RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: KIMBERLY ANN M. NG DATE SUBMITTED: _________________________

RATER: JENNIFER D REYNO SUBJECT & GRADE LEVEL: ESP 10

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 her condition. I’m confident that gaining a better understanding of her
condition will enable me to provide her with more pleasant learning environment. As a result, I decided to adapt my
teaching strategies and materials to meet her specific needs.

Clara’s problem, according to my research, could be that she has a 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
to a background noise. In APD, the brain misinterprets the information received and processed from the ear. I
noticed that Clara has hard time registering ang 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 adaptative 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 to tune into what I’m saying. When I
offer directions or relay other visual information, I use more visual tools, visual gestures and making sure that Clara
is looking at me. I prefer to show 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 special 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, the teaching her these transition words in writing can help her thoughts
and language.

To ease Clara’s frustrations 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 to 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 study source was downloaded by 100000850583457 from CourseHero.com on 08-07-2022 13:41:28 GMT -05:00

https://www.coursehero.com/file/160734281/Teacher-Reflection-Form-MOV-9-10-ManlapatJeihrramaydocx/
 RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: KIMBERLY ANN M. NG DATE SUBMITTED: _________________________

RATER: JENNIFER D. REYNO SUBJECT & GRADE LEVEL: ESP 10

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 #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

As an ESP teacher, I should identify the learning styles of a student like Clara. If a student
struggles to stay focused or take in lots of information at once, I will break down things into smaller
tasks that feel manageable.

In my lesson plan, I have included pictures of persons with disabilities showing the different
artworks that they have accomplished. With this strategy, students with disabilities will be
encouraged to accomplish and to participate in the activity because they can relate to the pictures
given by the teacher.

This study source was downloaded by 100000850583457 from CourseHero.com on 08-07-2022 13:41:28 GMT -05:00

https://www.coursehero.com/file/160734281/Teacher-Reflection-Form-MOV-9-10-ManlapatJeihrramaydocx/
 RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: KIMBERLY ANN M. NG DATE SUBMITTED: _________________________

RATER: JENNIFER D. REYNO SUBJECT & GRADE LEVEL: ENGLISH 10

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

IPs are entitled to a well-rounded education. Education that reflects their shared values, feelings, principles,
and in general ideas. Education that not only common students can access but also IPs students. In the given
situation, I believe the teacher was prepared to consider the five students. The teacher is student-centered and
gave differentiated instructions in which learners in which learners had choices to choose from the assessment
he/she gave. I believed that in this assessment there was equality for all students and the teacher has been
sensitive to the student he/she handled.

In this scenario, we are taught to compassionate and caring to reflect on our ideas about people from other
culture, to reflect on our own cultural frames of references, and to be knowledgeable about other cultures of our
students. As a teacher, we must be aware of our students’ backgrounds, whether they are from common or IPs
student, so that we can meet their needs and ensure that they all have access to the quality of education we
provide. We should recognize the importance of including students’ cultural references in all aspects of learning.
Students should all be equally involved and engage in the classroom so that no one is left behind.

This study source was downloaded by 100000850583457 from CourseHero.com on 08-07-2022 13:41:28 GMT -05:00

RPMS SY 2021-2022
https://www.coursehero.com/file/160734281/Teacher-Reflection-Form-MOV-9-10-ManlapatJeihrramaydocx/
 TEACHER REFLECTION FORM (TRF)
TEACHER I-III
TEACHER: KIMBERLY ANN M. NG DATE SUBMITTED: _________________________

RATER: JENNIFER D. REYNO SUBJECT & GRADE LEVEL: ESP 10

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 #2
Design a lesson plan for your class that integrates aspects of indigenous peoples (IP) culture using national
mandates on indigenous people’s 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

In this activity, I included pictures of indigenous and non-indigenous people so that all students can relate in
the activity. They are going to identify and to describe the pictures in which qualities of indigenous and non-
indigenous people will be highlighted.

This study source was downloaded by 100000850583457 from CourseHero.com on 08-07-2022 13:41:28 GMT -05:00

https://www.coursehero.com/file/160734281/Teacher-Reflection-Form-MOV-9-10-ManlapatJeihrramaydocx/
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