TRF Preparation

Ma. Theresa D. Royeras

(TRF QUESTIONS AND ANSWERS)

OBJECTIVE 6

How do you maintain a learning environment that is responsive to your community's

context? Describe the context in your area and share teacher practices that contribute to
further improvement of your community.

Answer:

Maintaining a learning environment that is responsive to the community's context

requires a deep understanding of the community's needs and challenges. In my area,
the context is diverse, with students coming from different cultural and socioeconomic
backgrounds. Many students face challenges such as poverty, food insecurity, and
limited access to healthcare. As a teacher, there are several practices that I follow to
create a responsive learning environment.

Build relationships: Building relationships with students and their families is crucial for
understanding their needs and challenges. This can be done through regular
communication, home visits, and community events.

Incorporate cultural relevance: Incorporating cultural relevance into the curriculum and
teaching practices helps to engage students and create a sense of belonging. This can
be done through the use of culturally responsive teaching strategies and incorporating
the community's culture and history into lessons.
Address social and emotional needs: Addressing the social and emotional needs of
students is important for creating a supportive learning environment. This can be done
through the use of restorative practices and providing resources for mental health
support.
Provide opportunities for community involvement: Providing opportunities for
community involvement, such as volunteering and service projects, helps to create a
sense of community and promote social responsibility among students.

Continuous learning: Teachers need to be continuously learning and reflecting on their

practices to ensure that they are responsive to the community's context. This can be
done through professional development opportunities and collaboration with
colleagues.

In summary, maintaining a learning environment that is responsive to the community's

context requires building relationships, incorporating cultural relevance, addressing
social and emotional needs, providing opportunities for community involvement, and
continuously learning and reflecting on teaching practices. By following these practices,
teachers can contribute to the further improvement of their community by promoting
equity and creating a supportive learning environment for all students.

Second answer:

I keep a copy of Geneva Gay’s Culturally Responsive Teaching: Theory, Research, and
Practice near my desk because just seeing the spine from time to time reminds me of
how important it is for all educators to know who their students are. I especially like
these powerful words from it: “Culturally responsive teachers have unequivocal faith in
the human dignity and intellectual capabilities of their students. They view learning as
having intellectual, academic, personal, social, ethical, and political dimensions, all of
which are developed in concert with one another.”

“Unequivocal faith in the human dignity and intellectual capabilities of their students.”
Those are big words. Important words. Is Gay saying our students are valuable, every
single last one? Is she saying the possibilities of what they can accomplish are infinite?
Yes, yes she is. She is also saying that we, their teachers, have to be culturally responsive
if we want to live up to those words. “Academic
success,” she explains, “is a nonnegotiable goal for everyone and the responsibility of all
participants in the teaching-learning process.”

Culturally responsive teachers subscribe to the basic tenets of the approach, defined by
Understood as one that “connects students’ cultures, languages, and life experiences
with what they learn in school. These connections help students access rigorous
curriculum and develop higher-level academic skills.” We all want to create these
connections for kids, the kind that help them reach their potential and become lifelong
learners, but how? Knowing what culturally responsive teaching is doesn’t necessarily
mean it’s easy to know how to go about it. And chances are you don’t have the time for
a few failed experiments before finding ways that work.

Here are four practices that helped me in my classroom. I hope they help you, too.

1. Build a positive classroom culture

Establishing a nurturing classroom culture is the first step to being culturally responsive.
This begins in early childhood. To build a culturally responsive classroom, then, we must
get to know our students and their families.

If you’re a K–2 teacher, set the tone for school life by making sure your students feel
included, represented, and safe. I offer some specific suggestions for how to go about
this with our youngest learners in “10 ways to create community in your kindergarten
classroom,” but many of them apply for all elementary grades and much older kids, too.
For example, greeting students at the door is a practice even high-schoolers are likely to
appreciate. So is establishing clear procedures, so that everyone knows what to do and
when. Consistency goes a long way in building trust, and trust is critical for a strong
classroom culture.
In “4 ways to strengthen the learning culture in your classroom,” my colleague Erin
Beard also suggests empowering students by being a warm demander, a concept made
popular by another big name in culturally responsive teaching,
Zaretta Hammond, author of Culturally Responsive Teaching and the Brain. Erin
encourages using stress- and trauma-sensitive practices as well.

