ACTUAL TRF FOR TEACHER APPLICANTS S.

Y 2022-2023

OBJECTIVE 6

How do you maintain a learning environment that is responsive to your community's context?
Describe the context in your area and share teacher practices that contribute to further
improvement of your community.

Answer:

Maintaining a learning environment that is responsive to the community's context requires a

deep understanding of the community's needs and challenges. In my area, the context is
diverse, with students coming from different cultural and socioeconomic backgrounds. Many
students face challenges such as poverty, food insecurity, and limited access to healthcare. As a
teacher, there are several practices that I follow to create a responsive learning environment.

Build relationships: Building relationships with students and their families is crucial for
understanding their needs and challenges. This can be done through regular communication,
home visits, and community events.

Incorporate cultural relevance: Incorporating cultural relevance into the curriculum and
teaching practices helps to engage students and create a sense of belonging. This can be done
through the use of culturally responsive teaching strategies and incorporating the community's
culture and history into lessons.

Address social and emotional needs: Addressing the social and emotional needs of students is
important for creating a supportive learning environment. This can be done through the use of
restorative practices and providing resources for mental health support.

Provide opportunities for community involvement: Providing opportunities for community

involvement, such as volunteering and service projects, helps to create a sense of community
and promote social responsibility among students.

Continuous learning: Teachers need to be continuously learning and reflecting on their

practices to ensure that they are responsive to the community's context. This can be done
through professional development opportunities and collaboration with colleagues.
In summary, maintaining a learning environment that is responsive to the community's context
requires building relationships, incorporating cultural relevance, addressing social and
emotional needs, providing opportunities for community involvement, and continuously
learning and reflecting on teaching practices. By following these practices, teachers can
contribute to the further improvement of their community by promoting equity and creating a
supportive learning environment for all students.

Second answer:
I keep a copy of Geneva Gay’s Culturally Responsive Teaching: Theory, Research, and Practice
near my desk because just seeing the spine from time to time reminds me of how important it
is for all educators to know who their students are. I especially like these powerful words from
it: “Culturally responsive teachers have unequivocal faith in the human dignity and intellectual
capabilities of their students. They view learning as having intellectual, academic, personal,
social, ethical, and political dimensions, all of which are developed in concert with one
another.”

“Unequivocal faith in the human dignity and intellectual capabilities of their students.” Those
are big words. Important words. Is Gay saying our students are valuable, every single last one?
Is she saying the possibilities of what they can accomplish are infinite? Yes, yes she is. She is
also saying that we, their teachers, have to be culturally responsive if we want to live up to
those words. “Academic success,” she explains, “is a nonnegotiable goal for everyone and the
responsibility of all participants in the teaching-learning process.”

Culturally responsive teachers subscribe to the basic tenets of the approach, defined by
Understood as one that “connects students’ cultures, languages, and life experiences with what
they learn in school. These connections help students access rigorous curriculum and develop
higher-level academic skills.” We all want to create these connections for kids, the kind that
help them reach their potential and become lifelong learners, but how? Knowing what
culturally responsive teaching is doesn’t necessarily mean it’s easy to know how to go about it.
And chances are you don’t have the time for a few failed experiments before finding ways that
work.

Here are four practices that helped me in my classroom. I hope they help you, too.

1. Build a positive classroom culture

Establishing a nurturing classroom culture is the first step to being culturally responsive. This
begins in early childhood. To build a culturally responsive classroom, then, we must get to know
our students and their families.
If you’re a K–2 teacher, set the tone for school life by making sure your students feel included,
represented, and safe. I offer some specific suggestions for how to go about this with our
youngest learners in “10 ways to create community in your kindergarten classroom,” but many
of them apply for all elementary grades and much older kids, too. For example, greeting
students at the door is a practice even high-schoolers are likely to appreciate. So is establishing
clear procedures, so that everyone knows what to do and when. Consistency goes a long way in
building trust, and trust is critical for a strong classroom culture.

In “4 ways to strengthen the learning culture in your classroom,” my colleague Erin Beard also
suggests empowering students by being a warm demander, a concept made popular by another
big name in culturally responsive teaching, Zaretta Hammond, author of Culturally Responsive
Teaching and the Brain. Erin encourages using stress- and trauma-sensitive practices as well.

