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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: JESSIE T. SOLOMON DATE SUBMITTED: JULY 20, 2022

RATER: ROSEMARIE A. REGUDO SUBJECT & GRADE LEVEL: ARAL PAN. VI

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

All pupils can learn and succeed, but not in the same way and not in the same day. A classroom brings
together all sorts of pupils, both well and badly behaved. As aforementioned like Clara needs special attention to
usher her back on the path to good behavior. As teacher, we must know our pupils in the class, understanding not
only their learning styles and learning preferences but also demonstrating concern for each pupil by tailoring
instruction to meet their needs individually.The next step would be adopting instructions at home in school to make
the pupils comfortable and safe in the learning environment.
This is also appropriate for pupils with learning disabilities such as dyslexia (a reading disorder) or other learning
issues. The challenges for learners with dyslexia vary from person to person, so the focus of teaching should be on
making the learning environment as inclusive and supportive as possible. Inclusion is, ‘A sense of belonging: feeling
respected, valued for who you are; feeling a level of supportive energy and commitment from others so that you can
do your best work. So, for Clara having dyslexia, I must do this:

1. Create a supportive and collaborative classroom culture

Create a supportive and collaborative classroom culture by getting to know all your learners as individuals and
encouraging them to get to know each other. This will help learners feel comfortable thinking about ways to do tasks
and asking for support.

2. Use multisensory input and activities

Use multisensory input and activities to give learners more than one way to make connections and learn

This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government
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concepts. For example, use flash cards, puppets, story videos and real objects in thein the classroom. When
learners use more than one sense at a time, their brain is stimulated in a variety of ways. Multisensory activities
may involve a combination of reading, listening, viewing, touching an object, moving physically around the space, or
using gesture.

3. Offer learners choices

Offer learners choices in how they engage with tasks to make learning more meaningful and inclusive. For example,
learners might ‘draw’ rather than write notes during a listening task or while preparing for a speaking task.

4. Have L-shaped cards available

Have L-shaped cards available for learners to frame sections of textbook pages and help focus their attention.
Encourage learners to use a plain piece of paper to cover reading texts and reveal one line at a time as they read.
These are useful techniques for all learners when you are teaching reading skills.

5. Present new language in small and manageable chunks

Present new language in small and manageable chunks so that you don’t overload learners. Focus on key language
from the exam wordlists and the language specifications in the teacher handbook.

6. Spend some time explicitly teaching exam strategies

Spend some time explicitly teaching exam strategies, such as how to approach particular tasks in the exam, and
break these down into a series of simple steps.

7. Use concept-checking questions

Use concept-checking questions (CCQs) to check your learners’ understanding of a new word or grammatical item.
CCQs are better than just asking ‘Do you understand?’. Example CCQs for the adjective quick might be: ‘What
things do you know that are quick?’, ‘What’s the opposite of quick?’ or ‘Are snails quick?’. You could also use
pictures of objects or gestures to check your learners’ understanding.

8. Offer lots of opportunities for learners to recap and review language

Offer lots of opportunities for learners to recap and review language, especially from the exam wordlists. Use varied
techniques to help learners memorize new words, including drawing, music or rhythm, movement, gesture and
visualization techniques.

9. Try different approaches to giving feedback

Talk to your learners about what type of feedback works best for them. Remember that hearing the teacher’s voice
can feel more personal and supportive than receiving written feedback in red pen, so try making a short video or
voice recording with your comments.

10. Remember that assessment should be ongoing

Remember that assessment should be ongoing and isn’t the end of the learning process. If you give something back
to a learner to correct, make sure you check the next version and then give them feedback on this too. The
challenges that learners with dyslexia experience often lead to low levels of confidence, so remember to include
positive feedback to encourage learners and build self-esteem. This is of course true for all your learners!

JESSIE T. SOLOMON
TEACHER: ______________________________________ JULY 20, 2022
DATE SUBMITTED: _________________________

ROSEMARIE A. REGUDO ARAL. PAN. VI

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 REFLECTION FORM (TRF)