2. Get to know your students and families

We all tend to open up and be more collaborative, whether that’s at work, at home, or
even when running mundane errands, when we feel known and safe to be ourselves. An
exchange as ordinary as paying for groceries tends to feel nicer, for example, when the
checker makes eye contact and, for those brief moments it takes to scan your groceries,
helps you feel seen in the world.

To build a culturally responsive classroom, then, we must get to know our students and
their families. In “How to get to know your students,” Erin shares some additional
suggestions suitable for all ages, like focusing on learning goals that feel relevant and
personal to your students.

When I taught kindergarten and first grade, I really liked to start by sending out a survey
asking questions related to my students’ likes, dislikes, culture, and family structure. I
often turned to “101 inclusive get-to-know-you questions for students” to get ideas. The
student inventories you’ll be able to build from surveys will help you be culturally
responsive to kids’ needs because you’ll better understand who each student is.
Establishing a nurturing classroom culture is the first step to being culturally responsive.

Another fun way to encourage students to share themselves with you and their peers is
to have kids bring a bag with artifacts that represent their family and culture to share
with the class. Pictures to hang on a bulletin board work well, too.

3. Provide opportunities for students to see themselves in the learning

Educators in many places around the globe are working to make their curricula more
culturally responsive. If you’re required to use a curriculum that isn’t culturally
responsive, there are still things you can do to adapt it.

Make sure your students are represented in the books you read, songs you play,
practice sheets you use, and movies you show. For help diversifying your shelves, I love
the articles “Kick-start Black History Month in your classroom (and keep it going all
year),” “60 empowering books starring Latina mighty girls,” and Social Justice Books’ list
of texts about LGBTQ+ characters. Diverse Book Finder is another fantastic resource.

4. Set high expectations for all students

Remember Gay’s words about academic success? It’s “a nonnegotiable goal for
everyone.”

Differentiation and scaffolding can help you push kids to reach their potential because
they support students in closing opportunity gaps and allow you to keep high
expectations.

Differentiation is when you tailor the content you’re teaching or the process you use for
teaching it to meet the needs of each student. An example of this, especially in a
culturally responsive classroom, is to allow students to pick a book to read themselves,
either from a selection of diverse options you provide or even on your next class trip to
the library.

Scaffolding is when you provide temporary support to a student to help them gain the
understanding they need before moving on to more complex topics. It usually involves
breaking content down into more digestible units, and it allows you to provide access to
material that’s on grade level (or even beyond, if that is what a student needs). Edutopia
provides a few examples of what scaffolding can look like in “6 scaffolding strategies to
use with your students.”

Goal setting is another valuable practice that can keep expectations high while offering
students a clear path for hitting learning targets. For more on how to
do that in your classroom, I recommend my posts “Goal-setting foundations for pre-K–2
teachers” and “2 types of student goal setting that empower early learners” as well as
my colleague Chase Nordengren’s new book, Step into Student Goal Setting: A Path to
Growth, Motivation, and Agency.

Third answer:
Continuation of previous paragraph 👇
Fourth answer

Maintaining a learning environment that is responsive to the community's context is an

essential aspect of effective teaching. As an educator, I recognize that the students I
teach come from diverse backgrounds and have unique experiences and needs that
must be considered when designing and implementing instructional practices. In my
area, the community context is characterized by cultural, linguistic, and socioeconomic
diversity, which presents both challenges and opportunities for teaching and learning.

To maintain a learning environment that is responsive to the community's context, I

employ a variety of strategies and practices. First and foremost, I make an effort to
understand the cultural and linguistic backgrounds of my students and incorporate this
knowledge into my instruction. For example, I may use culturally relevant texts,
incorporate student's home languages in my lessons, or design activities that are
culturally meaningful to my students.
Another strategy I use is to collaborate with families and community members to
establish a partnership in education. This partnership helps me to better understand the
needs and perspectives of the community and tailor my instruction accordingly. I also
engage in ongoing professional development to stay current on best practices for
serving diverse learners and build my skills in culturally responsive teaching.