2. Get to know your students and families

We all tend to open up and be more collaborative, whether that’s at work, at home, or even
when running mundane errands, when we feel known and safe to be ourselves. An exchange as
ordinary as paying for groceries tends to feel nicer, for example, when the checker makes eye
contact and, for those brief moments it takes to scan your groceries, helps you feel seen in the
world.

To build a culturally responsive classroom, then, we must get to know our students and their
families. In “How to get to know your students,” Erin shares some additional suggestions
suitable for all ages, like focusing on learning goals that feel relevant and personal to your
students.

When I taught kindergarten and first grade, I really liked to start by sending out a survey asking
questions related to my students’ likes, dislikes, culture, and family structure. I often turned to
“101 inclusive get-to-know-you questions for students” to get ideas. The student inventories
you’ll be able to build from surveys will help you be culturally responsive to kids’ needs because
you’ll better understand who each student is. Establishing a nurturing classroom culture is the
first step to being culturally responsive.

Another fun way to encourage students to share themselves with you and their peers is to have
kids bring a bag with artifacts that represent their family and culture to share with the class.
Pictures to hang on a bulletin board work well, too.

3. Provide opportunities for students to see themselves in the learning

Educators in many places around the globe are working to make their curricula more culturally
responsive. If you’re required to use a curriculum that isn’t culturally responsive, there are still
things you can do to adapt it.

Make sure your students are represented in the books you read, songs you play, practice sheets
you use, and movies you show. For help diversifying your shelves, I love the articles “Kick-start
Black History Month in your classroom (and keep it going all year),” “60 empowering books
starring Latina mighty girls,” and Social Justice Books’ list of texts about LGBTQ+ characters.
Diverse Book Finder is another fantastic resource.

4. Set high expectations for all students

Remember Gay’s words about academic success? It’s “a nonnegotiable goal for everyone.”

Differentiation and scaffolding can help you push kids to reach their potential because they
support students in closing opportunity gaps and allow you to keep high expectations.

Differentiation is when you tailor the content you’re teaching or the process you use for
teaching it to meet the needs of each student. An example of this, especially in a culturally
responsive classroom, is to allow students to pick a book to read themselves, either from a
selection of diverse options you provide or even on your next class trip to the library.

Scaffolding is when you provide temporary support to a student to help them gain the
understanding they need before moving on to more complex topics. It usually involves breaking
content down into more digestible units, and it allows you to provide access to material that’s
on grade level (or even beyond, if that is what a student needs). Edutopia provides a few
examples of what scaffolding can look like in “6 scaffolding strategies to use with your
students.”

Goal setting is another valuable practice that can keep expectations high while offering
students a clear path for hitting learning targets. For more on how to do that in your classroom,
I recommend my posts “Goal-setting foundations for pre-K–2 teachers” and “2 types of student
goal setting that empower early learners” as well as my colleague Chase Nordengren’s new
book, Step into Student Goal Setting: A Path to Growth, Motivation, and Agency.
Fourth answer
Maintaining a learning environment that is responsive to the community's context is an
essential aspect of effective teaching. As an educator, I recognize that the students I teach
come from diverse backgrounds and have unique experiences and needs that must be
considered when designing and implementing instructional practices. In my area, the
community context is characterized by cultural, linguistic, and socioeconomic diversity, which
presents both challenges and opportunities for teaching and learning.

To maintain a learning environment that is responsive to the community's context, I employ a

variety of strategies and practices. First and foremost, I make an effort to understand the
cultural and linguistic backgrounds of my students and incorporate this knowledge into my
instruction. For example, I may use culturally relevant texts, incorporate student's home
languages in my lessons, or design activities that are culturally meaningful to my students.

Another strategy I use is to collaborate with families and community members to establish a
partnership in education. This partnership helps me to better understand the needs and
perspectives of the community and tailor my instruction accordingly. I also engage in ongoing
professional development to stay current on best practices for serving diverse learners and
build my skills in culturally responsive teaching.