TEACHER I-III

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 #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 ANNONATIONS
Technically all students according to developmental psychologist Abraham Maslow and Howard Gardener, are
gifted at something. But within the realm of what happens in the classroom, a teacher can help those learners shine
even brighter by simply adding a few additional strategies to their teaching. A simple statement of fact,” Your ideas
seem to flow easily from one to the next” will have a powerful effect on pupils. Aiding a pupils to identify and
recognize their academic gifts early on gives pupils the necessary resilience to persist in the difficult task of
learning.
Accepting that the pupils has a gift is somewhat more difficult. In this age of equality, teachers feel that
praising a pupils above others is detrimental to the other pupils. The detriment of this mentality is that truly gifted
pupils are shackled and not allowed to explore their gifts, or even worse, accept them.
Astudent who believes he has a gift will pursue it, regardless of whether he, in fact, has a gift. Gary
A.Davis explains in this book, Gifted Children and Gifted Education: A Handbook for Teachers and Parents
that teachers must engage gifted pupils at different levels according to their needs. This is often as ignored
spectrum of differentiation.
Some teachers view gifted pupils as nuisances, while other teachers are intimidated by them. In
truth, the effective instruction of gifted pupils requires a gifted teacher. This does not mean that the
teacher has to be smarter, more talented or more able than the pupils. It means that the teacher must be
able to teach in a gifted and intuitive manner.
In order to do this, we have to be observant enough to notice student potential in whatever form it
is demonstrated. Teachers in general are aware that giftedness is not always found in the eager beavers of
the class. Identifying the pupils gift for what it is takes a teacher that is not so concerned about controlling
pupils behavior but rather is more concerned about channeling it.
Such a skilled teachers will help the student utilize his own giftedness and will channel resources
and enhanced learning opportunities towards that pupils will enlarge the pupils natural gifts in ways that
pupils did not even realize existed. Such a teacher will push gifted pupils to higher personal standards
rather than just giving them more work to do or forcing them to tutor other pupils who are less capable.

This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government
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JESSIE T. SOLOMON
TEACHER: ______________________________________ JULY 20, 2022
DATE SUBMITTED: _________________________

ROSEMARIE A. REGUDO
RATER: _________________________________________ ARAL. PAN VI
SUBJECT & GRADE LEVEL: __________________

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 5

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

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

From the given options I choose option A. According to worldbank.org an Indigenous Peoples are distinct
social and cultural groups that share collective ancestral ties to the lands and natural resources where they live,
occupy or from which they have been displaced. They are so-called indigenous people because they inhabited the
land before the other settlers arrived.
Last June 4, 2022, Nelly Ambrocio, a member of the Bukidnon tribe and a resident of Murcia town in Negros
Occidental, being poor and living in a far-flung area should be an inspiration instead of being a hindrance to
achieving your goals in life. She was be conferred magna cum laude graduate of Bachelor of Science in Agriculture
of the Catholic Ming Yuan College in Murcia, she was among the ten “Pagkaon Scholars” of the provincial
government.
The primary functions of elected government officials are to extend assistance to IP communities within their
territorial jurisdiction. They should allow representations of IP community in their sessions so that the needs of this
people will also be heard. As a city/municipal mayor, they should create a program intended specifically for the IP
community. They should protect and preserve the right of these people because we cannot deny the fact that they
are our ancestors. Like any other people in the community, they should also be given equal rights the way we
received it because at the end of the day they are also part of community where this mayor serves. These roles of
city or municipal officials are very important because there’s no other people that can create laws, programs and
projects that will be benefited by these Ips. They are the one who have this obligation to defend, protect and
provide the needs of this people because they are member of the community they served.
Majority of our Indigenous People lacks good access to hospitals and clinics as well as to basic health
services. They also lack medicines, doctors, nurses, and other health providers. Medical officers should reach out
to our IP communities so that they can also receive the health care that they need. Sometimes these IPs have the
difficulty in sending their sick family members to hospitals and clinics because of different factors. One of the factors
that I see is that they sometimes opt to traditional medicines because of the distance of their homes to the hospital.
Instead of the IP community to go to lowlands to receive the health care that they need why not the medical officers

This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government
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through the LGU conduct a medical program even twice a moth so that these IP communities will have the
knowledge about the new way of curing their sick community members. The role of the medical officers is very
important because through them these IPs will have the knowledge on how to properly care their sick community
members.

TEACHER: JESSIE T. SOLOMON DATE SUBMITTED: JULY 20, 2022

RATER: ROSEMARIE A. REGUDO SUBJECT & GRADE LEVEL:ARAL. PAN. VI

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.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 7

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

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 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 ANOTATIONS

As a teacher we should always make sure that we provide quality education to our learners. We made an
oath that no matter what gender, identity, race, or culture our learners have they should always receive the same
quality of instruction. We need to make sure that indigenous people will have access to education that is culturally
and linguistically appropriate and does not at or result in unwanted assimilation. Instruction in the mother-tongue
language is recommended for indigenous children, youth, and adults.
During our instruction we should use appropriate language so that they may feel that they are appreciated.
We should provide activities that also match their capabilities. We should not make them feel as inferior or superior
culture but as member of the society.

This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government
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This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 9

This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government