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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
RODELIA S. BUENO
TEACHER: _ DATE SUBMITTED: JULY 25, 2022

RATER: LORNA C. CRUZ __ SUBJECT & GRADE LEVEL: FPL-11 GAS

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

Initially, after the conference with the parents of Clara and having known that she
was diagnosed with learning disability, the proper course of action is to make research
and readings about the disability to build a research-based knowledge about the
specifics and know-hows of that disorder.

For me, being also a Registered Nurse, the described context of Clara’s situation
false highly and makes me inclined to believe that she has Attention Deficit Hyperactivity
Disorder or ADHD. According to DSM-5 of the American Psychological Association, it is
defined as a neurodevelopmental disorder with manifestation of a persistent pattern of
inattention and/or hyperactivity-impulsivity that 1) interferes with functioning or
development, 2) has symptoms presenting in two or more settings such as home, school
or work, 3) negatively impacts directly on social, and academic functioning. This disorder
can manifest in 3 types: inattentive, hyperactive/impulsive or combined type.

With Clara’s case, it seems it manifest as the combined type where she displays a
combination of inattention by not paying close to attention to details, does not follow
through on instructions in schoolwork, has problems with staying focused on task at
hand and with hyperactivity through fidgeting or restlessness.
For Clara’s case, modification in instruction is needed. Initially, to help her stay focused
and comfortable in class, regular daily classroom routine must be followed with
consistency. This will lessen Clara’s anxiety and limits confusion or distraction with
lesson delivery without class routines. Another thing is to offer positive feedback
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
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regularly, not only to Clara but to the class so I can get their trust and again lessen
anxiety and distractions.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
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Modifications that are directed to Clara and her disability which I will make includes the
following:
1) Clara must be seated away from the doors and windows, as much as
possible she will be seated in the front row in class to lessen stimulus that will distract
her,
2) When giving classroom instructions, I will give it to her one at a time and
be ready to repeat each instruction if needed. Instruction should be with visual aid.
3) For Assessments, it is ideal to provide her with test with fewer items such
as frequent but short quiz. Also, when giving Clara projects, it is ideal divide it into
short segments where she will be given a set deadline for each segment until the
project is completed.

References:
Psychiatric Mental Health Nursing 8th Edition by Shiela Videbeck
DSM-5 Online: https://pro.psycom.net/assessment-diagnosis-adherence/adhd#
[Accessed on July 11, 2022]

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