Teacher Reflection Form For T I-III For RPMS SY 2021-2022 - REYES - RHEA

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RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: RHEA MARIE N. REYES DATE SUBMITTED:
RATER: PAULITA P. MACALINO 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 restless or unfocused in class. She also has troubles following instructions and skips 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 on.
YOUR REFLECTIONS
Following a meeting with Clara’s parents, it was discovered that she had been diagnosed with a learning
disability. I immediately began looking into her condition. I’m confident that gaining a better understanding of her
condition will enable me to provide her with a more pleasant learning environment. As a result, I decided to adapt
my teaching strategies and materials to meet het specific needs.
Clara’s problem, according to my internet research, could be that she has APD or Auditory Processing
Disorder. Individuals with APD may confuse the order of sounds or be unable to filter different sounds, like a
teacher’s voice versus background noise. In APD, the brain misinterprets the information received and processed
from the ear (source:https://childmind.org/article/what-is-auditory-processing-disorder/). I noticed that Clara has a
hard time registering and remembering what she hears that’s why she is often unfocused in class and has trouble
following instructions.
I chose to make my classroom more adaptive and engaging in order to avoid losing her attention. To help
Clara listen and learn more successfully, I seat her in the front of the classroom to reduce interference with my
voice and maximize access to my visual cues making it as simple as possible for her o tune into what I’m saying.
When I offer directions or relay other vital information, I use more visual tools, visuals, and gestures, and I make
sure Clara is looking at me. I prefer to show rather than tell as much as possible. I also utilize tone and speak more
slowly, yet clearly, to emphasize essential points. Also, I utilize catchphrases to alert Clara that I’m going to say
something important to her, such as “Are you ready?”, Here’s the thing, You should know this because…”. I utilize
terms that trigger or assist her in sequencing events when providing a step-by-step procedure in class. Clara can
follow sequences by using terms like first, second, then, and last, and teaching her these transition words in writing
can help her organize her thoughts and language.
To ease Clara’s frustration and raise her self-esteem in the classroom, I make sure she is writing down
tasks and assisting her in staying organized. I record my classes for her later study because she has a learning
disability. And by doing so, I assured that Clara was involved in the classroom and that she received the same
level of knowledge as her classmates who did not have a learning disability.
This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support from
the Australian Government
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RPMS SY 2021-2022

TEACHER I-III
TEACHER: DATE SUBMITTED:
RATER: __ SUBJECT & GRADE LEVEL:
OBJECTIVE 9
PROMPT #2
Design a lesson plan for the gifted and talented learners based on your idea on how they may be addressed in your
class. Your strategies for the gifted and talented learners must be highlighted and annotated in this form.
Attach your lesson plan here.
YOUR ANNOTATIONS
A learning-disabled student as poor auditory memory in both the short and long-
term, has a low tolerance and a high level of frustration, has low self-esteem, is easily
distracted finds it difficult, if not impossible, to stay on task for extended periods of time,
is spontaneous in expression; often cannot control emotions, is easily confused is
verbally demanding has difficulty working with others in small or large group settings,
has difficulty with math, reading and in writing.
To address the challenge in teaching students with learning disabilities, I’ll
create an activity for these students. The students will require not only time and
patiene, but also unique teaching tactics delivered in an organized setting that supports
and maximizes their learning potential. I’ll be using the same lesson plan I used during
my classroom observation, however, I will also include another activity for students with
learning diability.

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RPMS SY 2021-2022

TEACHER I-III
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.
h on the following roles in your community by asking your parents or anyone with knowledge on these roles. Choose from Set A and Set
Set A Set B
1. mayor 1. datu/chieftain
2. councilors 2. community elders
3. medical officers 3. healers
YOUR REFLECTIONS

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RPMS SY 2021-2022

TEACHER I-III
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.
YOUR ANNOTATIONS

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RPMS SY 2021-2022

TEACHER I-III
TEACHER: DANILO L. PABUSTAN DATE SUBMITTED:
RATER: ZENAIDA V. PABUSTAN SUBJECT & GRADE LEVEL:
OBJECTIVE 9
PROMPT #1
Context: Clara is often seen restless or unfocused in class. She also has troubles following instructions and skips 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 on.
YOUR REFLECTIONS
Learners who are learning disabled have a significant gap between their academic achievement and their
intellectual abilities in one or more of the following areas: oral expression, listening comprehension, written skills,
basic reading skills reading comprehension, mathematical calculation, mathematics reasoning or spelling.
According to an article published in Teacher Vision, the following are some of the most common indicators of
learning challenged learners. Rather than being isolated, most-learning disabled students exhibit these qualities to
varying degrees and intensities. A learner with a learning disability has poor short and long-term auditory memory,
low self-esteem, is frequent distracted and finds it difficult, if not impossible to stay on target for long periods of
time.
Clara, for example, was restless and unable to concentrate in class. Most learners are naturally active, but
hyperactive individuals are constantly moving from one task to another. When you apply traditional teaching
approaches, they have problems paying attention in class. That is why we must use additional strategies to engage
hyperactive pupils on their own premises. The good news is that these strategies also make teaching more
enjoyable.
Clara can be encouraged to perform hands-on learning because pupils learn best when they are actively
involved in the process. We can’t expect them to sit quietly at their desks while listening to the discussion and
taking the test. That is too difficult for them. Because doing is always preferable than hearing, I’ll turn Clara’s doing
into a learning activity. Clara will be encouraged to assist her peers in cleaning the classroom. I’ll show them that
it’s a regular part of the school day. Clara’s parents should also engage in some hand-son learning with her.
I should not take myself so seriously as a teacher. I can help learning disabled students direct their
enthusiasm in the proper manner by using engaging teaching strategies.

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RPMS SY 2021-2022

TEACHER I-III
TEACHER: DANILO L. PABUSTAN DATE SUBMITTED:
RATER: ZENAIDA V. PABUSTAN SUBJECT & GRADE LEVEL:
OBJECTIVE 9
PROMPT #2
Design a lesson plan for the gifted and talented learners based on your idea on how they may be addressed in your
class. Your strategies for the gifted and talented learners must be highlighted and annotated in this form.
YOUR ANNOTATIONS
I. OBJECTIVES At the end of 60 – minute period, the learners should be able to:
1. Define workplace
2. Follow workplace procedure; and
3. Justify the importance of following the workplace procedure
II. CONTENT The learners demonstrate an understanding of the knowledge, skills and attitudes
STANDARDS required in preparing appetizers.


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1

TEACHER REFLECTION FORM (TRF)

RATER: PAULITA P. MACALINO SUBJECT & GRADE LEVEL:

This tool was developed through the Philippine National

TEACHER REFLECTION FORM (TRF)

RATER: __ SUBJECT & GRADE LEVEL:

This tool was developed through the Philippine National

This tool was developed through the Philippine National

TEACHER REFLECTION FORM (TRF)

RATER: __ SUBJECT & GRADE LEVEL:

This tool was developed through the Philippine National

This tool was developed through the Philippine National

TEACHER REFLECTION FORM (TRF)

RATER: __ SUBJECT & GRADE LEVEL:

This tool was developed through the Philippine National

This tool was developed through the Philippine National

TEACHER REFLECTION FORM (TRF)

RATER: ZENAIDA V. PABUSTAN SUBJECT & GRADE LEVEL:

This tool was developed through the Philippine National

TEACHER REFLECTION FORM (TRF)

RATER: ZENAIDA V. PABUSTAN SUBJECT & GRADE LEVEL:

This tool was developed through the Philippine National

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