Reflection:

Maintaining a learning environment that is responsive to the community's context is a

continuous process that requires ongoing reflection and adaptation. As I reflect on my
practice, I recognize the importance of building strong relationships with my students
and their families, and understanding their cultural and linguistic backgrounds. I also
realize the value of ongoing professional development to build my skills in culturally
responsive teaching and stay current on best practices.

Looking forward, I plan to continue to refine my practice by seeking out opportunities

for collaboration with families and community members, and staying informed about
the cultural and linguistic diversity in my community. By doing so, I hope to create a
learning environment that fosters academic success, cultural understanding, and social-
emotional growth for all my students.

What is community context.

Community context refers to the social, cultural, economic, political, and environmental
factors that shape the lives of individuals and communities in a specific geographic area.
It includes the community's history, traditions, values, and beliefs, as well as the
resources and opportunities available to its members. Examples of community context
may include the socio-economic status of families, cultural diversity, access to
healthcare, infrastructure, and education.

As a teacher, there are several ways to contribute to the development of the community:

Engage in community outreach programs: Teachers can participate in various

community outreach programs that address specific community needs, such as literacy
programs, community clean-up drives, or health campaigns.

Promote cultural awareness: Teachers can encourage their students to learn and
appreciate the diverse cultures present in their community. They can organize cultural
events, invite guest speakers, and integrate multicultural themes into their lessons.

Collaborate with community stakeholders: Teachers can work with other community
stakeholders, such as local businesses, government agencies, and non-governmental
organizations, to develop projects or programs that address community needs.
Advocate for community issues: Teachers can advocate for community issues that
impact their students, such as access to quality education, affordable healthcare, or
environmental protection.

Involve parents and families: Teachers can involve parents and families in their children's
education by creating opportunities for them to volunteer in the classroom, attend
parent-teacher conferences, or participate in school events. By doing so, teachers can
strengthen the connection between the school and the community, and promote the
development of the community as a whole.

"Teachers shall, at all times, uphold the dignity of the teaching profession. They shall
regulate their private and professional lives in a manner that will command respect for
the profession."

This law emphasizes the importance of maintaining the dignity and integrity of the
teaching profession by conducting oneself in a professional and ethical manner both in
and outside of the classroom. It reminds teachers that their actions and behavior can
impact how others perceive the teaching profession, and encourages them to act in a
way that earns respect for themselves and their colleagues.
OBJECTIVE 7

How do you develop your teaching practice in accordance with the existing laws that
apply to teaching and the responsibilities specified in the Code of Ethics for Professional
Teachers? How do you develop your teaching practice in accordance with existing
regulations?

Answer:

In everyday life, you are confronted with the challenges to do the right thing. When you
are faced with professional decisions that seem to have ethical implications, there are
conditions and provisions of the Code of Ethics that will guide you to determine the
best actions.

Teachers have the responsibility to push their learners to their full potential and to
develop their personality.Teachers have great influence in the lives of their learners.
They are expected to be professionally competent in the practice of their profession.
Moreover, they need also to possess good reputation not only in the school but in the
entire community.
As mandated in the Code of Ethics for professional teachers, I have the responsibility to
interact positively with parents, community members, and other stakeholders of the
school. Contact with parents must be conducted regularly and be kept professional and
free from arguments. If ever I have an issue with parents, community members, or
stakeholders it must be presented during meetings and conferences. Being a teacher
you must recognize that education is a public service and strive to keep the public
informed of the programs, projects and activities.

In the school , I as the teacher is expected to collaborate with my school administrators,

co-teachers, and other personnel in order to provide a safe, friendly learning
experiences for the learners. As part of the DepEd organization, I am further expected to
follow the directions and instruction of the school administrator and higher DepEd
officials.

Being a teacher, we should consider our co-teachers and other personnel in achieving
the goals of education. They must be treated with courtesy, consideration, and mutual
respect. We should also be punctual in the submission of office reports and other tasks
to facilitate the completion of the work by the support personnel.

Second answer

A teacher's first responsibility should be to their students, treating them all equally no
matter their ability, race, or ethnicity. Thus, ethical conduct toward students is addressed
in the very first principle of the code of ethics and details the brand of rapport a teacher
should establish within the classroom.

