TRF QUESTIONS AND ANSWERS) ACTUAL TRF FOR TEACHER

APPLICANTS S.Y 2022-2023

OBJECTIVE 6

How do you maintain a learning environment that is responsive to your community's context?
Describe the context in your area and share teacher practices that contribute to further
improvement of your community.

Answer:

Maintaining a learning environment that is responsive to the community's context requires a

deep understanding of the community's needs and challenges. In my area, the context is
diverse, with students coming from different cultural and socioeconomic backgrounds. Many
students face challenges such as poverty, food insecurity, and limited access to healthcare. As a
teacher, there are several practices that I follow to create a responsive learning environment.
Build relationships: Building relationships with students and their families is crucial for
understanding their needs and challenges. This can be done through regular communication,
home visits, and community events. Incorporate cultural relevance: Incorporating cultural
relevance into the curriculum and teaching practices helps to engage students and create a
sense of belonging. This can be done through the use of culturally responsive teaching
strategies and incorporating the community's culture and history into lessons. Address social
and emotional needs: Addressing the social and emotional needs of students is important for
creating a supportive learning environment. This can be done through the use of restorative
practices and providing resources for mental health support. Provide opportunities for
community involvement: Providing opportunities for community involvement, such as
volunteering and service projects, helps to create a sense of community and promote social
responsibility among students. Continuous learning: Teachers need to be continuously learning
and reflecting on their practices to ensure that they are responsive to the community's context.
This can be done through professional development opportunities and collaboration with
colleagues. In summary, maintaining a learning environment that is responsive to the
community's context requires building relationships, incorporating cultural relevance,
addressing social and emotional needs, providing opportunities for community involvement,
and continuously learning and reflecting on teaching practices. By following these practices,
teachers can contribute to the further improvement of their community by promoting equity
and creating a supportive learning environment for all students. Second answer: I keep a copy
of Geneva Gay’s Culturally Responsive Teaching: Theory, Research, and Practice near my desk
because just seeing the spine from time to time reminds me of how important it is for all
educators to know who their students are. I especially like these powerful words from it:
“Culturally responsive teachers have unequivocal faith in the human dignity and intellectual
capabilities of their students. They view learning as having intellectual, academic, personal,
social, ethical, and political dimensions, all of which are developed in concert with one
another.” “Unequivocal faith in the human dignity and intellectual capabilities of their
students.” Those are big words. Important words. Is Gay saying our students are valuable, every
single last one? Is she saying the possibilities of what they can accomplish are infinite? Yes, yes
she is. She is also saying that we, their teachers, have to be culturally responsive if we want to
live up to those words. “Academicsuccess,” she explains, “is a nonnegotiable goal for everyone
and the responsibility of all participants in the teaching-learning process.” Culturally responsive
teachers subscribe to the basic tenets of the approach, defined by Understood as one that
“connects students’ cultures, languages, and life experiences with what they learn in school.
These connections help students access rigorous curriculum and develop higher-level academic
skills.” We all want to create these connections for kids, the kind that help them reach their
potential and become lifelong learners, but how? Knowing what culturally responsive teaching
is doesn’t necessarily mean it’s easy to know how to go about it. And chances are you don’t
have the time for a few failed experiments before finding ways that work. Here are four
practices that helped me in my classroom. I hope they help you, too.

1. Build a positive classroom culture Establishing a nurturing classroom culture is the first step
to being culturally responsive. This begins in early childhood. To build a culturally responsive
classroom, then, we must get to know our students and their families. If you’re a K–2 teacher,
set the tone for school life by making sure your students feel included, represented, and safe. I
offer some specific suggestions for how to go about this with our youngest learners in “10 ways
to create community in your kindergarten classroom,” but many of them apply for all
elementary grades and much older kids, too. For example, greeting students at the door is a
practice even high-schoolers are likely to appreciate. So is establishing clear procedures, so that
everyone knows what to do and when. Consistency goes a long way in building trust, and trust
is critical for a strong classroom culture. In “4 ways to strengthen the learning culture in your
classroom,” my colleague Erin Beard also suggests empowering students by being a warm
demander, a concept made popular by another big name in culturally responsive teaching,
Zaretta Hammond, author of Culturally Responsive Teaching and the Brain. Erin encourages
using stress- and trauma-sensitive practices as well.

