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    RPMS SY 2021-2022: Teacher Reflection Form (TRF)

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    MA. KRISTINA VINUYA
    The teacher reflected on modifying instructions for a student named Clara who was diagnosed with a learning disability. The teacher discovered through a parent conference that Clara has ADHD and auditory processing disorder, which causes difficulties paying attention, staying organized, and processing information. To help Clara focus and stay on task, the teacher plans to seat her near the front, provide immediate praise, use rewards to motivate her, give her breaks to move around, and give concise directions. The teacher's role is to evaluate each student's needs and develop strategies to help them learn to their full capabilities.

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    RPMS SY 2021-2022: Teacher Reflection Form (TRF)

    Uploaded by

    MA. KRISTINA VINUYA
    29 views2 pages
    The teacher reflected on modifying instructions for a student named Clara who was diagnosed with a learning disability. The teacher discovered through a parent conference that Clara has ADHD and auditory processing disorder, which causes difficulties paying attention, staying organized, and processing information. To help Clara focus and stay on task, the teacher plans to seat her near the front, provide immediate praise, use rewards to motivate her, give her breaks to move around, and give concise directions. The teacher's role is to evaluate each student's needs and develop strategies to help them learn to their full capabilities.

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    Vinuya Ma. Kristina Trf 9

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    The teacher reflected on modifying instructions for a student named Clara who was diagnosed with a learning disability. The teacher discovered through a parent conference that Clara has ADHD and auditory processing disorder, which causes difficulties paying attention, staying organized, and processing information. To help Clara focus and stay on task, the teacher plans to seat her near the front, provide immediate praise, use rewards to motivate her, give her breaks to move around, and give concise directions. The teacher's role is to evaluate each student's needs and develop strategies to help them learn to their full capabilities.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    29 views2 pages

    RPMS SY 2021-2022: Teacher Reflection Form (TRF)

    Uploaded by

    MA. KRISTINA VINUYA
    The teacher reflected on modifying instructions for a student named Clara who was diagnosed with a learning disability. The teacher discovered through a parent conference that Clara has ADHD and auditory processing disorder, which causes difficulties paying attention, staying organized, and processing information. To help Clara focus and stay on task, the teacher plans to seat her near the front, provide immediate praise, use rewards to motivate her, give her breaks to move around, and give concise directions. The teacher's role is to evaluate each student's needs and develop strategies to help them learn to their full capabilities.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    RPMS SY 2021-2022

    TEACHER REFLECTION FORM (TRF)


    TEACHER I-III
    MA. KRISTINA F. VINUYA JULY 21, 2022
    TEACHER: ______________________________________ DATE SUBMITTED: _________________________

    LAMBERTO G. JAVIER FILIPINO 4


    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 #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.

    MY REFLECTION
    Children learn many skills in life—how to listen and speak, for example, or how to read, write, and
    do math. Some skills may be harder to learn than others. If the child has had appropriate learning
    experiences and instruction, but is not able to keep up with peers, it's important to find out why and how
    to help.

    Learning disability is a term used to describe a range of learning and thinking differences that can
    affect the way the brain takes in, uses, stores, and sends out information. Some children have specific
    learning disabilities (also known as LDs), such as reading or math disabilities. Others may have
    conditions that affect learning like attention deficit/hyperactivity disorder (ADHD) or hearing loss. Many
    children with learning differences and difficulties can have more than one learning disability or condition
    that affects learning.

    Learning disabilities or learning disorders are umbrella terms for a wide variety of learning
    problems. A learning disability is not a problem with intelligence or motivation and kids with learning
    disabilities aren’t lazy or dumb. In fact, most are just as smart as everyone else. Their brains are simply
    wired differently—and this difference affects how they receive and process information.
    In Clara’s case she has ADHD and an auditory processing disorder. She has difficulties
    paying attention and staying organized, excess fidgeting or restlessness, and trouble with self-
    control or impulsive behaviors. Clara has trouble focusing on activities and becoming easily
    distracted, engaging in activities loudly or disruptively and excess talking and interrupting other
    people

    With the following strategies, Clara can be successful in school and life:

    First, Clara has an especially difficult time dealing with distractions, being seated near the
    front of the class may be helpful.

    Second, provide immediate praise for good behavior. If a negative behavior is minimal and
    not disruptive, it's best to ignore it.

    Third, rewards and incentives should always be used to motivate a student. Prioritizing
    rewards over punishment will help ensure that school continues to feel like a positive place for kids
    with ADHD like Clara.

    Fourth, give Clara a break. Child with ADHD tend to struggle with sitting still for long periods
    of time, so giving them frequent opportunities to get up and move around can be a big help.

    Fifth, help Clara avoid feeling overloaded with information by giving concise one- or two-
    step directions

    As a teacher, our role is to evaluate each child’s individual needs and strengths. Then we
    can develop strategies that will help students with ADHD focus, stay on task, and learn to their full
    capabilities. With a lot of patience, creativity, and consistency I can help Clara to become
    successful.

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