PART I
School: General Information and
Academic Administration
School
general information and its academic administration according to topics as follows:
A.
School
profile
Location
:
Zone
VI, Poblacion, Bayambang, Pangasinan, Philippines.
Vision
:
To
become an ASEAN Premier State University in 2020
Mission
:
The
Pangasinan State University, through instruction, research, extension and
production, commits to develope highly principled, morally upright, innovative
and globally competent individuals capable of meeting the needs of industry,
public service and civil society.
Guiding
Philosophy :
The
Pangasinan State University’s leadership adheres to the Filipino educational
philosophy that education is geared towards better citizenship and livelihood
and the United Nation’s declaration that EDUCATION IS FOR ALL giving ACCESS to
quality education.
Core
Values :
Accountability
and Transparency
Credibility
and Integrity
Competence
and Commitment to Achieve
Excellence
in Service Delivery
Social
and Environmental Responsiveness
Spiritualy
History:
The PSU Bayambang
Campus had a very humble beginning. It started the Bayambang as Normal School
in 1922. It offered then the secondary normal course which prepared much needed
teachers for the country. The school closed in 1935 due to inadequate funds
re-opened in 1948 under a new name - the Pangasinan Normal School (PNS), which
offered the two-year teacher education program. It was one among the first
normal schools in the Philippines. It was in 1952 that the college offered the
four-year degree in teacher education for elementary teachers by virtue of RA
No. 975. In 1953, the school with elementary schools in the District of
Bautista and the Bayambang National High School were merged to become the
Philippine UNESCO Community Training Center. It operated as a school division
then. Republic Act No. 5705 converted the school into a chartered institution -
the then Central Luzon Teachers College on June 1969.
The Pangasinan State
University Bayambang Campus is also among the constituent campuses of the
University to actively house a Laboratory High School (a school under the
College of Teacher Education; serves as training ground for future HS Teachers)
which dates its history by its then -
name, Central Luzon Teachers College. The Pangasinan State University
Laboratory High School offers secondary education Science Curriculum. The
School also offered Basic Education Curriculum until March 2010. Batch 2010 -
2011 seniors was the first batch of the school in years to graduate from an all
- science curriculum enabled sectioning. It also was the first batch to
graduate from an all - single section per year system which was decided upon
dating back on 2007. The batch makes history in being the first batch to hold
graduation rites in the first ever Integrated Closing Exercises which houses
both the LHS and KD - ELS (Kindergarten Department Elementary Laboratory
School) in one Closing Ceremony. The Ceremony was successful, uniting the two
laboratory schools of the Campus; KD - ELS and LHS.
School Name : PSU Laboratory
Integrated School -
Elementary
Address : Bayambang, Pangasinan,
Philippines
Principal Name : Mr. Mike Kelvin Nicole N. Buted
List Name of teacher :
No.
|
Teacher’s Name
|
Teacher’s Name
|
1
|
Mr. Mike
Kelvin Nicole N. Buted (School Principal)
|
Lovejoy R. Caerlang
|
2
|
Aiza
Joyee A. Respicio
|
Marylin
G. Membrere
|
3
|
Jenny
Rose C. Ermino
|
Christian
Marie M. Olarte
|
4
|
Marianne
Mae D. Cayabya
|
Jonah
Faye I. Mabanglo
|
5
|
Lilibeth
I. Mateo
|
Manuel H.
Leal
|
6
|
Julie
Anne Kriska D. Monteagudo
|
Ryan I.
De Vera
|
7
|
Diane
Josephine A. Velasco
|
Richard
S. Delos Santos
|
Total Students in Pre School :
Grade Level
|
Boys
|
Girls
|
Total
|
Nursery-Humble
|
2
|
10
|
12
|
Kinder-Lovable
|
6
|
11
|
17
|
Kinder-Thoughtful
|
6
|
11
|
17
|
TOTAL
|
14
|
32
|
46
|
Total Students in Elementary School :
Grade level
|
Boys
|
Girls
|
Total
|
1-Admirable
|
14
|
23
|
37
|
2-Faithful
|
8
|
14
|
22
|
2-Peaceful
|
8
|
14
|
22
|
3-Amiable
|
19
|
11
|
30
|
4-Obedient
|
13
|
21
|
33
|
5-Loyal
|
10
|
20
|
30
|
6-Merciful
|
10
|
16
|
26
|
TOTAL
|
82
|
119
|
201
|
B.