The practical application of this principle and the others may be best understood by the
situation like these:
Principle 1 Example
Ms. Barron works at Washington Middle School as a Language Arts teacher. At the start
of class, she introduces the learning targets of the day and states clearly what steps to
take in achieving those targets. Most students are attentive, but a disturbance breaks
out at the back of the room between T.J. and Terrence.

Ms. Barron is frustrated by their daily disobedience and lack of focus, but she once again
exhibits calm and wisdom in her attempts to quench the heat of the two students'
disagreement. As school protocol states, when all reasonable measures to restore order
prove unsuccessful, a teacher should summon a school resources officer who will
remove the misbehaving students from the classroom. That is exactly what Ms. Barron
does in order to maintain a productive and safe environment for other students.

This example shows how Ms. Barron adheres to the code of conduct for teachers,
specifically its first principle and I think I must apply on during teaching-learning
process.

Principle 2: Practices and Performance

The second principle establishes expectations around a teacher's ethical conduct as

related to their practice and performance. In other words, I as a teacher should make
sure I am entirely competent and properly equipped to teach. To exhibit ethics in
education by this principle, a teacher should:

Be honest about their qualifications during the hiring process and commit to the terms
of any agreed-upon contract.

Do their best to be physically and mentally fit for the responsibilities of teaching.

Take part in continuing education and other professional development opportunities.

Honor the law and school policies (unless in conflict with the teacher's code of ethics).

Represent organizational policies apart from personal views.

Avoid using any school funds and/or other professional privileges for personal gain.

In light of a teacher's practices and performance, it is important to note the distinction

between a professional teaching license and the code of ethics. A teacher's license gives
them the right to practice in their field. Adhering to a code of ethics may be a
requirement for retaining licensure, but the specific code depends on the teacher's
affiliations.

Third answer:

Teachers are crucial in the successful education of students. Ethical standards require
teachers to support student growth, independence, and success in every way possible.
This means that we, teachers must protect students and treat them equally regardless of
ability, race, ethnicity, religion, or any other factor.For example, Mrs. Small is a teacher
who has clear favorites. She gives some of her students special privileges. Mr. Big, on the
other hand, treats all of his students the same way and gives them all equal
opportunities. Which teacher do you think is following the code of ethics for teachers?
Therefore ,teachers must be fair enough to handle students to make smooth way of
learning.

I personally, must provide opportunities for development and nurture personal growth
as well as close and supportive ties with students while keeping a professional tone to
the relationships. For me, teachers who do not uphold these ideals may harm students
and limit their potential.
Fourth answer:
As a professional teacher, it is essential to develop my teaching practice in accordance
with the existing laws and regulations that apply to teaching. This includes
theresponsibilities specified in the Code of Ethics for Professional Teachers,
whichoutlines the standards and principles of ethical conduct for teachers in the
Philippines.To ensure that my teaching practice is in compliance with these laws and
regulations, Iregularly review and familiarize myself with them. This involves reading
andunderstanding relevant laws, policies, and guidelines, such as the
PhilippineConstitution, the Education Act, and the Code of Ethics for Professional
Teachers.In addition, I participate in ongoing professional development to enhance my
knowledgeand skills in teaching and to stay current on changes and updates in
education laws andregulations. This may include attending seminars, workshops, and
conferences, as wellas collaborating with other teachers, school administrators, and
education professionals.

Reflection

Developing my teaching practice in accordance with existing laws and

regulationsrequires a commitment to ongoing learning and growth as a professional
educator. As Ireflect on my practice, I recognize the importance of staying informed and
up-to-date onrelevant laws and policies, and integrating ethical principles into my
teaching approach.Looking forward, I plan to continue to develop my teaching practice
in accordance withexisting laws and regulations by seeking out professional
development opportunities,staying informed on changes and updates, and
collaborating with others in the field. Bydoing so, I hope to contribute to the overall
improvement of education and the well-being of my students.
OBJECTIVE 8 Which practices do you show care, respect, and integrity to learners,

colleagues, parents, and other education stakeholders? How do these practices uphold
the dignity of the teaching profession?

