RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
TEACHER: _____________________________
DATE SUBMITTED: _____________________
RATER: ________________________________
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.
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
1. mayor
2. councilors
3. medical officers
Set B
1. datu/chieftain
2. community elders
3. healers
REFLECTIONS
Education is regarded as a human right in and of itself and an essential tool for achieving other human rights and
fundamental freedoms. It is the door through which economically and socially underprivileged people can rise beyond
poverty and fully access the resources they need to engage in their communities fully. Education is becoming more
widely recognized as one of the best long-term financial and social investments a country can make. Indigenous
children and adults can exercise and enjoy their economic, social, and cultural rights with the help of appropriate
education. It also improves their ability to exercise civil rights, allowing them to have a more significant say in political
policy decisions that affect their human rights. As a result, education is critical for the enjoyment, preservation, and
transmission of indigenous cultures, languages, customs, and knowledge.
The given assessment above will provide the learners with their choice. This intercultural approach will boost positive
community life between individuals from various cultures and religions by focusing on individuals as a central element
and holders of rights. Set A will allow the students who respect mayors, councilors, and medical officers to conduct
their assessment, while Set B will let the indigenous learners do their interviews with their datu/chieftain, community
elders, and healers. This can help us understand the students’ preferences, strengths and weaknesses when
communicating and how these can help or hinder us when communicating across cultures.
This good intercultural communication fundamentally requires intercultural awareness, an understanding that
different cultures have different standards and norms. The idea is that if you don’t understand how your students
communicate, you might make some poor decisions as a teacher. Intercultural communication is crucial in school
and education because it prevents bad teaching.
RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III