Academic
support system
Pangasinan State University Laboratory
Integrated School Elementary has :
Grade
|
Classrooms
|
Nursery &
Kindergarten
|
1
|
Grade 1
|
1
|
Grade 2
|
2
|
Grade 3
|
1
|
Grade 4
|
1
|
Grade 5
|
1
|
Grade 6
|
1
|
Pangasinan
State University, Laboratorium Integrated School Elementary has 7 class, 1 for
grade , 2 for grade, 1 for grade 3, 1 for grade 4, 1 for grade 5, and 1 for
grade 6. There is also kindergarten school divided in 3 section.
They
have a library, Faculty room and Training Centre, and there are instructional
media like a projektor, laptop, printer, etc for helping teacher to give a good
stimulation for students.
C.
Teaching
system
A
week of learning to be held for 5 days. Saturday and Sunday is a freeday. There
are three sessions in elementary school. For all grade in elementary started
the lesson from 08.15 but for grade 1, grade 2, and grade 3 finish the session
1 at 10.00 am and for grade 4, grade 5, and grade 6 finish the session 1 at
10.15.
And
session 2 started from 10.30-12.00 but for grade 1, grade 2, and grade 3 started
from 10.15-12.00. Session 3 started from 01.00 pm – 04.00 pm.
D.
Materials
and other learning sources
This
school use the materials accordance with core curriculum of K 12. Every subject
have one book and the teacher has other reference book or link for support the
content will their teach. Sometimes teacher used picture, video, and create
their own materials for teaching.
E.
Measurement
and evaluation system
The system of the
evaluation in this school is every quarter year the teacher will report about
the progress of the students and every end of the year there is a appreciate
moments for the best students every class.
F.
Curriculum
a.
Introduction
The 1982 Education Act identifies
the aims of both elementary and secondary education. For elementary education,
the aims are: (a) to provide the knowledge and develop the skills, attitudes
and values essential to personal development and necessary for living in and
contributing to a developing and changing social milieu; (b) to provide
learning experiences which increase the child’s awareness of and responsiveness
to the changes in and just demands of society and to prepare him/her for
constructive and effective involvement; (c) to promote and intensify the
child’s knowledge of, identification with, and love for the nation and the
people to which he/she belongs; and (d) to promote work experiences which
develop the child’s orientation to the world of work and creativity and prepare
him/her to engage in honest and gainful work. The regional level basic
education aims and objectives reflect those at the national level, but are
modified to suit local conditions and concerns.
b.
General Guiding Principal
The following are the general guiding principles of the
National Early Learning Framework (NELF):
1. On Child Growth and Development
a)
Every
child is unique. Growth and development vary from child to child, for whom the
first eight years of life are most vital.
He/she has an innate desire to learn, and this is best done through
meaningful and real experiences.
b)
Every
aspect of growth and development is interrelated and interdependent. The child needs to be nurtured in a good and
caring environment that enhances healthy and dependable relationships with
other children and most significant adults.
c)
The
learning and development of every child involve a series of complex and dynamic
processes that are best attended to in a more positive and responsive
manner.
d)
The
child must be encouraged to aspire beyond one’s own level of achievements and
to practice newly acquired competencies.
e)
Every
child is a thinking, moving, feeling, and interactive human being able to
actively participate in the learning and development of self in the context of
one’s family and community, including cultural and religious beliefs.