Acting with integrity and showing courtesy to others is an important way to share and
maintain our character and reputation at school as teachers. Professionalism also helps
us gain the trust of parents, students, colleagues and school administrators. Showing we
have the integrity to complete job responsibilities with excellence. Complaining less and
taking responsibility for our actions instead of blaming others for mistakes creates a
more positive environment for colleagues. Striving to be positive in the way we speak to
others can also improve our mood and outlook. Smiling is another way to show
positivity to others as we teachers communicate. Also, teachers must communicate

Another thing, learning to collaborate effectively is an important aspect of a teacher's

professional character. Opening instructional planning to new ideas and input from
colleagues and and education stakeholders for me often improves students' experiences
in classroom. Working with other educators to meet common goals shows your
commitment to a successful learning community. Understanding how to effectively
share and accept new ideas, delegate and complete parts of a project and receive
critique are all ways teachers can work together to strengthen the educational process.
On the other hand, teachers must maintain good relationship with the parents in order
to establish good rappor. Positive connections between parents and teachers have been
shown to improve children's academic achievement, social competencies and emotional
well-being. When parents and teachers work as partners, children do better in school
and at home.
Second Answer:
Third Answer:

As a professional teacher, I believe that showing care, respect, and integrity to learners,
colleagues, parents, and other education stakeholders is essential to upholding the
dignity of the teaching profession. There are several practices that I follow to
demonstrate these values in my work.

Firstly, I make a point to listen attentively to my learners, colleagues, and parents and
show empathy towards their needs and concerns. I recognize that each individual has
unique circumstances and experiences, and I strive to be understanding and
accommodating.

Secondly, I maintain a professional demeanor and exhibit fairness and transparency in

my dealings with others. This includes being honest and accountable for my actions,
adhering to ethical principles, and treating others with impartiality and respect.

Thirdly, I promote a positive learning environment that is inclusive and welcoming to all
learners. This involves recognizing and valuing diversity in all its forms, and providing
opportunities for learners to express themselves and contribute to the classroom
community.

Overall, these practices are intended to demonstrate care, respect, and integrity towards
all education stakeholders, and to uphold the dignity of the teaching profession.

Reflection:

As I reflect on my practices, I realize that demonstrating care, respect, and integrity

towards learners, colleagues, parents, and other education stakeholders is not only a
professional obligation, but a personal commitment to making a positive impact in the
lives of others. By

upholding these values, I aim to create a safe and supportive learning environment
where everyone can thrive.

In the end, I believe that these practices are not only essential to upholding the dignity
of the teaching profession, but also to the betterment of society as a whole. As
educators, we have the power to shape the future by instilling values of care, respect,
and integrity in the next generation of learners.
OBJECTIVE 9

What co-curricular and/or extra-curricular organizations and/or activities did you

participate in, that enabled you to share your knowledge and enhance your teaching
practice? How did your membership in this organization/ participation in this activity
contribute to your professional development?

Answer:

I have participated in co-curricular and extra-curricular organizations and activities

throughout my teaching career to enhance my knowledge and teaching practice. One
organization that I have been a member of is the Professional Association in my
community. Through this organization, I have had the opportunity to collaborate with
other professionals in my field,attend training sessions, and engage in discussions about
current issues and best practices ineducation.Additionally, I am a volunteer at one of the
organization (teaching non-reader) in my community. As a volunteer, I work with
students in a variety of ways, from tutoring and mentoring toorganizing community
service projects. Through this experience, I have been able to share myknowledge and
skills with students outside of the classroom, and help them develop importantlife
skills.Finally, I am also an officer in my purok, a local community organization. Through
myinvolvement in this group, I have been able to connect with other community leaders
andcollaborate on initiatives that benefit our community as a whole.My participation in
these co-curricular and extra-curricular organizations and activities hascontributed
significantly to my professional development. Through these experiences, I havegained
valuable insights and perspectives, learned new teaching strategies and techniques,
andbuilt strong relationships with my colleagues and students.

