4. Teaching Practice
This section gives my teaching procedures, time management and organizing activities, problem-solving, and classroom management.
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4.1. PROCEDURES OF MY TEACHING
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SMA Labschool becomes always fair on me. The institution provided me a chance to craft a well plan for teaching my students. This is by means of exposing me to different behaviors and academic schema of students in the school. As such, prior to my final teaching, I was able to recognize the prior learnings of my students, their behaviors and attitudes towards learning, and their learning preferences. Hence, it ends up by understanding my students’ capability as a learner and as a whole.
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It is always understanding the student’s need to come up with a better and productive teaching and learning. At first, upon giving on me the topic to be taught on my students. I prepare the factors that will affects the learning of my students. I think of a way on how to deliver the lesson properly. Of course, I determined first the lesson objectives that will jive on the K-13 Curriculum. Such objectives I’d catered the cognitive, affective, and psychomotor learning. This is to ensure that my goals should be holistically embarked on my students. I’d also made my objectives as SMART (Specific, Measurable, Attainable, Relevant, and Time-bounded) in order to realized and materialized the lesson.
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Then, I decided on strategies and methodologies to achieve those outcomes, this includes my lesson activities, instructional materials and media, and the classroom management. In lesson activities, I used to have discussions, feed backing, and group dynamics activity to sustain the interest of my students. Likewise, in instructional materials, I made interactive power point presentation on which I’d incorporated games having audio response at a time. I’d also presented media such as documentary video downloaded at science websites and even YouTube as learning supplement.
And lastly, I determined assessment measures for the achievement of outcomes. In my assessment, I made sure that it catered the three domains of learning such as, the cognitive, affective, and psychomotor. To be more specific, I’d floated paper and pencil test to students in measuring cognitive, activity presentation in class for psychomotor, while in affective, I rate their character the way how they response to my instructions and their actions and behavior towards tasks is also being observed.
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You can check my lesson execution at: https://youtube.SMALesson_execution
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During my teaching in SMA Laboratorium UNSYIAH, I’d make sure that I am always on time entering and dismissing the class. This is in order to inculcate on my students the importance of time. As such, my students are always aware on time allocation on activities that I gave. On the other hand, me as a teacher constantly checking my watch because I have a set time only for my discussion or lecture, group activities, feed backing, and checking an output.
Respectively, when it comes on organizing my activities to students, I entered on them having set all the papers, tasks, and plans. So as the implementation goes smoothly. During my final teaching, the group activity is already set. It means to say that, grouping of class was done prior to my discussion. Thus, the students had much time to have their brainstorming, sharing ideas, and presentation.
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4.2. TIME MANAGEMENT AND ORGANIZING ACTIVITIES
For whatever subject matter I deliver to my students, I always give them a hanging questions that will make their mind hungry. It is my usual technique in a class so that, they start to think deeper and thus, they can utilize their Higher Order Thinking Skills. During my teaching in virus, I gave my students scenario on how virus becomes active and inactive and how such entity be avoided? It is a formal question that requires prior understand on the concept of virus and a discovery research at the same time. The usual problem solving I gave to my students are in a form of questions which can only be answered by means of research linkages, observation in the environment, and first to second-hand experiences.
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4.3. PROBLEM SOLVING
For me classroom management becomes easy because students are well-participating. Other than that, I believe that it was my lesson guide, media presentation, group tasks and activities made my students busy at all extent. As a teacher and facilitator in the class, I made clear and simplified instructions on my students for them to know what to do. I have my principle that “If the students are well guided by the teacher, then good classroom management will always attain”.
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4.4. CLASSROOM MANAGEMENT
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Welcome to my Official SEA-Teacher Experiences Blog. I am JAMES CARLO P. FRIAS, SEA-Student Teacher from Philippines |Volume 1, s. of 2019
Celebrating Learning Differences by Embracing Cultural diversity!