2. Get to know your students and families We all tend to open up and be more collaborative,
whether that’s at work, at home, or even when running mundane errands, when we feel known
and safe to be ourselves. An exchange as ordinary as paying for groceries tends to feel nicer, for
example, when the checker makes eye contact and, for those brief moments it takes to scan
your groceries, helps you feel seen in the world. To build a culturally responsive classroom,
then, we must get to know our students and their families. In “How to get to know your
students,” Erin shares some additional suggestions suitable for all ages, like focusing on learning
goals that feel relevant and personal to your students. When I taught kindergarten and first
grade, I really liked to start by sending out a survey asking questions related to my students’
likes, dislikes, culture, and family structure. I often turned to “101 inclusive get-to-know-you
questions for students” to get ideas. The student inventories you’ll be able to build from
surveys will help you be culturally responsive to kids’ needs because you’ll better understand
who each student is. Establishing a nurturing classroom culture is the first step to being
culturally responsive. Another fun way to encourage students to share themselves with you and
their peers is to have kids bring a bag with artifacts that represent their family and culture to
share with the class. Pictures to hang on a bulletin board work well, too.

3. Provide opportunities for students to see themselves in the learning Educators in many
places around the globe are working to make their curricula more culturally responsive. If
you’re required to use a curriculum that isn’t culturally responsive, there are still things you can
do to adapt it. Make sure your students are represented in the books you read, songs you play,
practice sheets you use, and movies you show. For help diversifying your shelves, I love the
articles “Kick-start Black History Month in your classroom (and keep it going all year),” “60
empowering books starring Latina mighty girls,” and Social Justice Books’ list of texts about
LGBTQ+ characters. Diverse Book Finder is another fantastic resource.
 4. Set high expectations for all students Remember Gay’s words about academic success? It’s
“a nonnegotiable goal for everyone.” Differentiation and scaffolding can help you push kids to
reach their potential because they support students in closing opportunity gaps and allow you
to keep high expectations. Differentiation is when you tailor the content you’re teaching or the
process you use for teaching it to meet the needs of each student. An example of this,
especially in a culturally responsive classroom, is to allow students to pick a book to read
themselves, either from a selection of diverse options you provide or even on your next class
trip to the library. Scaffolding is when you provide temporary support to a student to help them
gain the understanding they need before moving on to more complex topics. It usually involves
breaking content down into more digestible units, and it allows you to provide access to
material that’s on grade level (or even beyond, if that is what a student needs). Edutopia
provides a few examples of what scaffolding can look like in “6 scaffolding strategies to use with
your students.” Goal setting is another valuable practice that can keep expectations high while
offering students a clear path for hitting learning targets. For more on how to do that in your
classroom, I recommend my posts “Goal-setting foundations for pre-K–2 teachers” and “2 types
of student goal setting that empower early learners” as well as my colleague Chase
Nordengren’s new book, Step into Student Goal Setting: A Path to Growth, Motivation, and
Agency. Third answer: Continuation of previous paragraph 👇 Fourth answer Maintaining a
learning environment that is responsive to the community's context is an essential aspect of
effective teaching. As an educator, I recognize that the students I teach come from diverse
backgrounds and have unique experiences and needs that must be considered when designing
and implementing instructional practices. In my area, the community context is characterized
by cultural, linguistic, and socioeconomic diversity, which presents both challenges and
opportunities for teaching and learning. To maintain a learning environment that is responsive
to the community's context, I employ a variety of strategies and practices. First and foremost, I
make an effort to understand the cultural and linguistic backgrounds of my students and
incorporate this knowledge into my instruction. For example, I may use culturally relevant texts,
incorporate student's home languages in my lessons, or design activities that are culturally
meaningful to my students. Another strategy I use is to collaborate with families and
community members to establish a partnership in education. This partnership helps me to
better understand the needs and perspectives of the community and tailor my instruction
accordingly. I also engage in ongoing professional development to stay current on best
practices for serving diverse learners and build my skills in culturally responsive teaching.
Reflection: Maintaining a learning environment that is responsive to the community's context is
a continuous process that requires ongoing reflection and adaptation. As I reflect on my
practice, I recognize the importance of building strong relationships with my students and their
families, and understanding their cultural and linguistic backgrounds. I also realize the value of
ongoing professional development to build my skills in culturally responsive teaching and stay
current on best practices. Looking forward, I plan to continue to refine my practice by seeking
out opportunities for collaboration with families and community members, and staying
informed about the cultural and linguistic diversity in my community. By doing so, I hope to
create a learning environment that fosters academic success, cultural understanding, and
social-emotional growth for all my students. What is community context. Community context
refers to the social, cultural, economic, political, and environmental factors that shape the lives
of individuals and communities in a specific geographic area. It includes the community's
history, traditions, values, and beliefs, as well as the resources and opportunities available to its
members. Examples of community context may include the socio-economic status of families,
cultural diversity, access to healthcare, infrastructure, and education. As a teacher, there are
several ways to contribute to the development of the community: Engage in community
outreach programs: Teachers can participate in various community outreach programs that
address specific community needs, such as literacy programs, community clean-up drives, or
health campaigns. Promote cultural awareness: Teachers can encourage their students to learn
and appreciate the diverse cultures present in their community. They can organize cultural
events, invite guest speakers, and integrate multicultural themes into their lessons. Collaborate
with community stakeholders: Teachers can work with other community stakeholders, such as
local businesses, government agencies, and non-governmental organizations, to develop
projects or programs that address community needs. Advocate for community issues: Teachers
can advocate for community issues that impact their students, such as access to quality
education, affordable healthcare, or environmental protection. Involve parents and families:
Teachers can involve parents and families in their children's education by creating opportunities
for them to volunteer in the classroom, attend parent-teacher conferences, or participate in
school events. By doing so, teachers can strengthen the connection between the school and the
community, and promote the development of the community as a whole. "Teachers shall, at all
times, uphold the dignity of the teaching profession. They shall regulate their private and
professional lives in a manner that will command respect for the profession." This law
emphasizes the importance of maintaining the dignity and integrity of the teaching profession
by conducting oneself in a professional and ethical manner both in and outside of the
classroom. It reminds teachers that their actions and behavior can impact how others perceive
the teaching profession, and encourages them to act in a way that earns respect for themselves
and their colleagues.

