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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: EMMIE LOU SIMPAO-SALOMON DATE SUBMITTED: JUNE 13, 2022

RATER: TRINA C. ELEPTICO SUBJECT & GRADE LEVEL: GRADE 9

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 as restless or unfocused in class. She also has trouble following instructions and
skipping 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

In order also to establish a learning environment YOUR REFLECTIONS

and maximize the learning experience I implement
specific steps for effective instruction and make accommodations to meet her needs. In this special
case of Clara,Every in order to help
student has her lessons anda help
experienced time her
when focus
theyon her classroom
struggled activities.
in school, whether they had
I intend to think and create intensified strategies that may suit her learning style. I will allow her to
a difficult
give oral time grasping
presentations instead a concept,
of essays, had trouble answering
and create a question,
a positive or wereenvironment
learning unsure how that to
encourages
study herfor an with learning
exam. These disabilities
are common to learn in the that
struggles stylemany
that fits her best.
students faceTo better
when understand
they are in
her educational needs, consider giving her a strengths assessment coz I believe that most of the
lessons,elementary school, high
learning activities, andschool,assessmentscollege,can andbeeven graduate school.
effectively differentiated However, being the one
in the classroom if the
school student
itself provides
that encountersworkshops and designates
all those specific times
difficulties altogether, makes forit very
the teachers
challenging to to
develop
achievethe in
lessons, activities, and assessments. It is not an easy task to differentiate instruction and create new
lessons,school, especially when
assessments, they are stigmatized
and activities while you for having
have a learning
students withdisability.
differentStudents
disabilitieswithand
paperwork that disabilities
learning needs to becan submitted
either have daily. For instance,
a negative I have school
or positive classesexperience
of forty-four students
based on the and it
is very difficult for me to reach students and help them meet all their needs. It takes trial and error to
create attitudes
an effective and curriculum
behaviors of their
that fellow classmates
differentiates and for
instruction teachers. They need
all students some additional
with special needs like
Clara, support
assessments for studentsnot
and modifications with onlydisabilities,
with their she
ownmustfamiliesfeelbut
more comfortable
as well as in theirbecause
growing she is
learning in an environment where she feels welcomed and valued. To further help Clara I will do a
environment.
modification A learning disability
and accommodations such means that her
as; giving a learner
extra hastimethe to difficulty
completeinher oneassignments
or more areas or
tests toofreduce
learning. theWhendifficulty of her assignments
a learner by breakingand
tries hard to understand down stillher assignments
struggles with a into smaller,
specific set of less
complex tasks. For Example, I will allow her to complete 3 Math problems out of five math problems.
And to skills overfocus
help her time, in it could
class be a sign
I will always of aprompt
learningherdisorder.
and remind Oneher example
to keep of working
a specificandlearning
to focus
on herdisability
assignedis dyslexia.
task. I will assign her a learning partner (Peer teaching)
Dyslexia is a learning disorder that affects the ability to read, spell and to guide her in her
seatwork.
When write.
I provideEvery student hasand
modifications a preferred
accommodationsmethod of tolearning and let
her, I will excels in certain
her gain subjects.
confidence in As a
herself
and feel that she
teacher, youiscan learning
find littlein theways classroom.
to motivate According
them every to Friend
day by and Bursucktheir
maximizing (2009), it is very
strengths.
essential for all teachers to modify and accommodate instruction only for students with the most
significant disabilities. That is exactly true because I believe that most students like Clara with
significant This
disabilities in the classroom will only be successful if I accommodate and modify
tool was developed through the Philippine National
assignments and
Research assessments
Center thatwithmeet
for Teacher Quality (RCTQ) support her needs. For instance, some accommodations that I
from the Australian Government
provide are extra time and one-to-one instruction. Let her maximize her learning if the teacher works
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This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 It is very crucial for teachers to acknowledge the students’ learning strengths and 3
needs, such as basic skills and survival skills. In fact, as educators, we need to find as
many areas of strength that a student possesses. With this kind of case, I must be creative
within the structure of my daily lessons and topics. Special cases like Clara can lose
motivation from the daily lesson plans week after week, so it can be beneficial to get
creative with your lessons and tailor them to specific classes. At the same time, it is
important to keep a structure around the daily schedule.
Provide her with a change of pace that could help freshen things up for the students and keep
her excited and motivated in learning new things. With this, I can plan meaningful and efficient
instruction and can provide her with modified activities suited to her. Another strategy that can
uplift their learning spirit of Clara is to remind her of her personal achievements, it is very
common to us teachers that when our students are reminded of their
achievements/accomplishments, big or small, it can encourage them to be successful at similar
or more difficult tasks in the future as well as help raise their self-esteem. Telling her simple
words of acknowledgment can give her a boost in a positive attitude. Well, raising a student’s
self-esteem on its own doesn’t directly correlate to increasing academic performance. However,
when their self-esteem is a tie to a sense of personal responsibility in academic achievement,
there is more evidence of greater motivation in students with special needs. Another effective
strategy that must apply to Clara is to Create Reasonable Goals. Creating achievable goals is a
common activity for teachers, it can also motivate the students like Clara with special needs
with this kind of strategy. I will create realistic goals and expectations using the SMART
STRATEGY. SMART is an acronym for Specific, Measurable, Achievable, Relevant, and Time-
Bound. It will help to handle to identify the gaps in skills, so I may know where to focus my
lessons. With realistic goals and clear expectations, students with special needs like Clara
know what’s expected of them and she can achieve success in the classroom.
Lastly, I will have a regular exchange of information with the parents and work with them to
meet the needs of my student with a learning disability.
Students with learning disabilities are prone to behavior problems. Because having a learning
disability can make them worry that they are different from their classmates, which can lead

