1

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: JOHN PAUL B. MANGALUS DATE SUBMITTED: _______________________

RATER: JASMIN F. MORALES SUBJECT & GRADE LEVEL: GRADE 11-HUMSS

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 inability to pay attention, difficulty
sitting still, and difficulty controlling impulses during class.

Action Taken: I ask her mother to visit the school for a report of her academic progress. I 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 on.

YOUR REFLECTIONS
It is a teacher’s primary function to impart knowledge to students by setting up a situation in
which students can and will learn effectively. Since all students have different learning needs, we as
the facilitator of learning must put extra effort in order show that there is significant progress of each
learner.

In Clara’s situation, after having a conference to her parents I have found out that the learner
has attention-deficit/hyperactivity disorder (ADHD) which leads to experiencing more obstacles in her
path to success than the average student. According to Center of Disease Control and Prevention
ADHD is one of the most common neurodevelopmental disorders of childhood. It is usually first
diagnosed in childhood and often lasts into adulthood. Children with ADHD may have trouble paying
attention, controlling impulsive behaviors (may act without thinking about what the result will be), or
be overly active.

To help Clara in her case, I have utilized some school-based management strategies shown to
be effective for ADHD student. The behavioral classroom management approach encourages a
student’s positive behaviors in the classroom, through a reward system or a daily report card, and
discourages their negative behaviors. This teacher-led approach has been shown to influence
student behavior in a constructive manner, increasing academic engagement. For us, helping
learners manage their ADHD symptoms can present a challenge. Most learners with ADHD are not
enrolled in special education classes but do need extra assistance daily. After reviewing some
research, here are the list of strategies and techniques that I have applied in terms of
communication:
1. Give frequent feedback and attention to positive behavior;
2. Be sensitive to the influence of ADHD on emotions, such as self-esteem issues or difficulty
regulating feelings;
3. Provided extra warnings before transitions and changes in routines; and
4. Understand that children with ADHD may become deeply absorbed in activities that interest
them (hyper-focus) and may need extra assistance shifting their attention.
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 2

In terms of task and other activities:

1. Make assignments clear check with the student to see if they understand what they need to
do;
2. Provide choices to show mastery (for example, let the student choose among written essay,
oral report, online quiz, or hands-on project;
3. Make sure assignments are not long and repetitive. Shorter assignments that provide a little
challenge without being too hard may work well;
4. Allow breaks—for children with ADHD, paying attention takes extra effort and can be very
tiring;
5. Allow time to move and exercise;
6. Minimize distractions in the classroom; and
7. Use organizational tools, such as a homework folder, to limit the number of things the child
has to track.

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: JOHN PAUL B. MANGALUS DATE SUBMITTED: _______________________

RATER: JASMIN F. MORALES SUBJECT & GRADE LEVEL: GRADE 11-HUMSS

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.

Directions: For your assessment, 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.

Set A Set B
1. mayor 1. datu/chieftain
2. councilors 2. community elders
3. medical officers 3. healers

YOUR REFLECTIONS

Indigenous Peoples are social and cultural groups that have shared ancestral ties to the
lands and natural resources they live on, occupy, or have been displaced from. Their
identities, customs, livelihoods, and physical and spiritual well-being are all intricately
linked to the land and natural resources on which they rely. They frequently follow their
traditional leaders and groups for representation that is different or distinct from that of
mainstream society or culture. Many Indigenous Peoples still speak a language that is
unique from the official language or languages of the country or region in which they live;
nevertheless, many languages have been lost or are on the verge of extinction as a result
of eviction from their lands and/or relocation to other areas. In the existence of the IP
group, the community has roles to them. People in the community such as the mayor,
Councilors and medical officers has distinctive roles to them. In my Research, I have
found out the role of them below.

The mayor is elected by the people and recognized as the civic leader of the community.
As part of the leadership role the mayor is involved in advancing community cohesion and
promoting civic awareness and is the principal member and spokesperson for Council,
including representing the views of the council as to its local priorities. Promoting
partnerships with other stakeholders (including the indigenous people) is another important
role of the mayor. The mayor presides over the council meetings and manages the conduct
of participants at council meetings involving the IP group leader.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 4

As an elected representative, a councilor’s roles are (including the roles to the IP group):
 Is an active and contributing member of the local government as well as to the IP.
 Makes considered and well-informed decisions.
 Advocates on behalf of constituents.
 Represents the overall public interest of the whole local government area, together
with their geographical division including the geographical area of the IP.
 Meets formally with other councilors, with an equal voice to make decisions by voting
on matters.
 Is responsible for strategic vision and planning for the future of the local government
area to deliver outcomes for their community.

Medical Officers has roles in the IP group too. Since one of the rights of the indigenous
people is   having the right to their traditional medicines and to maintain their health
practices, including the conservation of their vital medicinal plants, animals and minerals.
Indigenous individuals also have the right to access, without any discrimination, to all
social and health services including medicines.

The role of the mayor, councilors, and medical officers as well the non-IP people is to
respect the rights of the IP group without prejudice.

Source:
https://www.google.com/search?q=role+of+medical++in+the+indegenous+oeople&hl=en-
US&authuser=1&sxsrf=ALiCzsYt6J6tLc5LKzfBqx8-kvCDh8kVNg
%3A1654440088192&ei=mMCcYo64C-eb4t4Pw7Cm-
AM&ved=0ahUKEwiO5IjOxZb4AhXnjdgFHUOYCT8Q4dUDCA4&uact=5&oq=role+of+medic
al+
+in+the+indegenous+oeople&gs_lcp=Cgdnd3Mtd2l6EAM6BwgAEEcQsAM6BQgAEKIESgQI
QRgASgQIRhgAUP0EWIYtYJdpaAJwAXgAg

This tool was developed through the Philippine National

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