TEACHER REFLECTION FORM (TRF)

TEACHER: ___. _______________________ 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 #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

YOUR REFLECTIONS

Education is regarded as a human right in and of itself and an essential tool for achieving other human
rights and fundamental freedoms. It is the door through which economically and socially underprivileged
people can rise beyond poverty and fully access the resources they need to engage in their communities
fully. Education is becoming more widely recognized as one of the best long-term financial and social
investments a country can make. Indigenous children and adults can exercise and enjoy their economic,
social, and cultural rights with the help of appropriate education. It also improves their ability to exercise
civil rights, allowing them to have a more significant say in political policy decisions that affect their human
rights. As a result, education is critical for the enjoyment, preservation, and transmission of indigenous
cultures, languages, customs, and knowledge.

The given assessment above will provide the learners with their choice. This intercultural approach will
boost positive community life between individuals from various cultures and religions by focusing on
individuals as a central element and holders of rights. Set A will allow the students who respect mayors,
councilors, and medical officers to conduct their assessment, while Set B will let the indigenous learners
do their interviews with their datu/chieftain, community elders, and healers. This can help us understand
the students’ preferences, strengths and weaknesses when communicating and how these can help or
hinder us when communicating across cultures.

This good intercultural communication fundamentally requires intercultural awareness, an understanding

that different cultures have different standards and norms. The idea is that if you don’t understand how
your students communicate, you might make some poor decisions as a teacher. Intercultural
communication is crucial in school and education because it prevents bad teaching.