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RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
TEACHER: SHEILA Y. COLIMBO
DATE SUBMITTED:
RATER: MILAGROS M. CAMAYUDO
SUBJECT & GRADE LEVEL: KINDERGARTEN
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 having a conference with Clara’s and found out from them that Clara was
diagnosed with a learning disability I try to reflect and think of what to do to help her. I did
some research and found out that her condition might be dyspraxia. A person with dyspraxia
has problems with movement, coordination, judgment, processing, memory, and some other
cognitive skills. Dyspraxia also affects the body’s immune and nervous systems. Dyspraxia in
children can also affect other activities which involve co-ordination of muscle and brain
activity, including speaking, intellectual ability and organizing complicated tasks. Dyspraxia
does not affect intelligence. It does, however, place extra hurdles in the way of children during
their educational years.
I will let Clara sit closer to the front of the room so she can see the board easier. Also ensure
that she are a good distance from doors, windows, and display boards, as these may be
distracting.
I will allow her to have the opportunity to pause what she’s doing and have a break every so
often. Even just a short ice breaker song for a couple of minutes can help to improve
concentration when her return to her seat.
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
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I started to think on what to do to help her cope the learning disability and be active in
the class and think of what activities that would fit her condition. Though, she has that
problem she still have the right to enjoy life. I will include activities on my lesson giving more
audiovisual exercises that would catch her attention for her cognitive development skills.
I will do activities that would help her muscle coordination through active play is where a
very young child’s physical and emotional learning, development of language, her special
awareness, the development of what her senses are, all come together.
I will do a cooperative and collaborative activity for her to improve her cognitive skills for
repetition, positive feedback and encouragement: the biggest thing that I can do is to
persuade the child, positively and optimistically, to keep trying to learn the things that are
difficult, and to help her see the small improvements she will make. Things that she give up at,
they won't get better at - but things that she don't give up at, she will get better at.
I will include activity that may let Clara enhance her speech by in a class discussion asking
her opinion about the topic through the pictures in posted in a powerpoint presentation.
Speech Therapy addresses the functional skills that are required across different environments.
Speech Therapy team works closely with parents, teachers to implement strategies to develop
language and play skills in the home, child care, kindergarten and school environments.
The school is the key factor through my effort to improve, and someday make a big change in
how Clara would look at life because she gradually counter her learning disability and
handicap in education. It may not be an easy task to do because there is no cure to this but
coping and learning how to battle with it will be a big impact in Clara’s journey. Because of
the care and understanding from the people around her is one big armor that she could carry
as she continues to discover more steps to combat this challenge. All she needs is a positive
and loving environment she will surpass the learning disability.
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:
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 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
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
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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: SHEILA Y. COLIMBO
DATE SUBMITTED:
RATER: MILAGROS M. CAMAYUDO
__
SUBJECT & GRADE LEVEL: KINDERGARTEN
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
YOUR REFLECTIONS
Indigenous Cultural Communities/Indigenous Peoples refer to a group of people or
homogenous societies identified by self-ascription and ascription by others, who have
continuously lived 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 NO. 8371 also known
as known as “The Indigenous Peoples’ Rights Act of 1997”.
The State shall recognize and promote the rights of ICCs/IPs within the framework of
national unity and development. Recognize, respect and protect the rights of ICCs/IPs to
preserve and develop their cultures, traditions and institutions. It shall consider these rights in
the formulation of national laws and policies. The State recognizes its obligations to respond
to the strong expression of the ICCs/IPs for cultural integrity by assuring maximum ICC/IP
participation in the direction of education, health, as well as other services of ICCs/IPs, in
order to render such services more responsive to the needs and desires of these
communities.
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
Indigenous Political Structures refer to organizational and cultural leadership systems,
institutions, relationships, patterns and processes for decision-making and participation,
identified by ICCs/IPs such as, but not limited to, Council of Elders, Council of Timuays,
Bodong Holders, or any other tribunal or body of similar nature.
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Therefore, it is important for as teachers that we should recognize and Identify and that we
have learners that belongs to ICC/IP groups so that we can carefully address their needs and
give them equal treatment and proper teaching strategies.
In the given assessment activity for a class of 30 learners, five of which belong to an
indigenous peoples (IP) group. I believe the teacher has given proper consideration to the
Indigenous People (IP) because instead of focusing to majority group class being known as the
Set A of the class, the Mayor, Councilors and the Medical Officers. The teacher was fair enough
to consider the Indigenous people known as the Set B, the Datu/Chieftain, and Community
elders and the healers which showed the acknowledgement to their culture.
It is important to as teachers that should know that we have in the class pupils that belongs
Indigenous People. We should make sure that we use Teaching techniques not only for majority
of the class but we should bear in mind the welfare of those IPs group. We should make lesson
that is also suited to the needs and capabilities of those minority class. We should use terms and
language suited to their level understanding for the benefit of their learning.
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:
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 #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.
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
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This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government