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RPMS SY 2023-2024

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: JAZTINE C. MAGNO DATE SUBMITTED: JANUARY 12, 2024

RATER: JOCELYN P. VICTORIANO 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 8
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

When Department of Education released the DepEd Order No. 62, S. 2011 [Adopting the National
Indigenous Peoples (IP) Education Policy Framework] and the DepEd Order No. 32, S. 2015 [Adopting the
Indigenous Peoples (IP) Education Curriculum Framework], they took RA No. 8371 or the Indigenous People’s
Rights Act of 1997 into consideration. This Republic Act highlights the Rights of Indigenous People which
includes equally enjoying the full measure of human rights and freedoms without distinction or discrimination.

As the Department of Education becomes more open to all learners including the IPs, teachers are
responsible in crafting lessons which would help them understand the lessons more. This includes but not
limited to using examples, topics, activities, and stories that they are familiar with.
Since the assessment above shows different sets, students will have a choice depending on the
community they belong. This multicultural approach, which emphasizes that the individual is the bearer of
rights, will improve positive community between people of different cultures. Set B will allow students, who
belong to indigenous people, to interview their parents or anyone in their community with knowledge on the
roles of datu/chieftain, community elders, and healers. Meanwhile, Set A, or those people belonging to non-
indigenous people, will interview their parents or anyone in their community with knowledge on the roles of
mayor, councilors, and medical officers. This can assist us in comprehending the communication preferences,
students’ strengths, and weaknesses and how these can support or impede cross-cultural communication.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
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There are lots of ways for a teacher to let the IP students be at ease on class. The most effective way for
me is to give examples that are relevant to them. Also, we must be careful and sensitive towards them. Let us
not give illustrations that are degrading to their part. However, letting them feel that they are “special” is also
kind of degrading. We must not be too perceptible to other students that they are given “special” attention.
Lastly, we must teach all our students not to intimidate or bully the IP students or even mock them.

To summarize this, if I were to have an IP student, contextualized materials which are relevant for them
are important. We must make considerations in crafting the plan that is more suitable for a diverse set of
students. Diverse culture, race, or even students with “special needs”; we must always remember that no child
should be left behind in class.

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