considering the above situation, a learner who has Dysgraphia symptoms are characterized
by  having difficulty converting the sounds of language into written form (phonemes into
graphemes), or knowing which alternate spelling to use for each sound. The learner may
understand the lesson and the instructions, but may have difficulty in putting his/her learnings
into words, thus affecting his performance. While I’ll be utilizing differentiated instructions in the
class to help this type of learner, I will also employ the following teaching strategies, suggested
by Marissa Rocheleau,  Founder of Linguabilities:

1. peer tutoring strategy where it allows both students with disabilities and those without
to appreciate each other for their strengths and to learn from each others' experiences.

2. Allow students to work on the same assignment/task. Rather than setting different
projects, assign the same ones but allow the students with disabilities to work towards the goals in
different ways. Use accommodations to help them feel like they are part of the class, rather than
separate.

This tool was developed through the Philippine National

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

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

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