OBJECTIVE 7

How do you develop your teaching practice in accordance with the existing laws that apply to
teaching and the responsibilities specified in the Code of Ethics for Professional Teachers? How
do you develop your teaching practice in accordance with existing regulations?
Answer:

In everyday life, you are confronted with the challenges to do the right thing. When you are
faced with professional decisions that seem to have ethical implications, there are conditions
and provisions of the Code of Ethics that will guide you to determine the best actions. Teachers
have the responsibility to push their learners to their full potential and to develop their
personality.Teachers have great influence in the lives of their learners. They are expected to be
professionally competent in the practice of their profession. Moreover, they need also to
possess good reputation not only in the school but in the entire community. As mandated in
the Code of Ethics for professional teachers, I have the responsibility to interact positively with
parents, community members, and other stakeholders of the school. Contact with parents must
be conducted regularly and be kept professional and free from arguments. If ever I have an
issue with parents, community members, or stakeholders it must be presented during meetings
and conferences. Being a teacher you must recognize that education is a public service and
strive to keep the public informed of the programs, projects and activities. In the school , I as
the teacher is expected to collaborate with my school administrators, co-teachers, and other
personnel in order to provide a safe, friendly learning experiences for the learners. As part of
the DepEd organization, I am further expected to follow the directions and instruction of the
school administrator and higher DepEd officials. Being a teacher, we should consider our co-
teachers and other personnel in achieving the goals of education. They must be treated with
courtesy, consideration, and mutual respect. We should also be punctual in the submission of
office reports and other tasks to facilitate the completion of the work by the support personnel.
Second answer A teacher's first responsibility should be to their students, treating them all
equally no matter their ability, race, or ethnicity. Thus, ethical conduct toward students is
addressed in the very first principle of the code of ethics and details the brand of rapport a
teacher should establish within the classroom. The practical application of this principle and the
others may be best understood by the situation like these: Principle 1 Example Ms. Barron
works at Washington Middle School as a Language Arts teacher. At the start of class, she
introduces the learning targets of the day and states clearly what steps to take in achieving
those targets. Most students are attentive, but a disturbance breaks out at the back of the
room between T.J. and Terrence. Ms. Barron is frustrated by their daily disobedience and lack
of focus, but she once again exhibits calm and wisdom in her attempts to quench the heat of
the two students' disagreement. As school protocol states, when all reasonable measures to
restore order prove unsuccessful, a teacher should summon a school resources officer who will
remove the misbehaving students from the classroom. That is exactly what Ms. Barron does in
order to maintain a productive and safe environment for other students. This example shows
how Ms. Barron adheres to the code of conduct for teachers, specifically its first principle and I
think I must apply on during teachinglearning process.
Principle 2: Practices and Performance The second principle establishes expectations around a
teacher's ethical conduct as related to their practice and performance. In other words, I as a
teacher should make sure I am entirely competent and properly equipped to teach. To exhibit
ethics in education by this principle, a teacher should: Be honest about their qualifications
during the hiring process and commit to the terms of any agreed-upon contract. Do their best
to be physically and mentally fit for the responsibilities of teaching. Take part in continuing
education and other professional development opportunities. Honor the law and school
policies (unless in conflict with the teacher's code of ethics). Represent organizational policies
apart from personal views. Avoid using any school funds and/or other professional privileges
for personal gain. In light of a teacher's practices and performance, it is important to note the
distinction between a professional teaching license and the code of ethics. A teacher's license
gives them the right to practice in their field. Adhering to a code of ethics may be a requirement
for retaining licensure, but the specific code depends on the teacher's affiliations. Third answer:
Teachers are crucial in the successful education of students. Ethical standards require teachers
to support student growth, independence, and success in every way possible. This means that
we, teachers must protect students and treat them equally regardless of ability, race, ethnicity,
religion, or any other factor.For example, Mrs. Small is a teacher who has clear favorites. She
gives some of her students special privileges. Mr. Big, on the other hand, treats all of his
students the same way and gives them all equal opportunities. Which teacher do you think is
following the code of ethics for teachers? Therefore ,teachers must be fair enough to handle
students to make smooth way of learning. I personally, must provide opportunities for
development and nurture personal growth as well as close and supportive ties with students