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: MARIE M. SERA JOSEPH DATE SUBMITTED: JUNE 13, 2022

RATER: BELEN M. ACUÑA SUBJECT & GRADE LEVEL: SPED/LEVEL II

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
 5

This tool was developed through the Philippine National

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

YOUR REFLECTIONS

In this lesson exemplar, I incorporated an Explicit, or direct instruction. Explicit or direct instruction
is a way of teaching in a direct, structured way. For me this way of teaching is most applicable to learners
who have difficulty learning because it is a tailored instruction that enables the teacher to accommodate
individual student’s needs. Explicit or direct instruction is appropriate for learner with disability because they
have short attention span and they also struggle with their memory skills, that is why giving them direct
instruction and providing them many examples will help them understand their lesson properly. Students with
special needs are more likely to learn or retain information presented in these ways. They also need repeated
practice or drill many times for them to learn new skills.

In explicit teaching, the teacher breaks up learning into smaller parts or what we call the scaffolding
technique. So in this lesson I explain my lesson through scaffolding or through step by steps process. Since
my pupils are learners with special needs whom required modifications in their lessons, I presented a video
lesson and designed the content in such a way that they could understand easily or (within their level). I
established the learning objectives and what are the expected learning outputs at the beginning of my
presentation. I organized and sequenced a series of appropriate learning activities for each part of my lesson
plan. I started with my lessons in the Introduction part by introducing a catchy and simple song with rhyming
words in it and this served as my motivation. In the development part I used the same song to explain our
lesson, I let them focused on the underlined words in the song and I read the words repeatedly and guided
them that these words have the same ending sound. Then I gave more examples of words that have the same
ending sound. In the engagement part I gave them several guided exercise to reinforce the lesson. I also gave
more exercises for independent learning. For the assimilation part I gave a 5 item exercises for them
assimilate the new learned topic. For the last part which was remark or reflection I created a rubric for them
to check on their understanding of our lesson. I believed, these strategies helped my students toward deeper
understanding and achievement of our learning objectives for that day.

As a teacher, I should always put into practice in planning my lessons to make sure that all the
activities are appropriate to the learning ability of my learners. Having a lesson plan that has been carefully
constructed for every lesson will give me confidence and will maximize my chance of having the possibility
of successful learning outcome that every pupil or majority of them will understand the lesson.

Furthermore, as a teacher, reflecting on lesson plans after every class will give us insight into what
worked well and what could I have done differently. So that in my next lessons I can make appropriate
changes and focus on what needs to be improved to the lesson plan when necessary.

I In this lesson exemplar, I incorporated an Explicit, or direct instruction. Explicit or direct instruction
is a way of teaching in a direct, structured way. For me this way of teaching is most applicable to learners
who have difficulty learning because it is a tailored instruction that enables the teacher to accommodate
individual student’s needs. Explicit or direct instruction is appropriate for learner with disability because they
have short attention span and they also struggle with their memory skills, that is why giving them direct

This tool was developed through the Philippine National

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

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 8

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: MARIE M. SERA JOSEPH DATE SUBMITTED: JUNE 13, 2022

RATER: BELEN M. ACUÑA SUBJECT & GRADE LEVEL: SPED/LEVEL II

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
 9

This tool was developed through the Philippine National

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