Reflection:

Maintaining a learning environment that is responsive to the community's context is a

continuous process that requires ongoing reflection and adaptation. As I reflect on my practice,
I recognize the importance of building strong relationships with my students and their families,
and understanding their cultural and linguistic backgrounds. I also realize the value of ongoing
professional development to build my skills in culturally responsive teaching and stay current
on best practices.

Looking forward, I plan to continue to refine my practice by seeking out opportunities for
collaboration with families and community members, and staying informed about the cultural
and linguistic diversity in my community. By doing so, I hope to create a learning environment
that fosters academic success, cultural understanding, and social-emotional growth for all my
students.
What is community context.

Community context refers to the social, cultural, economic, political, and environmental factors
that shape the lives of individuals and communities in a specific geographic area. It includes the
community's history, traditions, values, and beliefs, as well as the resources and opportunities
available to its members. Examples of community context may include the socio-economic
status of families, cultural diversity, access to healthcare, infrastructure, and education.

As a teacher, there are several ways to contribute to the development of the community:

 Engage in community outreach programs: Teachers can participate in various community

outreach programs that address specific community needs, such as literacy programs,
community clean-up drives, or health campaigns.

 Promote cultural awareness: Teachers can encourage their students to learn and appreciate
the diverse cultures present in their community. They can organize cultural events, invite guest
speakers, and integrate multicultural themes into their lessons.

 Collaborate with community stakeholders: Teachers can work with other community
stakeholders, such as local businesses, government agencies, and non-governmental
organizations, to develop projects or programs that address community needs.

 Advocate for community issues: Teachers can advocate for community issues that impact
their students, such as access to quality education, affordable healthcare, or environmental
protection.

 Involve parents and families: Teachers can involve parents and families in their children's
education by creating opportunities for them to volunteer in the classroom, attend parent-
teacher conferences, or participate in school events. By doing so, teachers can strengthen the
connection between the school and the community, and promote the development of the
community as a whole.

"Teachers shall, at all times, uphold the dignity of the teaching profession. They shall
regulate their private and professional lives in a manner that will command respect for the
profession."

This law emphasizes the importance of maintaining the dignity and integrity of the teaching
profession by conducting oneself in a professional and ethical manner both in and outside of
the classroom. It reminds teachers that their actions and behavior can impact how others
perceive the teaching profession, and encourages them to act in a way that earns respect for
themselves and their colleagues.

OBJECTIVE 7

How do you develop your teaching practice in accordance with the existing laws that apply to
teaching and the responsibilities specified in the Code of Ethics for Professional Teachers? How
do you develop your teaching practice in accordance with existing regulations?

Answer:

In everyday life, you are confronted with the challenges to do the right thing. When you are
faced with professional decisions that seem to have ethical implications, there are conditions
and provisions of the Code of Ethics that will guide you to determine the best actions.

Teachers have the responsibility to push their learners to their full potential and to develop
their personality.Teachers have great influence in the lives of their learners. They are expected
to be professionally competent in the practice of their profession. Moreover, they need also to
possess good reputation not only in the school but in the entire community.

As mandated in the Code of Ethics for professional teachers, I have the responsibility to
interact positively with parents, community members, and other stakeholders of the school.
Contact with parents must be conducted regularly and be kept professional and free from
arguments. If ever I have an issue with parents, community members, or stakeholders it must
be presented during meetings and conferences. Being a teacher you must recognize that
education is a public service and strive to keep the public informed of the programs, projects
and activities.

In the school , I as the teacher is expected to collaborate with my school administrators, co-
teachers, and other personnel in order to provide a safe, friendly learning experiences for the
learners. As part of the DepEd organization, I am further expected to follow the directions and
instruction of the school administrator and higher DepEd officials.
 Being a teacher, we should consider our co-teachers and other personnel in achieving the
goals of education. They must be treated with courtesy, consideration, and mutual respect. We
should also be punctual in the submission of office reports and other tasks to facilitate the
completion of the work by the support personnel.

Second answer

A teacher's first responsibility should be to their students, treating them all equally no
matter their ability, race, or ethnicity. Thus, ethical conduct toward students is addressed in the
very first principle of the code of ethics and details the brand of rapport a teacher should
establish within the classroom.