while keeping a professional tone to the relationships. For me, teachers who do not uphold
these ideals may harm students and limit their potential. Fourth answer: As a professional
teacher, it is essential to develop my teaching practice in accordance with the existing laws and
regulations that apply to teaching. This includes theresponsibilities specified in the Code of
Ethics for Professional Teachers, whichoutlines the standards and principles of ethical conduct
for teachers in the Philippines.To ensure that my teaching practice is in compliance with these
laws and regulations, Iregularly review and familiarize myself with them. This involves reading
andunderstanding relevant laws, policies, and guidelines, such as the PhilippineConstitution,
the Education Act, and the Code of Ethics for Professional Teachers.In addition, I participate in
ongoing professional development to enhance my knowledgeand skills in teaching and to stay
current on changes and updates in education laws andregulations. This may include attending
seminars, workshops, and conferences, as wellas collaborating with other teachers, school
administrators, and education professionals. Reflection Developing my teaching practice in
accordance with existing laws and regulationsrequires a commitment to ongoing learning and
growth as a professional educator. As Ireflect on my practice, I recognize the importance of
staying informed and up-to-date onrelevant laws and policies, and integrating ethical principles
into my teaching approach.Looking forward, I plan to continue to develop my teaching practice
in accordance withexisting laws and regulations by seeking out professional development
opportunities,staying informed on changes and updates, and collaborating with others in the
field. Bydoing so, I hope to contribute to the overall improvement of education and the well-
being of my students.

OBJECTIVE 8:

Which practices do you show care, respect, and integrity to learners, colleagues, parents, and
other education stakeholders? How do these practices uphold the dignity of the teaching
profession?

Answer:

Acting with integrity and showing courtesy to others is an important way to share and maintain
our character and reputation at school as teachers. Professionalism also helps us gain the trust
of parents, students, colleagues and school administrators. Showing we have the integrity to
complete job responsibilities with excellence. Complaining less and taking responsibility for our
actions instead of blaming others for mistakes creates a more positive environment for
colleagues. Striving to be positive in the way we speak to others can also improve our mood
and outlook. Smiling is another way to show positivity to others as we teachers communicate.
Also, teachers must communicate Another thing, learning to collaborate effectively is an
important aspect of a teacher's professional character. Opening instructional planning to new
ideas and input from colleagues and and education stakeholders for me often improves
students' experiences in classroom. Working with other educators to meet common goals
shows your commitment to a successful learning community. Understanding how to effectively
share and accept new ideas, delegate and complete parts of a project and receive critique are
all ways teachers can work together to strengthen the educational process. On the other hand,
teachers must maintain good relationship with the parents in order to establish good rappor.
Positive connections between parents and teachers have been shown to improve children's
academic achievement, social competencies and emotional well-being. When parents and
teachers work as partners, children do better in school and at home. Second Answer: Third
Answer: As a professional teacher, I believe that showing care, respect, and integrity to
learners, colleagues, parents, and other education stakeholders is essential to upholding the
dignity of the teaching profession. There are several practices that I follow to demonstrate
these values in my work. Firstly, I make a point to listen attentively to my learners, colleagues,
and parents and show empathy towards their needs and concerns. I recognize that each
individual has unique circumstances and experiences, and I strive to be understanding and
accommodating. Secondly, I maintain a professional demeanor and exhibit fairness and
transparency in my dealings with others. This includes being honest and accountable for my
actions, adhering to ethical principles, and treating others with impartiality and respect. Thirdly,
I promote a positive learning environment that is inclusive and welcoming to all learners. This
involves recognizing and valuing diversity in all its forms, and providing opportunities for
learners to express themselves and contribute to the classroom community. Overall, these
practices are intended to demonstrate care, respect, and integrity towards all education
stakeholders, and to uphold the dignity of the teaching profession. Reflection: As I reflect on my
practices, I realize that demonstrating care, respect, and integrity towards learners, colleagues,
parents, and other education stakeholders is not only a professional obligation, but a personal
commitment to making a positive impact in the lives of others. By upholding these values, I aim
to create a safe and supportive learning environment where everyone can thrive. In the end, I
believe that these practices are not only essential to upholding the dignity of the teaching
profession, but also to the betterment of society as a whole. As educators, we have the power
to shape the future by instilling values of care, respect, and integrity in the next generation of
learners.