2. On Learning Program Development
a)
The
learning program is child centered. It
promotes the holistic way by which young children grow and develop, and recognizes the role of families and
communities in supporting the child through various stages of growth and
development.
b)
The
learning program is appropriate for developing the domains, and must sustain
interest in active learning of all young children including those with special
abilities, marginalized, and/or those at risk.
c)
The
learning program is implemented by way of diverse learning activities that may
be enhanced with multimedia technologies such as interactive radio, audio/video
clips, and computer-enhanced activities.
d)
The
use of learning materials and other resources that are locally developed and/or
locally available is encouraged. The
mother tongue shall be used as the child’s language of learning.
3. On
Learning Assessment
a)
Assessment
is done to monitor learning, know where the child is at, and inform parents of
the child’s progress.
b)
Assessment
is crucial to identifying the child’s total developmental needs and does not
determine academic achievement.
c)
Assessment
is best conducted on a regular basis so that a timely response or intervention
can be made to improve learning.
d)
The
results of the learning assessment of a child shall be kept strictly
confidential. Ratings should be more
qualitative/descriptive and less numerical.
e)
The
family and community must be informed of the general outcomes of learning so as
to encourage further cooperation and partnerships.
c.
Developmental Domain
“Developmental
domains” refers to specific aspects of growth and changes in children. These are represented by the ellipses to show
interconnectedness in the holistic development of children. The contents of each developmental domain are
defined by learning expectations, as follows:
1.
Socio-Emotional
Development (Pagpapaunlad ng Sosyo-Emosyunal at Kakayahang Makipamuhay) - Children are expected to develop emotional skills, basic
concepts pertaining to her/himself, how to relate well with other people in
his/her immediate environment,
demonstrate awareness of one's social identity, and appreciate cultural
diversity among the school, community, and other people.
2.
Values
Development (Kagandahang Asal) - Children are
expected to show positive attitudes, self-concept, respect, concern for self
and others, behave appropriately in various situations and places, manifest
love of God, country, and fellowmen.
3.
Physical
Health & Motor Development (Kalusugang Pisikal at Pagpapaunlad sa
Kakayahang Motor) - Children are expected
to develop both their fine and gross motor skills to be efficient and effective
movers when engaging in wholesome physical and health activities. They are also
expected to acquire an understanding of good health habits and develop their
awareness about the importance of safety and how they can prevent danger at
home, in school, and in public places.
4.
Aesthetic/Creative
Development (Sining) – Children are
expected to develop their aesthetic sense and creative expression through
drawing, painting, and manipulative activities. Aesthetic development involves
the love and pursuit of beauty in art, music, and movement, and creates
opportunities for the creative expression of emotions, thoughts, feelings, and
ideas.
5.
Mathematics
- Children are expected to
understand and demonstrate knowledge, thinking skills, and insights into
patterns of mathematics, concepts of numbers, length, capacity, mass, and time
through the use of concrete objects or materials, and to apply these
meaningfully in their daily experiences. Children are provided with varied
manipulative activities to help them see relationships and interconnections in
math and enable them to deal flexibly with mathematical ideas and concepts.
6.
Understanding
of the Physical and Natural Environment - Children
are expected to demonstrate a basic understanding of concepts pertaining to living and nonliving
things, including weather, and use these
in categorizing things in his/her environment. They are also expected to
acquire the essential skills and sustain their natural curiosity in their
immediate environment through exploration, discovery, observation, and relate
their everyday experiences using their senses (touch, sight, smell, taste, and
hearing).
7.
Language,
Literacy, and Communication - This domain
provides opportunities on early literacy learning for self-expression through
language using the mother tongue or the child’s first language. Children are expected to develop
communicative skills in their first language. They are also expected to develop
more positive attitudes toward reading, writing, and to view themselves as
effective users and learners of language.
d.
