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TEACHING PRACTICE
PROCEDURES OF TEACHING
Embarking on my teaching practice journey at SD Sint Carolus in Bengkulu, Indonesia was a unique and enriching experience. Adapting my lesson plan to fit the local context while integrating elements from my teaching background in the Philippines was a challenging yet rewarding endeavor.
(a) A Spiritual Start
The day started with a morning prayer, setting a serene and focused atmosphere for both myself and the students. Greetings followed, creating a sense of community and establishing rapport with the young learners. This cultural touchpoint played a crucial role in fostering a positive and inclusive learning environment.
(b)Emotional Connection: Motivation as a Feeling Check
Understanding the emotional state of the students was paramount. Hence, I incorporated a motivational segment as a "feelings check". This not only allowed me to gauge the students' mindset but also provided an opportunity for them to express themselves, creating a space where emotions were acknowledged and valued.
(c) Review: Building on Prior Knowledge
Before delving into the core lesson on the Future Tense (be going to), a brief review session was conducted. This served as a bridge between previous lessons and the upcoming material, ensuring that students were well-prepared and could connect the dots between concepts.
(c) Lesson Procedures
The heart of the session lay in the meticulously planned lesson procedures. Introducing the Future Tense (be going to) involved a combination of interactive activities, engaging discussions, and practical examples. Leveraging diverse teaching methods kept the students actively involved and enhanced their understanding of the grammatical concept.
(d) Generalization
Connecting the Dots In the generalization phase, I encouraged students to reflect on the broader applications of the Future Tense. Why is it important to make plans ahead? This step aimed to instill a deeper comprehension of the lesson beyond the classroom setting.
(e) Evaluation
The final segment involved evaluating the students' grasp of the Future Tense. Various assessment methods, including quizzes and interactive exercises, were employed to gauge individual progress and identify areas that needed further attention.
Therefore, I realized that on this teaching practice journey allowed me to integrate cultural nuances, fostering a more inclusive and relatable learning experience for the students at SD Sint Carolus. As a pre-service teacher, this experience not only strengthened my pedagogical skills but also deepened my appreciation for the diverse approaches to education in different cultural contexts. Each day was a step toward becoming a more versatile and culturally sensitive educator, equipped to navigate the dynamic landscape of teaching.
TIME MANAGEMENT AND ORGANIZING ACTIVITIES
Every morning, my co-SEA Teacher and I make it a point to attend the teacher's prayer at school, which takes place at 6:00 to 6:30 am. This daily activity is important to us as it allows us to start our day with guidance. Following the prayer, we meet our designated resource teacher/mentor to assist with teaching. As for me, I am always eager to help my mentor with various tasks such as preparing materials, checking papers, and anything else that may be needed. During break time, I love spending time with my mentor and getting to know her better. While waiting for the next class, I usually spend my time in the faculty area, making sure that all of my time is well utilized. Whenever I get the chance, I check in with my students to make sure they are doing well and to practice English with them. We make it a point to extend our time if there's a need to ensure that our students receive the best teaching assistance possible.
PROBLEM SOLVING
As an educator, teachers are often regarded as the primary source of knowledge that students should acquire. In my teaching experience, I use a strategic approach to present questions or scenarios to my students, beginning with lower-level thinking skills and moving towards higher order thinking skills. This approach enables me to formulate questions that are easier for students to comprehend and respond to in a step-by-step process. Every student is different, and it is essential to recognize their unique strengths and weaknesses. At SD Sint Carolus, I had the pleasure of teaching Grade 6 students who were particularly exceptional. I found their distinctiveness intriguing, and I was amazed by their ability to excel in any given situation. It was a rewarding experience for me as an educator to witness their learning process throughout the teaching practice.
CLASSROOM MANAGEMENT
As an educator, teachers are often regarded as the primary source of knowledge that students should acquire. In my teaching experience, I use a strategic approach to present questions or scenarios to my students, beginning with lower-level thinking skills and moving towards higher order thinking skills. This approach enables me to formulate questions that are easier for students to comprehend and respond to in a step-by-step process. Every student is different, and it is essential to recognize their unique strengths and weaknesses. At SD Sint Carolus, I had the pleasure of teaching Grade 6 students who were particularly exceptional. I found their distinctiveness intriguing, and I was amazed by their ability to excel in any given situation. It was a rewarding experience for me as an educator to witness their learning process throughout the teaching practice.
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