RPMS 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: VIVIAN Y. MANAYAM DATE SUBMITTED: JULY 5, 2022

RATER: ORLY A. ORSOS, PH.D SUBJECT & GRADE LEVEL: AP 9
DIRECTIONS: Reflect on your attainment of the RPMS objectives 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: Carlene is suffering from a deficiency by shortcomings in her learning areas, seen unfocused and
restless in synchronous class. Neither was she unable to pass her activities, she also had difficulty in
understanding and following the instructions given by her teachers and classmates.

Action Taken: The school and faculty took an immediate action to have a conference with her parents and found
out from them that Carlene has anxiety and was diagnosed with a learning disability.

How will you alter to make emotional, mental and physical changes and different specifications and instructions
for Carlene to keep her focus in synchronous classes.

REFLECTION/ ANNOTATIONS
Following a meeting with Carlene’s parents, it was discovered that she had diagnosed with learning disability. I
immediately began looking into her condition. I’m confident that after seeing her condition, I am enable to
provide her with pleasant learning environment. As a result, I decided to adapt my teaching strategies and
materials in order her to follow and meet her specific needs.
According to my research in internet, Carlene has a dyslexia, that is probably involves difficulty reading due to
problems identifying speech sounds and learning how they relate to letters and words.
(https://www.mayoclinic.org>dyslexia). I noticed that Carlene has a trouble with letter reversals (B and D) and
words reversals (was and saw).

I choose to make my classroom more adaptive and engaging in order to avoid losing her attention. To help
Carlene in identifying speech sounds and learning how she relate to letters and words successfully, I seat her in
front of the classroom. I always include in my lesson the training in letter sounds, phoneme, awareness, and
linking letters and phonemes through writing and reading from texts at the appropriate level of reinforce emergent
skills.

These different approaches could surely enhance her interest and could help her to focus on the lesson. Adding
more engaging activities that would require her attention and participation to the class. I believe that to be able to
get Carlene focused in class, I need to provide her with things that could get her attention and interest. I could start
trying to provide her with more visual and colorful presentation while explaining lesson.

I personally believe that, giving her reward after finishing activities would also help her to focus and take time to
finish expected outputs as she looks forward to what she is going to get as a reward. These cases of learning
disability is something that needs extra care and attention. It will be in attending to their specific needs and
understanding their situation that teachers, like us, can be of great value. The more that they loss interest and
attention to class, the more that we have to provide them with more opportunities and chances to learning. As they
continue to realize that learning is always there. They can easily get used to their classrooms and to their learning
environment, until they come to that point that learning is part of their everyday lives and that it is enjoyable to
learn.

SUMMARY OF LEVEL
LEVEL LEVEL LABEL LEVEL DESCRIPTION

1 Scrutinizing The teacher demonstrates minor

content errors either in presenting
the lesson.

2 Organizing The teacher employs strategies

which are appropriate for the
educational needs of the learner.
 3 Planning The teacher displays a
comprehensive ability to discern
concepts and easily to understand
the structure of the subject matter.

4 Developing Utilizes a variety of materials,

resources and references in teaching
and skillfully manages diverse
instructional materials.

5 Applying The teacher exemplifies conceptual

knowledge of the learning areas of
the learner with disabilities,
giftedness and talents to address
content and accurately harmonious
and actively engaged in learning
activities.

RPMS 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III

TEACHER: DATE SUBMITTED:

RATER: SUBJECT & GRADE LEVEL:
DIRECTIONS: Reflect on your attainment of the RPMS objectives 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 how they will be inscribed in a synchronous class.
Attached your lesson plan here.
YOUR ANNOTATIONS

Gifted students work at their own pace, compact curriculum, and deliver project-based learning. Upon this kind
of learning method, I employ learning that would help them to explore things with their classmate.

In activity 1, I ask them to pair them and model a social situation. It can be challenging for some gifted students as
their understanding of social cues can be underdeveloped. Teaming up with other students will help each other to
learn differently.

I encourage them to move beyond their learning skill by applying them in the real world. For example, they can
explore how area and perimeter affect an architect's design or how scientists use animal classification to
understand animal life and how it functions.
Create a differentiation strategy for your classroom with the educational materials and resources to benefit all
students.

RPMS 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III

TEACHER: DATE SUBMITTED:

RATER: SUBJECT & GRADE LEVEL:
DIRECTIONS: Reflect on your attainment of the RPMS objectives 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 assignment, 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 Datu/Chieftain
2. Councilors Community Elders
3. Medical Officers Healers

YOUR REFLECTIONS

Every child is a different kind of flower; they all make this world a beautiful garden. Regardless of
where they belong, kids, for whatever ethnicity, are learners. They are gift needs to be opened and
discovered. Each of them has had a unique culture that defines their personalities.

            
Kids in the classroom show different abilities to cope with the lesson and how to socialize with their
classmates. Being their teacher along with their classmate is a great challenge. It requires knowledge of
the subject matter and the culture of all my students.

Based on the scenario, the choices work for the same purpose but differ only on names. As a teacher, I
would explain that we are all the same, our living contexts are all the same, but sometimes our cultures
differ. Teaching respect in the classroom helps students succeed. In other words, when children can treat
each other respectfully, they positively respond to direction and instruction. In effect, they are more
likely to succeed in academics. It is essential that as a teacher, you must know how other kids will
respect the culture of each other. Discrimination, though hard to manage, must be eliminated inside the
classroom.

In a given situation where I have 30 pupils, and five belong to the minority group, I would give them the
freedom to choose between set A or B. teachers must always consider all cultures as long as the transfer
of learning is still the same. It is always a primary consideration to put everything fair to everyone. 

In the end, understanding our differences produces culturally competent, global citizens; provides
graduates and scholars a professional, competitive advantage in the workforce; and represents diverse
perspectives of reality in a globalized world.

TEACHER: DATE SUBMITTED:

 RPMS 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III

TEACHER: DATE SUBMITTED:

RATER: SUBJECT & GRADE LEVEL:
DIRECTIONS: Reflect on your attainment of the RPMS objectives 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 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.
Attach your lesson plan here.

YOUR ANNOTATIONS
The activity is part of the lesson plan, attached here. Designed for intercultural differences in which
different people pray.

Abstract Conceptualization

Activity 1: PICTURE Analysis

Directions: Observe the picture shown in presentation. Then, answer each question broadly.
 PICTURE 1 PICTURE 2

SET A

PICTURE 1 PICTURE 2

SET B

In presentation pictures shown above, Ask the learners in given questions.

1. What have you seen in the pictures?
2. What do they have in common? How they differ from one another?
3. How do people talk to God? And why?
4. Have you try to ask God your purpose of living? Why?

I used existentialism teaching here. Every individual is unique and education must cater to the individual
differences. Therefore, the objective of education is to enable every individual to develop his unique qualities, to
harness his potentialities and cultivate his individualities