TEACHER REFLECTION FORM (TRF)

NAME OF TEACHER APPLICANT: DATE:

Directions: Share how you were able to exhibit the objectives by writing specific situations from your experience/s as a
teacher, as a practicum student, or in any other related instances. Be guided by the questions/prompts provided. Limit
your response to a maximum of 10 sentences.

Non-classroom
observable Narrative and Reflection
objective
How do you maintain a learning environment that is responsive to your community's context?
OBJECTIVE 6 Describe the context in your area and share teacher practices that contribute to further
improvement of your community.
I can uphold a learning environment that is sensitive to the community by being a
promoter of different activities of the school, the parents and the barangay. I have been
able to respond to the learners' needs by having a good relationship with the parents and
the community. In addition to this, I always communicate with the parents about the
learners' achievements, needs and progress in school. With this, I was able to help the
Maintain learning
parents in helping their children in becoming a better version of themselves. Moreover, I
environments that are
participate and support the activities of the parent-teacher association and the
responsive to community
barangay. I also immerse the learners in co-curricular and extra-curricular activities to
contexts
ensure the continuity of learning even outside the school. I believe that teachers should
connect the different education stakeholders and help one another to make learning
more meaningful and easier. We are the promoters of change and we open the minds of
our young learners in the colorful life of our community. At the end of the day, the
children's welfare is taken good care of by assuring the commitment of our parents and
 the local community towards better education.

Non-classroom
observable Narrative and Reflection
objective

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
OBJECTIVE 7
Teachers? How do you develop your teaching practice in accordance with existing
regulations?
Review regularly
As a teacher, I regularly study the relevant laws and the Code of Ethics for teachers. I
personal teaching
always make sure that I know and I am aware of the roles and responsibilities of a
practice using existing
teacher. I have not been involved in any conflict regarding mv role as a teacher. At the
laws and regulations
end of mv day, I self-reflect in all of the things I've done inside the classroom and to the
that apply to the
learners. I am fully aware of mv flaws and be able to improve myself everyday bv listening
teaching profession and
to mv mentors. I seek their help every time and take their advices. I listen to their
the responsibilities
constructive criticisms and learn from them. I reflect on it too so that I will be able to do
specified in the Code of
better next time. I believe that by self-reflecting and listening to the good advices of my
Ethics for Professional
peers and mentors, I meet what a teacher should be expected of.
Teachers
 Non-classroom
observable Narrative and Reflection
objective

In which practices do you show care, respect, and integrity to learners, colleagues,
OBJECTIVE 8 parents, and other education stakeholders? How do these practices uphold the dignity of
the teaching profession?

I abide by the saying, "Treat others the way you want to be treated." As a teacher, it
doesn't matter how high or low vou are in the social ladder. I always teach mv learners to
Adopt practices that be respectful and to do good to themselves and to other people. I always remind them
uphold the dignity of also to pav respect to all kinds of people and not just to their parents, teachers and
teaching as a school heads. I give mv respect to other people as well, especially mv colleagues, bv
profession by exhibiting treating them kindly but in a professional way. I also lend a helping hand to all sorts of
qualities such as caring people: the learners, the parents, mv colleagues and the community. I show integrity bv
attitude, respect and doing what needs to be done even if no one is watching me. I continue doing what is
integrity expected of a teacher in a caring and respectful way. I do the initiative of taking good
care of my learners when thev are in school. We should always do our duties whole-
heartedly and with integrity because that is what a teacher is all about.
 Non-classroom
observable Narrative and Reflection
objective

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

I engaged myself in a lot of training and seminars that will expose me socially. I was a part
of the Student Government and I learned to serve people whole-heartedly. I also learned
a lot by attending different trainings and seminars on CPD. Moreover, I recently attended
Participate in
a seminar regarding effective teaching by meaningful learning experiences. I learned
professional networks to
that the learners should be more involved in the learning process to abide by the 2nd
share knowledge and
pillar of education: learning to do. I learned different learner-centered strategies and
to enhance practice
more examples about differentiated instruction. An example of this is the learning trips the
learners can experience in Science lessons and using learner-centered lesson plans such
as the 5E's and 7E's lesson plans. I was able to share it with my peers who are teacher-
 applicants as well to provide an updated approach in delivering a lesson to the learners.
These trainings helped me a lot by exposing myself to more opportunities in understanding
the diversity of our learners.

Objective 10
(Option 1)

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.
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 them to 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 to all
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 allow them 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 on the 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 make all the parts of our lesson culture-sensitive, inclusive and conducive for them bearing in
mind that these students are the future of our country.

Objective 10
(Option 2)

Globally, it is acknowledged that everyone has the right to an education, regardless of their socioeconomic

condition, race, or even innate culture. This includes those who are affluent, poor, black, or white.
 In the situation given above, the appropriateness of making an assessment should be considering the cultures of

these five (5) young minds who has their individual practiced culture. When referring to Education, the term Indigenous

generally pertains to the first or original inhabitants of a later colonized group or by a group of powerful people who

imposed their own culture and language on the original inhabitants. These group of people includes the datu (chieftain),

community elders and the healers.

Knowing that 5 of the kids didn't grow up in the same environment as the other 25 students, I should always take their

culture into account while planning my teaching tactics. When making an assessment and responding to the need for

equitable access to varied cultural possibilities, I should constantly be innovative in my approach. I should respect the

information, worldvi ews, and identities of these kids' communities. I think that in this assessment, all students were treated

equally, and the instructor was considerate of the pupils they worked with.

The Department of Education (DepEd) also emphasized community links, which will allow teachers and community

members to share a healthy relationship between the datu and community elders. Each of these contributes significantly

to the creation of a suitable learning environment. This can help us understand the student’s preferences, strengths and

weaknesses when communicating and how these can help or hinder us when communicating across cultures.