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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: EMMA R. BERCERO DATE SUBMITTED: _____________________

RATER: MARY CRES D. MANDAL SUBJECT & GRADE LEVEL: Pagbasa at Pagsusuri sa Iba’t –
ibang Teksto

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

I decided to modify my
this form. Mention in your reflections

instructional materials to fit her

needs, I will make myinstructional
materials more exciting and
engaging too her attention. I will
include moretactile, vestibular,
kinesthetic and more visual
information. Adding more engaging
activitiesthat will require her full
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 2

attention and participation to the

class, instructional materials
thatClara needs more sensory
information as it can trigger her
interest. Providing her with
morevisual and colorful
presentation while explaining or
discussing the lesson. Everyday
shouldbe new learning experience
for her so that she would get excited
to come to school everyday because
usual things she does in the
classroom may be boring for her,
therefor makethe lesson or
instructional material a new
learning experience to look
forward. Also giving herrewards
after finishing activities would also
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 3

help her to focus and take time to

finish expectedoutputs as she looks
forward to what she is going to get
as a reward. This different
approachcould surely help her start
to focus on the lesso
with or have researched on.
a specific learning disability that you are familiar

YOUR REFLECTIONS

Learning disability means that a learner has difficulty in one or more areas of learning. When a
learner try hard to understand and still struggle with a specific set of skills over time, it could be a sign of
a learning disorder.
As per my personal research from the internet. Clara’s problem could be experiencing Dyspraxia.
It is a difficulty with organizing and directing the body to perform a motor skill(movement) needed to
carry out the steps in a process and to ensure that a task is performed in the most efficient way, according
to http://childdevelopment.com.ph
With this in mind, I decided to make my instructional materials more exciting and engaging to get
her attention. I believe that Clara needs more sensory information as it can trigger her interest. I have to
include more of tactile (touch), kinesthetic (body position awareness), vestibular (balance awareness) and
visual information.
These different approaches could surely enhance her interest and could help her start to focus on
the lesson. Adding more engaging activities that would require her attention and participation to the class.
I believe that to be able to get Clara focused in class, I need to provide her things that could get her
attention and interest. I could start

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 4
Trying to provide her with more visual and colorful presentation while explaining the lesson. She should
be given classroom activities and classroom tasks wherein she should be excited about. In this way, it
would always get her attention and interest ans that she would always look forward to coming to school
and doing her classroom tasks. I personally believe that, giving her rewards after finishing activities would
also help her to focus and take time to finish expected outputs as she looks forward to what she is going to
get as a reward.
Children 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 them to act
out in the classroom or at home. That’s why it is very important for a teacher to understand the root of the
bad behavior of the learner. The use of positive reinforcement to manage their behavior is often the best
help to motivate students to stop acting out in inappropriate ways. Let us be compassionate to these kind
of learners because we know that they are facing difficult situation having the disorder itself.
As a teacher I should be aware of signs and symptoms of Learning Disabilities. If more people
especially teachers, are aware of Learning Disabilities, proper steps can be taken to help these learners.
Let’s instill in them that it is okay to learn differently and that they are not only capable of learning, they
are also capable to succeed.

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: JEMARIE C. ARPON DATE SUBMITTED: _____________________

RATER: MARY CRES D. MANDAL SUBJECT & GRADE LEVEL: MAPEH - 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 #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
 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: EMMA R. BERCERO DATE SUBMITTED: _____________________
RATER: MARY CRES D. MANDAL SUBJECT & GRADE LEVEL:: FILIPINO 11
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 people (IP)
group. Evaluate the appropriateness of the activity to the 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 important roles.

Set A Set B
1. Mayor 1. Datu/Chieftain
2. Councilors 2. Community Elders
3. Medical officers 3. Healers

YOUR REFLECTIONS

Indigenous Peoples are distinct social and cultural groups that share collective ancestral ties to
the lands and natural resources where they live, occupy or from which they have been displaced.
The land and natural resources on which they depend are inextricably linked to their identities,
cultures, livelihoods, as well as their physical and spiritual well-being.
Based on the given activity, the exam for students are equitable for all of the students regardless
of the group they belong. They have several options from which to choose. This type of activity
implies that all students are treated equally. As much as possible, demonstrate what is to be
learned while the students watch and listen. Allow time for the students to practice what they have
learned. Involve a child in small tasks if possible. Allow time for a child to reflect on and practice
what is to be learned and Provide an opportunity for a child to show what they have learned, but
only when they feel ready

This tool was developed through the Philippine National

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

YOUR REFLECTIONS

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