The practical application of this principle and the others may be best understood by the
situation like these:

Principle 1 Example

Ms. Barron works at Washington Middle School as a Language Arts teacher. At the start of class,
she introduces the learning targets of the day and states clearly what steps to take in achieving
those targets. Most students are attentive, but a disturbance breaks out at the back of the
room between T.J. and Terrence.

Ms. Barron is frustrated by their daily disobedience and lack of focus, but she once again
exhibits calm and wisdom in her attempts to quench the heat of the two students'
disagreement. As school protocol states, when all reasonable measures to restore order prove
unsuccessful, a teacher should summon a school resources officer who will remove the
misbehaving students from the classroom. That is exactly what Ms. Barron does in order to
maintain a productive and safe environment for other students.

This example shows how Ms. Barron adheres to the code of conduct for teachers, specifically its
first principle and I think I must apply on during teaching-learning process.

Principle 2: Practices and Performance

The second principle establishes expectations around a teacher's ethical conduct as related to
their practice and performance. In other words, I as a teacher should make sure I am entirely
competent and properly equipped to teach. To exhibit ethics in education by this principle, a
teacher should:

Be honest about their qualifications during the hiring process and commit to the terms of
any agreed-upon contract.

Do their best to be physically and mentally fit for the responsibilities of teaching.

Take part in continuing education and other professional development opportunities.

Honor the law and school policies (unless in conflict with the teacher's code of ethics).

Represent organizational policies apart from personal views.

Avoid using any school funds and/or other professional privileges for personal gain.

In light of a teacher's practices and performance, it is important to note the distinction between
a professional teaching license and the code of ethics. A teacher's license gives them the right
to practice in their field. Adhering to a code of ethics may be a requirement for retaining
licensure, but the specific code depends on the teacher's affiliations.

Third answer:
Teachers are crucial in the successful education of students. Ethical standards require
teachers to support student growth, independence, and success in every way possible. This
means that we, teachers must protect students and treat them equally regardless of ability,
race, ethnicity, religion, or any other factor.For example, Mrs. Small is a teacher who has clear
favorites. She gives some of her students special privileges. Mr. Big, on the other hand, treats
all of his students the same way and gives them all equal opportunities. Which teacher do you
think is following the code of ethics for teachers? Therefore ,teachers must be fair enough to
handle students to make smooth way of learning.

I personally, must provide opportunities for development and nurture personal growth as well
as close and supportive ties with students while keeping a professional tone to the
relationships. For me, teachers who do not uphold these ideals may harm students and limit
their potential.
Fourth answer:
As a professional teacher, it is essential to develop my teaching practice in accordance with
the existing laws and regulations that apply to teaching. This includes theresponsibilities
specified in the Code of Ethics for Professional Teachers, whichoutlines the standards and
principles of ethical conduct for teachers in the Philippines.To ensure that my teaching practice
is in compliance with these laws and regulations, Iregularly review and familiarize myself with
them. This involves reading andunderstanding relevant laws, policies, and guidelines, such as
the PhilippineConstitution, the Education Act, and the Code of Ethics for Professional
Teachers.In addition, I participate in ongoing professional development to enhance my
knowledgeand skills in teaching and to stay current on changes and updates in education laws
andregulations. This may include attending seminars, workshops, and conferences, as wellas
collaborating with other teachers, school administrators, and education professionals.

Reflection
Developing my teaching practice in accordance with existing laws and regulationsrequires a
commitment to ongoing learning and growth as a professional educator. As Ireflect on my
practice, I recognize the importance of staying informed and up-to-date onrelevant laws and
policies, and integrating ethical principles into my teaching approach.Looking forward, I plan to
continue to develop my teaching practice in accordance withexisting laws and regulations by
seeking out professional development opportunities,staying informed on changes and updates,
and collaborating with others in the field. Bydoing so, I hope to contribute to the overall
improvement of education and the well-being of my students.