Reflection:
As I reflect on my participation in these organizations and activities, I realize that they
have been instrumental in shaping my teaching practice and contributing to my growth
as a professionaleducator. Through my involvement in these groups, I have been able to
share my knowledge andexpertise with others, while also learning from my colleagues
and students.Moving forward, I plan to continue seeking out opportunities for
professional development andengagement with the broader teaching community. I
believe that by staying active and involved,I can continue to enhance my teaching
practice, and make a positive impact in the lives of mystudents and community

Second answer:
OBJECTIVE 10
The task given to the students is to research the roles of the given workers in the
community by asking their parents or anyone with knowledge of the roles. It is divided
into 2 sets. The Set A used the terms which are familiar to the modern community, while
the Set B used terms that are familiar in the older or indigenous community.

Answer:

The research task assigned to the students involved investigating the roles of workers in
the community. The task was divided into two sets – Set A and Set B. Set A utilized
modern terms that are commonly used in the community, while Set B used terms that
are more familiar in the older or indigenous community. The students were required to
interview their parents or anyone with knowledge of the roles assigned to them.

The students were highly engaged in the research task, as it provided them with an
opportunity to learn more about the different workers in their community. They were
able to develop their communication skills by interviewing their parents and others, as
well as their research skills by gathering information from various sources.

Through the research task, the students were able to gain a better understanding of the
different roles that workers play in the community. They learned about the challenges
and responsibilities associated with each role, and how these workers contribute to the
betterment of the community as a whole.

Second answer:

For my classroom with a presence of Indigenous students, this type of assessment

promotes culture- sensitivity, fairness, inclusivity, contextualization and is very much,
with respect to how IP students must be assessed, appropriate.
This kind of assessment is very appropriate to my classroom which has Indigenous
students because it acknowledges the culture of these learners. According to an article,
Ways of teaching & engaging Aboriginal students in an effective classroom with IP
students must be culturally relevant and responsive. The assessment test reflects the
teacher’s knowledge and sensitivity to the culture of the IPs by including their own
culture and vocabulary in the assessment test. Further, the assessment also did not ask
the learners to use technology to find out the roles of these people in the community
but instead, the teacher asked them to utilize the community itself and elders to provide
the answers. This hits two birds; one, the teacher acknowledges that not all students,
specially IPs have computers or gadgets to search for the answers, this is very much
appropriate in teaching students from Indigenous Groups, second, it involves
community members which is a very strong strategy for teaching Indigenous students
(Korff, 2021). This kind of assessment also, respective of the culture and the stronger
presence of contextualization in our curriculum shows that the teacher did not limit the
IP learners to their own culture and vocabulary but also introduced the culture and
vocabulary of non-IP community and the same goes for the non-IP students in the class.

The type of assessment given also develops students' HOTs or Higher Order Thinking
Skills in my class. According to various articles, in order for the students in the
Indigenous Group to thrive a teacher must set a high standard for them and expect
themto succeed. The assessment shows that the teacher expects everyone to explain the
roles they will gather and that is developing the reasoning ability and critical thinking of
not only the IP students but all of the students in class. As a teacher, we sometimes
forget that there are IP students who are in the mainstream class who need a unique
approach of teaching and assessment. This shows in many research studies that tell us
that the needs of these children are not being addressed. However, there are
revolutionary movements for Indigenous People especially in the Basic Education. Our
curriculum advocates inclusivity, fairness, and culture-sensitivity toall students and to
the groups they belong (DO 32, S. 2015, DO 72, s. 2009, DO 101, S. 2010). The
Assessment given as an example in this reflection form is one way of showing us how to
provide a proper and valid assessment test to all our students irrespective of their
community groups. It also shows how different the IP students may look at things and
concepts learned in school. For the IPs, the elders and community are very fundamental
to their existence and therefore, for the teaching instruction and assessment to be
successful for this type of learners, the tasks of the learners must allowthem to function
in society and enable them to utilize their own culture and environment. To retrospect,
we should always remember that assessment strategy must be in consonance with the
teaching strategy in order to really assess if the objectives based onthe competencies
prescribed by our curriculum are being carried out in our lesson. In order to address the
learning needs of our students in Indigenous Groups we must makeall the parts of our
lesson culture-sensitive, inclusive and conducive for them bearing in mind that these
students are the future of our country

Goodluck!