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 9
Designed, adapted, and implemented teaching strategies
that are responsive to learners with disabilities, giftedness, and talents
PROMPT #1
Context: Clara is often seen as restless or unfocused in class. She also has trouble following instructions
and skipping 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.

YOUR REFLECTIONS

Clara is often seen as restless or unfocused in class and has trouble

following instructions and skipping activities when left unsupervised. She
always loiters around the classroom and make distractions for her classmates.
After having a conference with Clara’s parents, I was able to know her
condition. She had been diagnosed with a learning disorder, particularly
Attention Deficit Hyperactivity Disorder (ADHD). I started checking into her
situation right away. My instructional techniques and materials must be
modified to fit her condition ensuring that she succeeds in learning.
Attention-Deficit Hyperactivity Disorder (ADHD) is one of the learning
disorders characterized mostly by restlessness, short attention span, can
easily distracted, forgetfulness, unable to listen attentively and carry out
instructions. Pupils with ADHD can be a challenge at times. Awareness of the
symptoms, knowledge of how to handle this condition, and being patient are
needed to give Clara an even chance to succeed in learning. Moreover, I have
to strengthen my working relationship with her parents to monitor and assess
her learning progress not just in school but also at home.
 Furthermore, I have to design instructional strategies suited to her needs
and learning style to allow her to focus better, especially in doing learning
activities. The instructions will be in simple terms, tasks, assessments, and
assignments are developmentally appropriate with much consideration to her
learning disorder.
I will involve Clara in activities like classwork, group work, collaborative
projects with pupil partners, and incorporating classroom assistants as much as
possible. Providing visual cues and other examples to actualize her learning.
To inspire Clara, rewards and incentives should always be utilized as
other positive reinforcements. Negative reinforcement like a punishment will not
be used as it will only aggravate her condition.
I will also make sure Clara is writing down learning tasks and helping her
keep organized in the classroom to alleviate her frustration and boost her self-
esteem. I will also record my lesson so she may review it afterward.
More importantly, I will keep a record of her learning progress that will
serve as the school’s data to inform her parents of her development.
 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 for your learners. Write your response in this form.

Directions: For your assessment, research the following roles in your community by asking your parents or
anyone with knowledge of 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

The UN 2030 Agenda includes a Goal for Sustainable Development aimed

at ensuring “inclusive and equitable quality education and promote lifelong learning
opportunities for all”. Inclusiveness is also clearly specified in the DepEd’s Mission.
This Goal encompasses several dimensions of the Right to Education and one of its
targets, Gender Equality and Inclusion, explicitly refers to indigenous peoples and
children in vulnerable situations who, despite significant progress, are still denied
access to education.
These Indigenous People (IP) groups are the inheritors and practitioners of
distinct cultures and methods of interacting with others and the environment. They
have kept unique social, cultural, economic, and political traits from the dominant
societies in which they dwell. These indigenous people have a right to a
comprehensive and quality education. Education that represents their common
beliefs, sentiments, attitudes, and broad concepts.
 In Set B which is composed of indigenous members of our society, the
primary role of the datu/chieftain in the IP community is to lead his people in the
preservation and continuity of their Indigenous Knowledge System and Practices
which are also clearly stated in the IPRA Law-R.A. 8371. The same with the elders in
their distinct community, they are tasked to uphold the implementation of IPRA
Law. Likewise, they serve as jurors and lawmakers as well. The laws being created
are always for the welfare and the benefit of their community but with consideration
to the existing laws promulgated in the mainstream community. Thus, the laws of
the land created by both community-mainstream and IP should always complement
each other. Further, the duty of the healers in the community is to preserve and
protect the Indigenous practices that are being passed down from one generation to
another generation.
In this particular scenario where there are five (5) pupils who are members
of the indigenous community, the assessment that I will have to administer will
always be inclusive where items/concepts about Indigenous Knowledge Systems and
Practices will be included. Specifically, the roles, duties, and responsibilities of the
three above-mentioned members of the Indigenous Community.
Hence, teachers need to give consideration, a sense of belongingness, and
most importantly respect, that these learners do belong to our society and that we
should consider them as brothers and sisters.