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TRF 9 10

The document discusses a teacher reflection form assessing objectives related to designing teaching strategies for diverse learners and adapting culturally appropriate strategies. It provides a scenario where the teacher is asked to reflect on accommodating a student with learning disabilities. It also evaluates the appropriateness of an assessment activity where some students belong to indigenous groups. The teacher reflects that all students and cultures should be respected equally and given equal opportunities to learn based on their own contexts and strengths. Teachers must consider all cultures as long as the learning objectives are met.

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Cherryl Gulada
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113 views3 pages

TRF 9 10

The document discusses a teacher reflection form assessing objectives related to designing teaching strategies for diverse learners and adapting culturally appropriate strategies. It provides a scenario where the teacher is asked to reflect on accommodating a student with learning disabilities. It also evaluates the appropriateness of an assessment activity where some students belong to indigenous groups. The teacher reflects that all students and cultures should be respected equally and given equal opportunities to learn based on their own contexts and strengths. Teachers must consider all cultures as long as the learning objectives are met.

Uploaded by

Cherryl Gulada
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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RPMS 2021-2022

TEACHER REFLECTION FORM (TRF)


TEACHER I-III

TEACHER: DYLAME C. SAQUILABON .DATE SUBMITTED:


RATER: REYCHEL S. BANDILAO SUBJECT & GRADE LEVEL: MATHEMATICS 9
DIRECTIONS: Reflect on your attainment of the RPMS objectives 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: Victor is suffering from a deficiency by shortcomings in his learning areas, seen unfocused and restless
in synchronous class. Neither was he unable to pass his activities, he also had difficulty in understanding and
following the instructions given by his teachers and classmates.

Action Taken: The school and faculty took an immediate action to have a conference with his parents and found
out from them that Victor was diagnosed with a learning disability.

How will you alter to make emotional, mental and physical changes and different specifications and instructions
for Victor to keep him focus in synchronous classes?

REFLECTION/ ANNOTATIONS
The primary objective is to gain specific strategies in order to promote successful teaching and develop a positive
attitude towards engaging instructions and lessons. The learner is expected to mold the character, cognitive,
mental, emotional and physical aspect. The Education is to provide the child the opportunities in basic tools and
for developing manipulative skills in learning areas.
In corporate to proposal is to be able to discern and converse with others the related topic and issues surrounding
either in her personal life.

In order to develop the learner with difficulty in learning, is to assess and ensure the poor performance to attain
the quality and responsibilities of a teacher performing with divergent career stages in teaching. And to
continually seek to develop the child’s cognitive level.

RPMS 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III

TEACHER: DYLAME C. SAQUILABON .DATE SUBMITTED:


RATER: REYCHEL S. BANDILAO SUBJECT & GRADE LEVEL: MATHEMATICS 9
DIRECTIONS: Reflect on your attainment of the RPMS objectives 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 assignment, 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 Datu/Chieftain
2. Councilors Community Elders
3. Medical Officers Healers
YOUR REFLECTIONS

Every learner is a different kind of flower; they all make this world a beautiful garden. Regardless of
where they belong, for whatever ethnicity, are learners. They are gift needs to be opened and discovered.
Each of them has had a unique culture that defines their personalities.

Students in the classroom show different abilities to cope with the lesson and how to socialize with their
classmates. Being their teacher along with their classmate is a great challenge. It requires knowledge of
the subject matter and the culture of all my students.

Based on the scenario, the choices work for the same purpose but differ only on names. As a teacher, I
would explain that we are all the same, our living contexts are all the same, but sometimes our cultures
differ. Teaching respect in the classroom helps students succeed. In other words, when children can treat
each other respectfully, they positively respond to direction and instruction. In effect, they are more
likely to succeed in academics. It is essential that as a teacher, you must know how other kids will
respect the culture of each other. Discrimination, though hard to manage, must be eliminated inside the
classroom.

In a given situation where I have 38 students, and half of them belong to the minority group, I would
give them the freedom to choose between set A or B. teachers must always consider all cultures as long
as the transfer of learning is still the same. It is always a primary consideration to put everything fair to
everyone. 

In the end, understanding our differences produces culturally competent, global citizens; provides
graduates and scholars a professional, competitive advantage in the workforce; and represents diverse
perspectives of reality in a globalized world.

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