OBJECTIVE 8:
Which practices do you show care, respect, and integrity to learners, colleagues, parents, and
other education stakeholders? How do these practices uphold the dignity of the teaching
profession?
Acting with integrity and showing courtesy to others is an important way to share and
maintain our character and reputation at school as teachers. Professionalism also helps us gain
the trust of parents, students, colleagues and school administrators. Showing we have the
integrity to complete job responsibilities with excellence. Complaining less and taking
responsibility for our actions instead of blaming others for mistakes creates a more positive
environment for colleagues. Striving to be positive in the way we speak to others can also
improve our mood and outlook. Smiling is another way to show positivity to others as we
teachers communicate. Also, teachers must communicate

Another thing, learning to collaborate effectively is an important aspect of a teacher's

professional character. Opening instructional planning to new ideas and input from colleagues
and and education stakeholders for me often improves students' experiences in classroom.
Working with other educators to meet common goals shows your commitment to a successful
learning community. Understanding how to effectively share and accept new ideas, delegate
and complete parts of a project and receive critique are all ways teachers can work together to
strengthen the educational process. On the other hand, teachers must maintain good
relationship with the parents in order to establish good rappor. Positive connections between
parents and teachers have been shown to improve children's academic achievement, social
competencies and emotional well-being. When parents and teachers work as partners, children
do better in school and at home.

Third Answer:

As a professional teacher, I believe that showing care, respect, and integrity to learners,
colleagues, parents, and other education stakeholders is essential to upholding the dignity of
the teaching profession. There are several practices that I follow to demonstrate these values in
my work.

Firstly, I make a point to listen attentively to my learners, colleagues, and parents and show
empathy towards their needs and concerns. I recognize that each individual has unique
circumstances and experiences, and I strive to be understanding and accommodating.

Secondly, I maintain a professional demeanor and exhibit fairness and transparency in my

dealings with others. This includes being honest and accountable for my actions, adhering to
ethical principles, and treating others with impartiality and respect.

Thirdly, I promote a positive learning environment that is inclusive and welcoming to all
learners. This involves recognizing and valuing diversity in all its forms, and providing
opportunities for learners to express themselves and contribute to the classroom community.

Overall, these practices are intended to demonstrate care, respect, and integrity towards all
education stakeholders, and to uphold the dignity of the teaching profession.
Reflection:

As I reflect on my practices, I realize that demonstrating care, respect, and integrity towards
learners, colleagues, parents, and other education stakeholders is not only a professional
obligation, but a personal commitment to making a positive impact in the lives of others. By

upholding these values, I aim to create a safe and supportive learning environment where
everyone can thrive.

In the end, I believe that these practices are not only essential to upholding the dignity of the
teaching profession, but also to the betterment of society as a whole. As educators, we have
the power to shape the future by instilling values of care, respect, and integrity in the next
generation of learners.

OBJECTIVE 9
What co-curricular and/or extra-curricular organizations and/or activities did you participate
in,that enabled you to share your knowledge and enhance your teaching practice? How did
yourmembership in this organization/ participation in this activity contribute to your
professional development?

Answer:

I have participated in co-curricular and extra-curricular organizations and activities

throughoutmy teaching career to enhance my knowledge and teaching practice. One
organization that Ihave been a member of is the Professional Association in my community.
Through this organization, I have had the opportunity to collaborate with other professionals in
my field,attend training sessions, and engage in discussions about current issues and best
practices ineducation.Additionally, I am a volunteer at one of the organization (teaching non-
reader) in my community. As a volunteer, I work with students in a variety of ways, from
tutoring and mentoring toorganizing community service projects. Through this experience, I
have been able to share myknowledge and skills with students outside of the classroom, and
help them develop importantlife skills.Finally, I am also an officer in my purok, a local
community organization. Through myinvolvement in this group, I have been able to connect
with other community leaders andcollaborate on initiatives that benefit our community as a
whole.My participation in these co-curricular and extra-curricular organizations and activities
hascontributed significantly to my professional development. Through these experiences, I
havegained valuable insights and perspectives, learned new teaching strategies and techniques,
andbuilt strong relationships with my colleagues and students.

