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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: Shiela P. Bagsit_________________________ DATE SUBMITTED: -
___________________________

RATER: Jasper M. Del Valle_________________________ SUBJECT & GRADE LEVEL: English, Grade 10_____

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 the meeting with Clara’s parents, I discovered that she had been diagnosed with a learning
disability. I started researching for her condition. I believe that gaining a better understanding of her
condition will enable me to provide her with a more pleasurable learning environment. As a result, I
decided to adapt my teaching strategies and materials to meet her specific needs.

According to the research I made, Clara could have APD or Auditory Processing Disorder. Kids with
this condition, also known as central auditory processing disorder (CAPD), can't understand what they hear
in the same way other kids do. This is because their ears and brain don't fully coordinate. Something
interferes with the way the brain recognizes and interprets sounds, especially speech. (Source:
https://kidshealth.org/en/parents/central-auditory). I noticed that the reason Clara is often unfocused in
class and has trouble following instructions is that she has a hard time registering and remembering what
she hears.

To somewhat address her condition, I make my classroom more adaptive and engaging in order to
avoid losing her attention. To engage her more into our lesson, I ask her to take the front seat. This way
may reduce interference with my voice and maximize access to my visual cues, making it as simple as
possible for her to tune into what I am saying. I use more visual tools, visuals and gestures when giving
directions or relaying other important information. I always make sure Clara is looking at me. As much as
possible, I practice showing rather than telling. When I emphasize important points, I speak slowly and
clearly. I also utilize catchphrase to alert Clara that I’m going to say something important such as “Here’s
the thing”, “You should know this because,” and others. I use words that trigger or assist her in sequencing
events when providing a step-by-step procedure in class. She can now follow sequences. This can help
her organize her thoughts and language.

To ease Clara’s frustration and raise her self-esteem in the classroom, I ask her to write down tasks. I
also encouraged her in staying organized. Most of the time, I record my classes so she can watch it again
to study and clarify points which she missed. And by doing so, I am confident that Clara is receiving the
same level of knowledge as her classmates who do not have any learning disability. I can say that she is
now involved in the classroom.
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: Shiela P. Bagsit_________________________ DATE SUBMITTED:
___________________________

RATER: Jasper M. Del Valle_________________________ SUBJECT & GRADE LEVEL: English, Grade 10_____

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
ented learners based on your idea on how they may be addressed in your class. Your strategies for the gifted and talented learners mu
Attach your lesson plan here.

YOUR ANNOTATION

I used differentiated activities for this part of the lesson. This kind of instruction meets the individual needs of
the learners. Teaching this way gives learners choice and flexibility in how they learn. By doing this, learners
are provided with different activities yet directing them to the same important understanding. I also used
Quizziz to gamify the assimilation part of the lesson. This will bring out their skills in using modern
applications. Learning will be more interesting with this kind of strategy.

Prepared by:
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
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Shiela P. Bagsit
Teacher III

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 4

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: Shiela P. Bagsit_________________________ DATE SUBMITTED:
___________________________

RATER: Jasper M. Del Valle_________________________ SUBJECT & GRADE LEVEL: English, Grade 10_____

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.

h on the following roles in your community by asking your parents or anyone with knowledge on these roles. Choose from Set A and Set

Set A Set B
mayor datu/chieftain
councilors community elders
medical officers healers

YOUR REFLECTIONS

The Indigenous people or the Indigenous Cultural Communities are classified as the group of
people or homogenous societies identified by self-ascription and ascription by others, who have
continuously lied as organized community on communally bounded and defined territory, and who
have, under claims of ownership since time immemorial, occupied, possessed and utilized such
territories, sharing common bonds of language, customs, traditions and other distinctive cultural traits,
or who have through resistance to political, social and cultural inroads of colonization, non-indigenous
religions and cultures, became historically differentiated from the majority of Filipinos, according to
Republic Act 8371 or better known as “The Indigenous People’s Rights Act of 1997”.

It has been stated in the Republic Act that although they have been historically differentiated
from the majority of Filipinos, they still carry the rights for equal treatment as the majority of people in
the Philippines. Therefore, it is essential for teachers like us, to be able to recognize and identify if
there are learners in class who belongs to ICC/IP group so that we can carefully address to their
needs and therefore give them an equal treatment and appropriate teaching strategies.

In the given situation where an assessment activity was given to a class of 30 students, five
of which belong to an indigenous peoples (IP) group, I believe the teacher was able to give a careful
consideration to the group. Instead of focusing to the majority of the learners who are used to having
and knowing people from Set A, that is the Mayor, Councilors, and medical officers, the teacher was
able to consider also how it is in the indigenous peoples group. This way, the teacher use another
group of people in Set B, the datu/chieftain, community elders and the healers, who are more known
to the indigenous peoples group. The teacher was able to show that the group is being recognized in
the class by acknowledging their culture.
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 5

As a teacher, it is very important that we should be able to make sure that we use different teaching
strategies that are also applicable for them. We should be aware of our student’s backgrounds, whether they
are common or IP students. This way we can meet their needs and ensure that they all have access to the
quality of education we provide. We should also recognize the importance of including student’s cultural
references in all aspects of learning. They should all be equally involved and engaged in the classroom so that
no one is left behind.

This tool was developed through the Philippine National

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

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: Shiela P. Bagsit_________________________ DATE SUBMITTED:
___________________________

RATER: Jasper M. Del Valle_________________________ SUBJECT & GRADE LEVEL: English, Grade 10_____

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
for your class that integrates aspects of indigenous peoples (IP) culture using national mandates on indigenous peoples educatio
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 ANNOTATION

This tool was developed through the Philippine National

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

I used an actual interview of two indigenous people as a springboard for the lesson. Statements from their
conversation were also used to state the rules on the subject and verb agreement. This way, the students
will be able to know the challenges, struggles and difficulties of the IP’s. This is also a teachable moment
for the students who don’t belong to IP’s. They will appreciate the IP’s more by realizing that they too
belong to the same society they are in.

Prepared by:

Shiela P. Bagsit
Teacher III

This tool was developed through the Philippine National

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