RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: AGNES ASUNCION V. ABAT DATE SUBMITTED: _________________________

RATER: ANITA R. PRESTO SUBJECT & GRADE LEVEL: EAPP 12

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

Dealing with students with learning disabilities is one of the most challenging thing a teacher may face
inside the classroom. For it demands teacher’s sufficient knowledge to that learning disability and necessary
skill to cater the needs of students on that particular disability. Having been said that Clara’s parents’ admitted
the learner’s situation, the teacher paves a clearer direction that s/he may do to help the learner. Since, it was
not mentioned what type of learning disability Clara has, let us assume that she is diagnosed with ADD or
Attention Deficit Disorder. ADD refers to a child whois not acting out or moving around, and can even look
attentive during a task, but is generally absorbed in his/her own thoughts and daydreams to the poin that s/he
gets little done in the time allotted.
In this case, let the teacher’s actions be rooted to the principles of learning which are principles of
readiness, exercise and effect.
Readiness implies a degree of willingness and eagerness of an individual to learn something new. Get
Clara ready to learn and create her own interest to learn by using music and earphones. Let Clara set her
mood by letting her listen to music to block distractions around.
Since, Clara has trouble following instructions once that the teacher attracted Clara’s interest, it is
commendable to let Clara practice the same and the same directions on tasks. The principle of exercise
states that those things that are most often repeated are the ones that are best remembered. Clara would
learn best and retain information longer when she has a meaningful practice and repetition that will soon lead
to mastery. With the mastery, Clara will be able to see the evidence of her own progress and achieve
success. According to principle of ‘effect’, it is encouraged to let the learner feel pleasant in learning.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
TEACHER: AGNES ASUNCION V. ABAT DATE SUBMITTED: _________________

RATER: MARITES P. INIBA SUBJECT & GRADE LEVEL: EAPP 12

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 how they will be inscribed in a synchronous class.
Attached your lesson plan here.

YOUR REFLECTIONS

Having a gifted student blended with typical students may result to boredom since gifted students
have a fast pacing, yet, the teacher may do interventions to cater the needs of these students. One is by
making differentiated tasks. This will allow students to learn about a specific content by creating projects
on their own ability level. For example, in the lesson “principles of speech delivery”, the MELC demands
that students should deliver a speech at the end of the quarter. The teacher may assign the average
learners to deliver a speech that they have searched on the internet, while the gifted student may
construct his/her own speech and deliver it on the class. In this activity, the gifted student may choose a
topic that s/he likes to discuss delivering on the manner of his/her choice. This allows the gifted student
to pursue independent projects based on his/her individual interests. Another way is allowing students to
work together, teach one another, and actively in their own and their classmates’ education. This may be
realized through the form of group work or shared tasks.

This tool was developed through the Philippine National

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