RPMS 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: DATE SUBMITTED: RATER: SUBJECT & GRADE LEVEL:

DIRECTIONS: Reflect on your attainment of the RPMS objectives 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: Carlene is suffering from a deficiency by shortcomings in her learning areas, seen unfocused
and restless in synchronous class. Neither was she unable to pass her activities, she also had difficulty
in understanding and following the instructions given by her teachers and classmates.

Action Taken: The school and faculty took an immediate action to have a conference with her parents and
found out from them that Carlene has anxiety and was diagnosed with a learning disability.

How will you alter to make emotional, mental and physical changes and different specifications and
instructions for Carlene to keep her focus in synchronous classes.

REFLECTION/ ANNOTATIONS
The primary objective is to gain specific strategies in order to promote successful teaching and develop a
positive attitude towards engaging instructions and lessons. The learner is expected to mold the character,
cognitive, mental, emotional and physical aspect. The Education is to provide the child the opportunities in
basic tools and for developing manipulative skills in learning areas.
In corporate to proposal is to be able to discern and converse with others the related topic and issues
surrounding either in her personal life.

In order to develop the learner with difficulty in learning, is to assess and ensure the poor performance to
attain the quality and responsibilities of a teacher performing with divergent career stages in teaching. And
to continually seek to develop the child’s cognitive level.

SUMMARY OF LEVEL
LEVEL LEVEL LABEL LEVEL DESCRIPTION

1 Scrutinizing The teacher demonstrates

minor content errors either in
presenting the lesson.

2 Organizing The teacher employs

strategies which are
appropriate for the
educational needs of the
learner.

3 Planning The teacher displays a

comprehensive ability to
discern concepts and easily to
understand the structure of the
subject matter.

4 Developing Utilizes a variety of materials,

resources and references in
teaching and skillfully manages
diverse instructional materials.

5 Applying The teacher exemplifies

conceptual knowledge of the
learning areas of the learner with
disabilities,
giftedness and talents to address
content and accurately
harmonious and actively
engaged in learning activities.
 RPMS 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III

TEACHER: DATE SUBMITTED: RATER: SUBJECT & GRADE LEVEL:

DIRECTIONS: Reflect on your attainment of the RPMS objectives 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 how they will be inscribed in a synchronous
class. Attached your lesson plan here.

YOUR ANNOTATIONS
Gifted students work at their own pace, compact curriculum, and deliver project-based learning. Upon this
kind of learning method, I employ learning that would help them to explore things with their classmate.

In activity 1, I ask them to pair them and model a social situation. It can be challenging for some gifted students
as their understanding of social cues can be underdeveloped. Teaming up with other students will help each
other to learn differently.

I encourage them to move beyond their learning skill by applying them in the real world. For example, they
can explore how area and perimeter affect an architect's design or how scientists use animal classification to
 understand animal life and how it functions.

Create a differentiation strategy for your classroom with the educational materials and resources to benefit
all students.

RPMS 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III

TEACHER: DATE SUBMITTED: RATER: SUBJECT & GRADE LEVEL:

DIRECTIONS: Reflect on your attainment of the RPMS objectives 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 assignment, 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.

YOUR REFLECTIONS
SET A
1. Mayor SET B
2. Councilors Datu/Chieftain Community Elders
3. Medical Officers Healers
 Every child is a different kind of flower; they all make this world a beautiful garden. Regardless
of where they belong, kids, for whatever ethnicity, are learners. They are gift needs to be opened
and discovered. Each of them has had a unique culture that defines their personalities.

Kids in the classroom show different abilities to cope with the lesson and how to socialize with their

classmates. Being their teacher along with their classmate is a great challenge. It requires knowledge
of the subject matter and the culture of all my students.

Based on the scenario, the choices work for the same purpose but differ only on names. As a teacher, I
would explain that we are all the same, our living contexts are all the same, but sometimes our
cultures differ. Teaching respect in the classroom helps students succeed. In other words, when
children can treat each other respectfully, they positively respond to direction and instruction. In
effect, they are more likely to succeed in academics. It is essential that as a teacher, you must know
how other kids will respect the culture of each other. Discrimination, though hard to manage, must be
eliminated inside the classroom.

In a given situation where I have 30 pupils, and five belong to the minority group, I would give them
the freedom to choose between set A or B. teachers must always consider all cultures as long as the
transfer of learning is still the same. It is always a primary consideration to put everything fair to
everyone.

In the end, understanding our differences produces culturally competent, global citizens; provides
graduates and scholars a professional, competitive advantage in the workforce; and represents
diverse perspectives of reality in a globalized world.

TEACHER: DATE SUBMITTED:

RPMS 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III

TEACHER: DATE SUBMITTED: RATER: SUBJECT & GRADE LEVEL:

DIRECTIONS: Reflect on your attainment of the RPMS objectives 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
The activity is part of the lesson plan, attached here. Designed for intercultural differences in
which different people pray.

Abstract Conceptualization

Activity 1: PICTURE Analysis

Directions: Observe the picture shown in presentation. Then, answer each question broadly.

PICTURE
 1 PICTURE 2

SET A

PICTURE 1
1. What have you seen in the pictures?
2. What do they have in common? How they
differ from one another? 3. How do people talk
SET B to God? And why?
4. Have you try to ask God your purpose of
living? Why?
PICTURE 2

In presentation pictures shown above, Ask the

learners in given questions.

I used existentialism teaching here. Every individual is unique and education must cater to the individual
differences. Therefore, the objective of education is to enable every individual to develop his unique qualities, to
harness his potentialities and cultivate his individualities