The teacher reflects on adapting instruction to meet the needs of an indigenous student in their class. They will carefully consider differentiated instructions to ensure equality for all students. The teacher aims to be sensitive, compassionate, and caring towards students from all cultures. They recognize the importance of including all students' cultural references to provide a well-rounded, quality education and ensure indigenous students are equally engaged.
The teacher reflects on adapting instruction to meet the needs of an indigenous student in their class. They will carefully consider differentiated instructions to ensure equality for all students. The teacher aims to be sensitive, compassionate, and caring towards students from all cultures. They recognize the importance of including all students' cultural references to provide a well-rounded, quality education and ensure indigenous students are equally engaged.
The teacher reflects on adapting instruction to meet the needs of an indigenous student in their class. They will carefully consider differentiated instructions to ensure equality for all students. The teacher aims to be sensitive, compassionate, and caring towards students from all cultures. They recognize the importance of including all students' cultural references to provide a well-rounded, quality education and ensure indigenous students are equally engaged.
The teacher reflects on adapting instruction to meet the needs of an indigenous student in their class. They will carefully consider differentiated instructions to ensure equality for all students. The teacher aims to be sensitive, compassionate, and caring towards students from all cultures. They recognize the importance of including all students' cultural references to provide a well-rounded, quality education and ensure indigenous students are equally engaged.
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RPMS 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
TEACHER: ELTON JOHN G. PILAR DATE SUBMITTED: MAY 20, 2022
RATER: FERDINAND R. BALAOING SUBJECT & GRADE LEVEL: MATHEMATICS 10 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: Donald is suffering from a deficiency by shortcomings in his learning areas, seen unfocused and restless in face-to-face classes. 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 Donald has anxiety and was diagnosed with a learning disability.
How will you alter to make emotional, mental and physical changes and different specifications and instructions for Donald to keep him focus in face-to-face classes.
REFLECTION/ ANNOTATIONS
After a meeting with Donald’s parents, I will immediately begin looking into his condition. I’m confident that gaining a better understanding of his condition will enable me to provide him with a pleasant learning environment. As a result, I will decide to adapt my teaching strategies and materials to meet his specific needs.
I will choose to make my classroom more adaptive and engaging in order to avoid losing his attention. To help Donald listen and learn more successfully, I will seat him in the front of the classroom to maximize access to my visual aids, making it a simple as possible for him to understand. I will utilize terms that trigger or assist him in sequencing events when providing a step-by-step procedure in class.
To raise Donald’s self – esteem in the classroom, I will make sure he is writing down tasks and assisting him in staying organized. I will record some lessons for him to study late because he has a learning disability. And by doing so, I will assure the Donald is involve in the classroom and that he will receive the same level of knowledge as his classmates who do not have a learning disability.
SUMMARY OF LEVEL LEVEL LEVEL LABEL LEVEL DESCRIPTION
1 Scrutinizing The teacher demonstrates minor
content errors either in presenting the lesson.
2 Organizing The teacher employs strategies
which are appropriate for the educational needs of the learner.
3 Planning The teacher displays a
comprehensive ability to discern concepts and easily to understand the structure of the subject matter.
4 Developing Utilizes a variety of materials,
resources and references in teaching and skillfully manages diverse instructional materials.
5 Applying The teacher exemplifies
conceptual knowledge of the learning areas of the learner with disabilities, giftedness and talents to address content and accurately harmonious and actively engaged in learning activities. RPMS 2021-2022 TEACHER REFLECTION FORM (TRF) TEACHER I-III
TEACHER: ELTON JOHN G. PILAR DATE SUBMITTED: MAY 26, 2022
RATER: FERDINAND R. BALAOING SUBJECT & GRADE LEVEL: MATHEMATICS 10 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
Ips are entitled to a well – rounded education. Education that reflects their shared values, feelings, principles and general ideas. Education that not only common students can access but also IP students. In the given situation, I believe the teacher will prepare to give thorough consideration to the five students. The teacher is student – centered and will give differentiated instructions in which learners had to choose from in the assessment. I believe that in this assessment there will be an equality for all students and the teacher will be sensitive to the students he/she will handle.
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 Ips students, 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. Students should all be equally involved and engaged in the classroom so that no one is left behind.
