Republic of the Philippines
Department of Education
REGION XIII-CARAGA
SCHOOLS DIVISION OF SURIGAO DEL SUR
Barobo III District
ANUNANG ELEMENTARY SCHOOL
Anunang, Gamut, Barobo Surigao del Sur
SY: 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III TEACHER:
TEACHER: MA. ZE M. QUIDATO DATE SUBMITTED: _______________
RATER: GREGORIO E. LOZADA SUBJECT & GRADE LEVEL: ENGLISH III
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 trouble
following instructions and skipping 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.
MY REFLECTIONS
A teacher is responsible to find out and discover some ways to be used on
how to cater every learner that has special needs.
Teachers assist students to aspire to become productive members of society
and contribute to the public good. Teachers, in collaboration with parents, are
responsible for each student to achieve his or her amazing, genius potential.
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. They just need to
be taught in ways that are tailored to their unique learning styles. Simply put,
learners with learning disabilities see, hear, touch, and understand things
differently. This can lead to trouble with learning new information and skills and
putting them to use.
On the other hand, the most common types of learning disabilities involve
problems with reading, writing, math, reasoning, listening, and speaking. And
children with learning disabilities like these need some additional support
modifications in their environment, as well as in the type of activities they do.
From the given scenario above, to keep Clara focused on classroom
activities, I will supervise to teach her concept in different ways to understand the
given instructions and be able to answer each item in the activity. I will also give
her ample chance to practice in order to understand and remember it. I will be as
specific as possible while instructing and teaching. Then, by providing hands-on
learning activities, she will be using all her senses which will help her learn and
retain pieces of information effectively.
Afterward, by providing immediate feedback it may help me update the
condition and performance of Clara and be a way to establish a solid connection
with both parent and pupil. As a result, I will communicate with her parent on a
frequent basis and collaborate with them to fulfill the needs of my pupil (Clara) with
a learning disability.
Being a teacher of a learner who was diagnosed with a learning disability is a
challenging one. As we all know, a pupil with a learning disability is hard to handle
than the normal pupils in our class. However, if we, as a teacher, are determined to
do our best, we can cater and fulfill their needs for them to succeed.
