RPMS 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: JEMARIE B. GORONAL DATE SUBMITTED: 7/21/2022

RATER: ANALIN PORTO SUBJECT & GRADE LEVEL: GRADE ONE
DIRECTIONS: Reflect on your attainment of the RPMS objectives 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.

REFLECTION/ ANNOTATIONS
The primary objective is to gain specific strategies in order to promote successful teaching and develop a positive
attitude towards engaging instructions and lessons. The learner is expected to mold the character, cognitive,
mental, emotional and physical aspect. The Education is to provide the child the opportunities in basic tools and
for developing manipulative skills in learning areas.

In corporate to proposal is to be able to discern and converse with others the related topic and issues surrounding
either in her personal life.

In order to develop the learner with difficulty in learning, is to assess and ensure the poor performance to attain
the quality and responsibilities of a teacher performing with divergent career stages in teaching. And to
continually seek to develop the child’s cognitive level.
SUMMARY OF LEVEL
LEVEL LEVEL LABEL LEVEL DESCRIPTION

1 Scrutinizing The teacher demonstrates minor

content errors either in presenting
the lesson.

2 Organizing The teacher employs strategies

which are appropriate for the
educational needs of the learner.

3 Planning The teacher displays a

comprehensive ability to discern
concepts and easily to understand
the structure of the subject matter.

4 Developing Utilizes a variety of materials,

resources and references in teaching
and skillfully manages diverse
instructional materials.

5 Applying The teacher exemplifies conceptual

knowledge of the learning areas of
the learner with disabilities,
giftedness and talents to address
content and accurately harmonious
and actively engaged in learning
activities.
 RPMS 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III

TEACHER: JEMARIE B. GORONAL DATE SUBMITTED: 7/21/2022

RATER: ANALIN PORTO SUBJECT & GRADE LEVEL: GRADE ONE
DIRECTIONS: Reflect on your attainment of the RPMS objectives 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.

ANNOTATIONS

Gifted students work at their own pace, compact curriculum, and deliver project-based learning. Upon this kind
of learning method, I employ learning that would help them to explore things with their classmate.

In activity 1, I ask them to pair them and model a social situation. It can be challenging for some gifted students as
their understanding of social cues can be underdeveloped. Teaming up with other students will help each other to
learn differently.

I encourage them to move beyond their learning skill by applying them in the real world. For example, they can
explore how area and perimeter affect an architect's design or how scientists use animal classification to
understand animal life and how it functions.
Create a differentiation strategy for your classroom with the educational materials and resources to benefit all
students.
 RPMS 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III

TEACHER: JEMARIE B. GORONAL DATE SUBMITTED: 7/21/2022

RATER: ANALIN PORTO SUBJECT & GRADE LEVEL: GRADE ONE
DIRECTIONS: Reflect on your attainment of the RPMS objectives 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 assignment, 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 B
SET A Datu/Chieftain
1. Mayor Community Elders
2. Councilors Healers
3. Medical Officers

REFLECTION
Every child is a different kind of flower; they all make this world a beautiful garden. Regardless of
where they belong, kids, for whatever ethnicity, are learners. They are gift needs to be opened and
discovered. Each of them has had a unique culture that defines their personalities.

Kids in the classroom show different abilities to cope with the lesson and how to socialize with their
classmates. Being their teacher along with their classmate is a great challenge. It requires knowledge of
the subject matter and the culture of all my students.

Based on the scenario, the choices work for the same purpose but differ only on names. As a teacher, I
would explain that we are all the same, our living contexts are all the same, but sometimes our cultures
differ. Teaching respect in the classroom helps students succeed. In other words, when children can treat
each other respectfully, they positively respond to direction and instruction. In effect, they are more
likely to succeed in academics. It is essential that as a teacher, you must know how other kids will
respect the culture of each other. Discrimination, though hard to manage, must be eliminated inside the
classroom.

In a given situation where I have 30 pupils, and five belong to the minority group, I would give them the
freedom to choose between set A or B. teachers must always consider all cultures as long as the transfer
of learning is still the same. It is always a primary consideration to put everything fair to everyone.

In the end, understanding our differences produces culturally competent, global citizens; provides
graduates and scholars a professional, competitive advantage in the workforce; and represents diverse
perspectives of reality in a globalized world.
 RPMS 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III

TEACHER: JEMARIE B. GORONAL DATE SUBMITTED: 7/21/2022

RATER: ANALIN PORTO SUBJECT & GRADE LEVEL: GRADE ONE
DIRECTIONS: Reflect on your attainment of the RPMS objectives 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.

ANNOTATION
The activity is part of the lesson plan, attached here. Designed for intercultural differences in which different people
pray.

Abstract Conceptualization

Activity 1: PICTURE Analysis Directions: Observe the picture shown in presentation. Then, answer each question
broadly.

PICTURE 1 PICTURE 2

SET A