Republic of the Philippines
DEPARTMENT OF EDUCATION
Region VII, Central Visayas
Division of Bohol
District of Sierra Bullones
DUSITA NATIONAL HIGH SCHOOL
Dusita, Sierra Bullones, Bohol
RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
TEACHER:LORNA LADAGA SIMBAJON T-I
RATER: STELLA GANZON BAJA MT-II
DATE SUBMITTED: JULY 14, 2022
SUBJECT & GRADE LEVEL:
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.
SITUATION 1
The teacher discusses about the basic concept of swimming. Her task was to
relate the concept with the students who are members of the Eskaya Tribe.
Set A.
Perform the basic strokes of swimming
in the swimming pool and video your
performance in less than 2 minutes
then send it through my Facebook
account LORNA SIMBAJON.
(Note: Observe Safety and have fun
😊)
Set B.
Perform the basic strokes of swimming
in your nearest river or “sapa” and
write at least 200 words narrative
regarding
on
your
experiences
in
swimming. Pass your narrative next
week.
(Note: Be safe and have fun 😊)
MY REFLECTIONS
“The Eskaya Tribe is officially classified as an Indigenous Cultural
Community under the Indigenous Peoples Right Act of 1997 (Republic Act No.
8371). Through DepEd Order 62, s. 2011 or the National Indigenous Peoples
Education Policy Framework which was formulated after several consultation
sessions with IP leaders and elders the Department officially commenced the
institutionalization of the IP Education Program. The policy adopts a rightsbased approach and directs the implementation of an education that is anchored
on the social and cultural context of IP learners.
Eskaya Tribe is entitled to a well-rounded education. An Education that
reflects their shared values, feelings, principles, and general ideas.
Education that not only common students can access but also to the IP students
like the Eskayan. In the given situation, I believe that I as a teacher was
prepared to consider the Eskayan student. Moreover, I am a learner-centered
teacher, and I gave differentiated instructions in assessing my learners in
which the learners had choices to choose from in the assessment I gave. I
believe that in this assessment there was equality for all my students, and
I have been sensitive to the students I handled.
In this scenario, we are taught to be compassionate and caring, to
reflect on our ideas about people from other cultures, to reflect on our own
cultural
frames of reference, and to be knowledgeable about other cultures
of our students. As a teacher, we must be aware of our students' backgrounds,
whether they are from common or IP’s student, so that we can meet their needs
and ensure that they all have access to the quality of education we provide.
We should recognize the importance of including students' cultural references
in all aspects of learning.