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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: ROSEMARIE G. BAAGIN DATE SUBMITTED:

RATER: NANETTE U. AMADOR SUBJECT & GRADE LEVEL:

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

After meeting with Clara's parents and realizing that she had a learning disability, I was eager to learn as
much as I could about it right away. I am confident that by comprehending how her unique learning problem
influences her behavior, I can give her a more interesting and comfortable learning environment that would aid her in
focusing on classroom activities. So, in order to address her issue, I decided to modify my instructions.

According to my own research from the internet, Clara's issue might be caused by having ADHD. As stated by
most professional specialists, children with ADHD often have problems sitting still, staying focused, following
instructions, staying organized, and completing homework. But ADHD is not a learning disability, as it does not affect
a person's ability to learn a specific skill set, such as reading, writing, or mathematics. However, some effects of
ADHD, such as difficulty concentrating, can lead to some challenges in learning.

Since Clara has difficulty staying focused and has a problem adhering to directions, she struggles to complete
the tasks not because she lacks motivation, but rather because her minds forbid it. Besides, just because she has a
learning disability doesn't mean she can't learn; rather, she just learns differently.

So as her teacher, I will teach her to “learn how to learn”. I will thus carry out the following instructions below
to retain her attention on the tasks at hand in class.

I'll start by combining written and verbal directions. And I'll bear in mind to keep it concise, unambiguous, and
organized. Moreover, in order to get Clara's attention, I will provide a nonverbal cue. I'll use a timer after that to aid in
transitions and organization. And to pique her interest, I will also employ graphics and pictures and make my
instructional materials more exciting and engaging. Thus, when Clara is in focus, I will grab that time to speak and
give instructions on classroom activities.

Then I will place her in a seat away from distractions, as much as possible; she will sit close to my table
because I’m aware that she tends to skip activities when left unattended. Along with this, I will allow her to engage in
hands-on learning activities where she may use manipulatives objects and utilize all of her senses to absorb and
retain information more effectively.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
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Even though children with learning disabilities struggle in one area of learning, they may excel in another.
Hence, I will pay attention to Clara’s interests and passions. I will use differentiated instruction where I will design my
lessons based on my children’s learning styles and group them by shared interests or abilities. Afterwards, I’ll
continually assess and adjust lesson content to meet my pupil’s needs.

These various approaches might undoubtedly enhance her interest, develop her passions, and could help her
concentrate on the lesson and encourage her to participate actively in the classroom activities.

Lastly, as children with ADHD may be reluctant to ask for assistance, I will communicate and reach out with
Clara’s parents frequently and collaborate with them to meet her needs.

All children can be both exhilarating and exhausting, especially those children with a learning disability. We
may feel frustrated trying to work with them, and it may appear to be an uphill battle, but if we try to understand them
and devote our hearts and time to them, helping them to learn in their way of learning cannot be tiring, but rather
fulfilling and rewarding.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 3

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: ROSEMARIE G. BAAGIN DATE SUBMITTED:

RATER: NANETTE U. AMADOR SUBJECT & GRADE LEVEL:

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 based on your idea on how they may be addressed in
your class. Your strategies for the gifted and talented learners must be highlighted and annotated in this form.
Attach your lesson plan here.

YOUR ANNOTATIONS

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 4

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 5

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: DATE SUBMITTED:

RATER: __ SUBJECT & GRADE LEVEL:

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 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 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

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 6

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 7

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: DATE SUBMITTED:

RATER: __ SUBJECT & GRADE LEVEL:

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 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

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