OBJECTIVE 9

What co-curricular and/or extra-curricular organizations and/or activities did you participate
in,that enabled you to share your knowledge and enhance your teaching practice? How did
yourmembership in this organization/ participation in this activity contribute to your
professional development?

Answer:

I have participated in co-curricular and extra-curricular organizations and activities

throughoutmy teaching career to enhance my knowledge and teaching practice. One
organization that Ihave been a member of is the Professional Association in my community.
Through this organization, I have had the opportunity to collaborate with other professionals in
my field,attend training sessions, and engage in discussions about current issues and best
practices ineducation.Additionally, I am a volunteer at one of the organization (teaching non-
reader) in my community. As a volunteer, I work with students in a variety of ways, from
tutoring and mentoring toorganizing community service projects. Through this experience, I
have been able to share myknowledge and skills with students outside of the classroom, and
help them develop importantlife skills.Finally, I am also an officer in my purok, a local
community organization. Through myinvolvement in this group, I have been able to connect
with other community leaders andcollaborate on initiatives that benefit our community as a
whole.My participation in these cocurricular and extra-curricular organizations and activities
hascontributed significantly to my professional development. Through these experiences, I
havegained valuable insights and perspectives, learned new teaching strategies and techniques,
andbuilt strong relationships with my colleagues and students. Reflection: As I reflect on my
participation in these organizations and activities, I realize that they have been instrumental in
shaping my teaching practice and contributing to my growth as a professionaleducator.
Through my involvement in these groups, I have been able to share my knowledge andexpertise
with others, while also learning from my colleagues and students.Moving forward, I plan to
continue seeking out opportunities for professional development andengagement with the
broader teaching community. I believe that by staying active and involved,I can continue to
enhance my teaching practice, and make a positive impact in the lives of mystudents and
community Second answer: OBJECTIVE 10 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.
Answer: The research task assigned to the students involved investigating the roles of workers
in the community. The task was divided into two sets – Set A and Set B. Set A utilized modern
terms that are commonly used in the community, while Set B used terms that are more familiar
in the older or indigenous community. The students were required to interview their parents or
anyone with knowledge of the roles assigned to them. The students were highly engaged in the
research task, as it provided them with an opportunity to learn more about the different
workers in their community. They were able to develop their communication skills by
interviewing their parents and others, as well as their research skills by gathering information
from various sources. Through the research task, the students were able to gain a better
understanding of the different roles that workers play in the community. They learned about
the challenges and responsibilities associated with each role, and how these workers contribute
to the betterment of the community as a whole. Second answer: For my classroom with a
presence of Indigenous students, this type of assessment promotes culturesensitivity, fairness,
inclusivity, contextualization and is very much, with respect to how IP 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 themto succeed. The assessment shows
that the teacher expects everyone to explain the roles they will gather and that is developing
the reasoning ability and critical thinking of not only the IP students but all of the students in
class. As a teacher, 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
studiesthat 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, fairness, and culture-sensitivity toall students and to the
groups they belong (DO 32, S. 2015, DO 72, s. 2009, DO 101, S. 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 community 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 allowthem to function 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 onthe
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 makeall the parts of
our lesson culturesensitive, inclusive and conducive for them bearing in mind that these
students are the future of our country Goodluck!