objective 9arellano

RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: Rafoncel Anne B. Arellano DATE SUBMITTED: July 11, 2022
RATER: Carol Cepillo SUBJECT & GRADE LEVEL: 8-ENGLISH

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 a meeting with Clara's guardians, it was found that she had been analyzed with
a learning inability. I instantly started looking into her condition.I am hoping to
understand her condition more, so I would be able to make a solution to her condition
where she can pay more attention and be attentive to our class. I started changing
my method of teaching.

Clara suffers from ADHD (Attention Deficit Hyperactivity Disorder). It is a condition
that becomes apparent in some children in the preschool and early school years. It is
hard for these children to control their behavior and/or pay attention. It was evident
with her sometimes that she shows impulsiveness, inattentiveness, and hyperactivity
that hinders everyday functioning and task performance.

First, I have to establish a strong working relationship with Clara’s parents. They
know their child better than anyone and are a valuable source of information about
which strategies do and don’t work. Ask about Clara's strengths, weaknesses,
interests, and achievements outside of school. This will help me get to know the child
better, which is especially important. I should aim to communicate with the child’s
parents frequently, and send encouraging notes home about progress. I also wanted
to educate her fellow students about her condition to ensure to frame it positively and
reduce potential cases of bullying.

I would like to establish rules and routines where Clara will be easy to understand
and will easily stick to her to reduce distracting changes. The discussions should be
full of simplicity, clearness, and directness shouldn’t just be adopted verbally.
Establish eye contact to clearly indicate to her that I am speaking to her. Also
consider displaying visual cues around the classroom to help her on task. It was very
important too that I will allow her some extra time to complete tests. Also rewarding
her for her good behavior will encourage her to give more attention during class.

RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: Rafoncel Anne B. Arellano DATE SUBMITTED: July 11, 2022
RATER: Carol Cepillo
SUBJECT & GRADE LEVEL: 8-English

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











RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: Rafoncel Anne B. Arellano DATE SUBMITTED: July 11, 2022
RATER: Carol Cepillo
SUBJECT & GRADE LEVEL: 8-English

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

The Indigenous peoples view themselves as having a historical existence and identity
that is separate and independent of the states now enveloping them. Lands located
in a specific geographic area form a central element in their history and identity and
are central to their contemporary political demands.

In modern teaching, activities like this were given to students. This can give more
options for the students to answer. Especially the students that belong to the
indigenous groups can finally relate to activities offered to them. This activity shows
how education can be more exclusive to everyone wherever part of our country they
are. For engaged learning to take place the educational experiences offered to them
must be focused to achieve learning objectives and outcomes.

Educators must be sensitive to these cases for this is the same as raising a child.
Teachers should be aware of cultural differences and needs. Some students that
belong to this group don’t talk or ask when they don’t know anything, teachers can
solve it by checking with them privately that they are understanding and absorbing
without them feeling shame if they are not. A class could also be excluded if the
teacher will start relating some topics or examples to their community. Doing activities
together with their classmates will be good interaction that will amke the students
have a sense of belongingness.

RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: Rafoncel Anne B. Arellano DATE SUBMITTED: July 11, 2022
RATER: Carol Cepillo
SUBJECT & GRADE LEVEL: 8-English

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