Reflection:

As I reflect on my participation in these organizations and activities, I realize that they have
been instrumental in shaping my teaching practice and contributing to my growth as a
professionaleducator. Through my involvement in these groups, I have been able to share my
knowledge andexpertise with others, while also learning from my colleagues and
students.Moving forward, I plan to continue seeking out opportunities for professional
development andengagement with the broader teaching community. I believe that by staying
active and involved,I can continue to enhance my teaching practice, and make a positive impact
in the lives of mystudents and community

OBJECTIVE 10

The task given to the students is to research the roles of the given workers in the community by
asking their parents or anyone with knowledge of the roles. It is divided into 2 sets. The Set A
used the terms which are familiar to the modern community, while the Set B used terms that
are familiar in the older or indigenous community.

Answer:
The research task assigned to the students involved investigating the roles of workers in the
community. The task was divided into two sets – Set A and Set B. Set A utilized modern terms
that are commonly used in the community, while Set B used terms that are more familiar in the
older or indigenous community. The students were required to interview their parents or
anyone with knowledge of the roles assigned to them.

The students were highly engaged in the research task, as it provided them with an opportunity
to learn more about the different workers in their community. They were able to develop their
communication skills by interviewing their parents and others, as well as their research skills by
gathering information from various sources.

Through the research task, the students were able to gain a better understanding of the
different roles that workers play in the community. They learned about the challenges and
responsibilities associated with each role, and how these workers contribute to the betterment
of the community as a whole.

Second answer:
For my classroom with a presence of Indigenous students, this type of assessment promotes
culture- sensitivity, fairness, inclusivity, contextualization and is very much, with respect to how
IP students must be assessed, appropriate.

This kind of assessment is very appropriate to my classroom which has Indigenous students
because it acknowledges the culture of these learners. According to an article, Ways of teaching
& engaging Aboriginal students in an effective classroom with IP students must be culturally
relevant and responsive. The assessment test reflects the teacher’s knowledge and sensitivity
to the culture of the IPs by including their own culture and vocabulary in the assessment test.
Further, the assessment also did not ask the learners to use technology to find out the roles of
these people in the community but instead, the teacher asked them to utilize the community
itself and elders to provide the answers. This hits two birds; one, the teacher acknowledges that
not all students, specially IPs have computers or gadgets to search for the answers, this is very
much appropriate in teaching students from Indigenous Groups, second, it involves community
members which is a very strong strategy for teaching Indigenous students (Korff, 2021). This
kind of assessment also, respective of the culture and the stronger presence of
contextualization in our curriculum shows that the teacher did not limit the IP learners to their
own culture and vocabulary but also introduced the culture and vocabulary of non-IP
community and the same goes for the non-IP students in the class.

The type of assessment given also develops students' HOTs or Higher Order Thinking Skills in my
class. According to various articles, in order for the students in the Indigenous Group to thrive a
teacher must set a high standard for them and expect themto succeed. The assessment shows
that the teacher expects everyone to explain the roles they will gather and that is developing
the reasoning ability and critical thinking of not only the IP students but all of the students in
class. As a teacher, we sometimes forget that there are IP students who are in the mainstream
class who need a unique approach of teaching and assessment. This shows in many research
studies that tell us that the needs of these children are not being addressed. However, there
are revolutionary movements for Indigenous People especially in the Basic Education. Our
curriculum advocates inclusivity, fairness, and culture-sensitivity toall students and to the
groups they belong (DO 32, S. 2015, DO 72, s. 2009, DO 101, S. 2010). The Assessment given as
an example in this reflection form is one way of showing us how to provide a proper and valid
assessment test to all our students irrespective of their community groups. It also shows how
different the IP students may look at things and concepts learned in school. For the IPs, the
elders and community are very fundamental to their existence and therefore, for the teaching
instruction and assessment to be successful for this type of learners, the tasks of the learners
must allowthem to function in society and enable them to utilize their own culture and
environment. To retrospect, we should always remember that assessment strategy must be in
consonance with the teaching strategy in order to really assess if the objectives based onthe
competencies prescribed by our curriculum are being carried out in our lesson. In order to
address the learning needs of our students in Indigenous Groups we must makeall the parts of
our lesson culture-sensitive, inclusive and conducive for them bearing in mind that these
students are the future of our country