1

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: PINKY D. SUBION DATE SUBMITTED: JULY 15, 2022

RATER: FERNAN A. PORTO SUBJECT & GRADE LEVEL: ENGLISH 5

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
Upon knowing that Clara has been diagnosed with a learning disability, I feel a little sad and sorry for
her. I came to realize and justify why some of her actions seem to be restless, unfocused, or inattentive to
our classroom activities. I can never rule out a particular learning disability because I have no authority to
do so. As for my knowledge and also based from my research, I think it is related to Attention Deficit
Hyperactivity Disorder. According to Mental health professionals in the United States, there are three types
of ADHD:
• ADHD predominantly inattentive presentation (what used to be called ADD)
• ADHD predominantly hyperactive-impulsive presentation
• ADHD combined presentation (both inattentive and hyperactive-impulsive symptoms)

ADHD Predominantly Inattentive Presentation

Kids with this condition aren't hyperactive. They don't have the high energy level seen in others with
ADHD. In fact, children with this form may seem shy or "in their own world."
ADD is diagnosed if a child under age 16 has 6 or more symptoms of inattention (5 or more for older teens) for at
least 6 consecutive months but no signs of hyperactivity/impulsivity.

The symptoms include:

• Trouble paying attention (easily sidetracked)

• Doesn't like or avoids long mental tasks (such as homework)
• Trouble staying on task during school, at home, or even at play
• Disorganized and seems forgetful
• Doesn't appear to listen when directly spoken to
• Doesn't pay close attention to details
• Loses things often
• Makes careless mistakes
• Struggles to follow through with instructions

Children with this subtype of ADHD may go undiagnosed because the symptoms may be chalked up to
daydreaming.

This tool was developed through the Philippine National

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

According to https://www.cdc.gov/ncbddd/adhd/school-success.html , Here are some tips for

classroom success.

Communication

• Give frequent feedback and attention to positive behavior;

• Be sensitive to the influence of ADHD on emotions, such as self-esteem issues or difficulty
regulating feelings;
• Provide extra warnings before transitions and changes in routines; and
• Understand that children with ADHD may become deeply absorbed in activities that interest
them (hyper-focus) and may need extra assistance shifting their attention.
Assignments and Tasks

• Make assignments clear—check with the student to see if they understand what they need to
do;
• Provide choices to show mastery (for example, let the student choose among written essay,
oral report, online quiz, or hands-on project;
• Make sure assignments are not long and repetitive. Shorter assignments that provide a little
challenge without being too hard may work well;
• Allow breaks—for children with ADHD, paying attention takes extra effort and can be very
tiring;
• Allow time to move and exercise;
• Minimize distractions in the classroom; and
• Use organizational tools, such as a homework folder, to limit the number of things the child
has to track.
Develop a Plan That Fits the
Child

• Observe and talk with the student about what helps or distracts them (for example, fidget
tools, limiting eye contact when listening, background music, or moving while learning can
be beneficial or distracting depending on the child);
• Communicate with parents on a regular basis; and
• Involve the school counselor or psychologist.
Close collaboration between the school, parents, and healthcare providers will help ensure the child
gets the right support.

REFERENCES:

https://www.cdc.gov/ncbddd/adhd/school-success.html
https://www.webmd.com/add-adhd/childhood-adhd/add-vs-
adhd#:~:text=They%20don't%20have%20the,no%20signs%20of%20hyperactivity%2Fimpulsivity.

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
EACHER: PINKY D. SUBION DATE SUBMITTED: JULY 15, 2022

RATER: FERNAN A. PORTO SUBJECT & GRADE LEVEL: ENGLISH 5

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.

YOUR ANNOTATIONS
According to resilienteducator.com, here are a few instructional strategies and
activities to use with gifted students:

• Design your lessons with Bloom’s Taxonomy in mind. For gifted students, construct activities
from the two upper levels: creating and evaluating. For example, activities could include
conducting an experiment, designing a game or musical composition or writing an editorial
about a current events topic.
• Assign independent projects. When your gifted students finish class assignments early, allow
them to work on special projects. Assign topics that are of special interest to your students and
have them explore the topic in depth.
• Ask intellectually stimulating questions. When constructing your lesson plan, write questions
that are open-ended and require more thoughtful responses.
• Find mentors. Gifted students need guides just like other students. Find an adult who can help
your student explore a subject of interest more deeply. This mentor can serve as an advisor,
counselor and role model to the student. Ask other teachers and parents for recommendations
or contact a local organization.
• Organize cluster groups. Research shows gifted students of the same grade benefit from being
grouped together. As a way to combine resources, teachers can shift gifted students from
different classrooms into one group to learn about a specific topic in more depth. This method
works best with teachers who are specially trained to work with gifted students and have
minimal distractions from other students in the class.

In my more that 10 years of being a teacher, it’s really challenging to have those above average
pupils in my class. At the same time, I enjoyed having them in class because I know I can also give my
best to them. They are also of great help to other struggling learners in class as they can assist and
teacher their classmates too, but they should not be burdened by the assistance that they can render
class. Just like other pupils, they also need guidance in these formative and developmental years.

This tool was developed through the Philippine National

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

This tool was developed through the Philippine National

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

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
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

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 6

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 7

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
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 #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.

YOUR ANNOTATIONS

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 8

This tool was developed through the Philippine National

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