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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: ROSALINDA L. LATO _ DATE SUBMITTED: JANUARY 5, 2022

RATER: DR. RICKY L. JAMISOLA __ SUBJECT & GRADE LEVEL: 7

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.
showed
OBJECTIVE 9
Designed, adapted, and implemented teaching strategies
that are responsive to learners with disabilities, giftedness, and talents

PROMPT #1
ext: Clara is often seen restless or unfocused in class. She also has troubles following instructions and skips activities when left unsuper
Action Taken: You had a conference with her parents and found out from them that Clara was diagnosed with a learning disability.

o keep her focus on classroom activities? Write your reflections in this form. Mention in your reflections a specific learning disability th

YOUR REFLECTIONS

Clara as one of my students who showed indifference with her classmates. She had a hard time to stay on her seat, she kept on
talking with her classmates which make the class distracted. Moreover, during class activities especially during small group work she didn’t
participate. Moreso, after a dialogue with the parent it was confirmed that she indeed has a learning disability. After knowing all these facts,
Clara being one of my students, diagnosed with a learning disability, should be consider in designing, adapting, and implementing teaching
strategies that is responsive to her needs.

As his teacher I monitored Clara’s behavior in my class, and she showed the following conditions:

 She has trouble in understanding instructions

 She keeps on transferring one seat to another
 She didn’t want to participate during small group work

Because of Clara’s situation in my class, I asked her with the permission from her parents to stay an hour after class. I did this to give
Clara some simple activities which she does in understanding instructions. I also see to it that she is supervised and given ample care from
me.

I will have a talk with Clara and ask her why she kept on transferring from one seat to another. If her reasons are right, I will ask her,
what seat in the classroom she like the most and maybe I could give to her. Knowing the reasons why a student act differently inside the
classroom will lessen the distraction and could be a leeway for the teacher to understand her students.

After 5 sessions of a one-on-one activities with Clara, I will now show to her on how to work with her classmates during SGW
activities. I will tell her groupmates to give her a role on their SGW in this sense Clara will know her importance in the group. She will also
realize that she will have self-confidence and friends while working with them.

This tool was developed through the Philippine National

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

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: ROSALINDA L. LATO DATE SUBMITTED: MAY 26, 2022

RATER: DR RICKY L. JAMISOLA __ SUBJECT & GRADE LEVEL: ORAL COMM GRD 11

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
ented learners based on your idea on how they may be addressed in your class. Your strategies for the gifted and talented learners mu
Attach your lesson plan here.

How do I recognize if a student in my class is gifted in language arts and how

can I support his/her need in my classroom?
Identification
Students who are gifted in the language areas of reading, writing, and
communication skills will demonstrate competencies in some or all of the following
areas:
 Awareness of language (rhyme, accent, intonation in spoken language,
grammar and relationships with other languages)
 Communication skills – tends to write and talk with creative flair exceptional
for their age, often using metaphors or poetry; expresses ideas fluently and succinctly
 Reasoning and arguing – reasons at an abstract and hypothetical level in
both spoken and written language; can justify opinions convincingly, knows how to
use questioning strategies to challenge the points of view of others
 Literacy - Reads early and avidly with a wide range of literary interests.
Reads
for personal pleasure

Support
High ability learners benefit from language arts curriculum differentiation in the five
following areas:
Literature: Literature should provide many experiences for students to read quality
texts.
 Students should read broadly across subject matters and may develop a
familiarity with favourite authors and their lives.
 Emphasis on critical reading and the development of analysis and
interpretation skills should be a focal point.
 Independent identification of connections with self or others, within text
and between texts, text to author

Writing: A writing program for highly able learners should emphasize the
development of skills in expository and persuasive writing.
Gifted and talented students also need experience in writing in other forms
such as narrative and informative, graphic novel, etc. using appropriate
models for development.
 For older students, copying the style of favourite authors would be a useful

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 4
Gifted and talented students also need experience in writing in other forms
such as narrative and informative, graphic novel, etc. using appropriate
models for development.
 For older students, copying the style of favourite authors would be useful
exercise to gain control over written forms.
 Teachers may find some gifted and talented writers have internalized the
writing process and may not need to work through the process to produce
a polished piece of writing.

Language Study: The formal study of grammar and vocabulary might be a

component of advanced language study for gifted and talented students. An
integrated language study approach across these areas is highly desirable.
Major language emphasis should involve:
 understanding the syntactic structure of the language and its
concomitant uses
 promoting vocabulary development
 fostering an understanding of word relationships (analogies) and
origins (etymology)
 introducing philology - the study of language as it changes in the
course of time - also called diachronic linguistics
 investigating coined words and languages (J.R.R. Tolkien coined
several languages in his works.)
 developing an appreciation for semantics, linguistics, and the history of
Language

Oral Communication: Gifted and talented students can profit from a balanced
exposure to oral communication both through listening and speaking. An emphasis
on oral interpretation and drama productions provide one of many venues for
creative talented learners to develop higher level skills.
Major emphases should include developing the following skills:
 evaluative listening
 debate, especially for use in formal argument
 discussion, particularly question-asking, probing, and building on ideas
Stated
 filming or recording
 dramatic exercises such as monologue development and/or
performance

This tool was developed through the Philippine National

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

This tool was developed through the Philippine National

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

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.

h on the following roles in your community by asking your parents or anyone with knowledge on these roles. Choose from Set A and Set

Set A Set B
mayor datu/chieftain
councilors community elders
medical officers healers

YOUR REFLECTIONS

This tool was developed through the Philippine National

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

This tool was developed through the Philippine National

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

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
for your class that integrates aspects of indigenous peoples (IP) culture using national mandates on indigenous peoples educatio
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
 9

This tool was developed through the Philippine National

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