‘TEACHER REFLECTION FORM (TRF) TEACHER Hill DATE SUBMITTED. RATER: SUBJECT & GRADE LEVEL: 13: Rtect on your atiahiment ofthe RPMS atjective by anawerng ihe quesions/prompts provided. Use or offic language that you are comfortable with. Use esta sheats If needed. Please lei your response to ay it ‘OBJECTIVE ® Designed. adapted and impemented teaching strategies that are responsive to learern with Giabilties, gladness ard talents ‘PROMPT #1 Contaxt: Clara's oer seer restos or unfocused in class. Se also has oUubies folowing insructions and ships actvties wren ie unauperdied ‘Action Taken: You had a conference with her parents and found out rom them thal Clara was diagnosed with & fearing diaabity, How wit you meaty the instructions for Cara to keep her focus on classroom activites? Wnte your reflections in {his form. Menton n your reflections a specitc Yearing aisanity tt you are fama WAN ar Nave researched on.TEACHER REFLECTION FORM OBJECTIVE 9 (page 1) Fre ie) Based on the scenario given, Clara is suffering from Attention Deficit Hyperactivity Disorder (ADHD) (Types of Learning Disablitties: Discover 10 Common Learning Disabilities, 2022), Clara would likely become attention seeking in class, unable to focus, unable to accomplish complex learning goals, hyperactive, and unable to follow instructions. Clara's attention span would be very short, In order to cater and deliver quality instruction to students with Learning Disability, particularly ADHD like Clara, teaching strategies must also be suited to their learning needs. Assuming that Clara is in my English 8 class, here are some adjustments | would make in my instruction so thet Clara can learn just like the rest of the students: Classroom Management, Before the start of the lesson, | would see to it that Clara is seated away from the things that might distract her like windows, doors and other displays in the classroom. She is already struggling to focus, so any distractions in the classroom should be away from her. | would seat her in the middle, and if possible, near me so that | can keep an eye on her, this will compel Clara to slightly focus on class. | would also explain the rules and expected behavior in class and the consequences if rules are not followed. Clara will also be rewarded by her positive behaviors and get consequences for not following ‘the fules. According to an article 8 Simple School Strategies for Students With ADHD, students with ADHD get benefit from reward and punishment reinforcement Lesson Delivery. My lesson must be presented in simple language, and if possible be presented in charts, graphs, pictures, or other illustrations to facilitate her understanding of the concept. All the important concepts must also be given time early on the lesson, this calls for an inductive approach of lesson delivery, Clara's attention span would be so short, that is why itis important that she perform skills or learn concepts in the onset of the lesson, before she loses interest and focus altogether.TEACHER REFLECTION FORM OBJECTIVE 10 (page 1) F re Ee. The task given to the students is to research the roles of the given workers in the community by asking their parents or anyone with knowledge of the roles, It is divided into 2 sets, The Set A used the terms which are familiar to the modern community, while the Set B used terms that are familiar in the older or indigenous community. For my classroom with a presence of Indigenous students, this type of assessment promotes culture: sensitivity, fairness, inclusivity, contextualization and is very much, with respect to how |P students must be assessed, appropriate, This kind of assessment is very appropriate to my classroom which has Indigenous students because it acknowledges the culture of these learners. According to an article, Ways of teaching & engaging Aboriginal students in an effective classroom with IP students must be culturally relevant and responsive. The assessment test reflects the teacher's knowledge and sensitivity to the culture of the IPs by including their own culture and vocabulary in the assessment test, Further, the assessment also did not ask the learners to use technology to find out the roles of these people in the community but instead, the teacher asked them to utilize the community itself and elders to provide the answers. This hits two birds; one, the teacher acknowledges that not all students, specially IPs have computers or gadgets to search for the answers, this is very much appropriate in teaching students from Indigenous Groups, second, it involves community members which is a very strong strategy for teaching Indigenous students (Korff, 2021). This kind of assessment also, respective of the culture and the stronger presence of contextualization in our curriculum shows that the teacher did not limit the IP learners to their own culture and vocabulary but also introduced the culture and vocabulary of non-IP community and the same goes for the non-IP students in the class, The type of assessment given also develops students’ HOTs or Higher Order Thinking Skills in my class, According to various articles, in order for the students in the Indigenous Group to thrive a teacher must set a high standard for them and expect them to succeed. The assessment shows that the teacher expects everyone to explain the roles they will gather and that is developing the reasoning(Objective 10 page 2) é ability and critical thinking of not only the IP students but all of the students in class, ‘As ateacher, we sometimes forget that there are IP students who are in the mainstream class who need a unique approach of teaching and assessment. This shows in many research studies that tell us that the needs of these children are not being addressed, However, there are revolutionary movements for Indigenous People especially in the Basic Education. Our curriculum advocates inclusivity, faimess, and culture-sensitivity to all students and to the groups they belong (DO 32, S. 2015, DO 72, s. 2009, DO 101, 8, 2010). ‘The Assessment given as an example in this reflection form is one way of showing us how to provide a proper and valid assessment test to all our students irrespective of their cammunity groups. it also shows how different the IP students may look at things and concepts learned in school. For the IPs, the elders and community are very fundamental to their existence and therefore, for the teaching instruction and assessment to be successful for this type of learners, the tasks of the learners must allow them to funtion in society and enable them to utilize their own culture and environment. To retrospect, we should always remember that assessment strategy must be in ‘consonance with the teaching strategy in order to really assess If the objectives based on the competencies prescribed by our curriculum are being carried out in ‘our lesson. In order to address the learning needs of our students in Indigenous Groups we must make all the parts of our lesson culture-sensitive, inclusive and conducive for them bearing in mind that these students are the future of our country,