Curricural Themes
The daily activities
prescribed in the Elementary Curriculum Guide (ECG) or the Teacher’s Guide is designed as learner centered,
inclusive, and developmentally appropriate to employ an integrative and
interactive approach in developing the competencies focusing on the themes
shown in Figure 2. The child and brain development principles were the bases of
the selection of content, concepts, and skills, as well as the learning
activities. Developmentally appropriate practices considered the developmental
tasks that five-year-olds, in general, could tackle at a specific time, and in
a specific sequence. Thus, these curricular themes adhere to Bronfenbrenner’s
Bio-ecological theory that defines “layers of environment, each having an
effect on a child’s holistic development.”
1. Myself - concepts and
ideas that help the learners understand himself/
herself better so that he/she will develop as an individual
2. My Family - concepts, ideas, practices that
guide the child to be responsible and proud of himself and his family
3. My School - concepts, ideas, practices, and
situations that help the child understand how to be an individual and socialize
with other learners, teachers, and other school personnel
4. My
Community- concepts, ideas, practices, situations, and responsibilities
that the learner should acquire and
understand so that he/she will a become functional and responsive member of the
community
5. More Things Around Me - all other concepts,
ideas, practices, situations, and responsibilities beyond themes 1 to 4, but
which may be relevant to the community, culture, and interest of the learner
a.
Teaching
plan
Topic : Simple Future Tense of Verbs
1.
Objectives : Identify simple future tense of verbs used in a sentence
2.
Materials/ Tools : Sentence in Cartolina and Meaning Chart
3.
Reference : Mendoza, Rebecca de
Lemos. 2017. ESSENTIAL ENGLISH 5.
REX Book Store : Manila
4.
Teaching Methode : Lecture, Asking
and Answer
5.
Value Intergration : Cooperation,
Tolerance, and Team work
6.
a. Preliminary Activities
- Review
- Motivation
b.
Main Activity
-
Lesson Proper
-
Generalization
c.
Closing
-
Application
7.
Evaluation
8.
Assignment
PART II
Pedagogical Contents
In the process of learning, A good
teacher must be able Master the content (learning materials/materials subject)
and mastering the science of teaching (pedagogy). Content is knowledge Science
that should be mastered by the teacher Including facts, concepts, principles,
laws, and theory. Each pedagogic
approach is described succinctly so you can quickly understand how the technique might be relevant to your teaching.
A.
Teaching
methods
Based
on observation, teaching methods in class used lecture by teacher and
discussion methods.
1.
Lecture by teache
A lecture is an oral presentation of information by the
instructor. It is the method of relaying factual information which includes
principles, concepts, ideas and all theoretical
knowledge about a given
topic. In a lecture the instructor tells, explains, describes or relates
whatever information the trainees are required to learn through listening and
understanding. It is therefore teacher-centred. The instructor is very active,
doing all the talking. The teacher explained about the topic and give question for students. So,
Student can be participate in class. The advantages used lecture methods is
saves time and permits flexibilty.
2.
Question and Answer
The question and answer method is a method where the teacher asks the students about the material taught that day and the students answer questions from the teacher without opening the book.
This method is used to stimulate students' brains in digging their knowledge without being notified by the teacher. and get students to read the book first before going to class.
This method is used to stimulate students' brains in digging their knowledge without being notified by the teacher. and get students to read the book first before going to class.
B.
Learning
materials and innovation
Until 1987, the government directly managed and supervised
the production and distribution of textbooks and manuals through the
Instructional Materials Development Council (IMDC). However, this
responsibility was transferred to private publishers with the passage of the
Book Publishing Industry Development Act (RA 8047). This Act also provided for
the adoption of multiple rather than single textbooks. Currently, learning
materials and textbooks developed by the private sector are submitted for
evaluation to the Instructional Materials Council Secretariat (IMCS)—an agency
attached to DECS. Approved textbooks are listed in a catalogue from which
school-teachers and principals select those that are to be purchased for their
respective schools.
Other teaching/learning support materials available in the
schools include guides or manuals, teacher support/, workbooks for students,
apparatus for science and technology, and home economics, video and cassette
tapes, educational computer software, charts, maps and models. All of these
must also be submitted for evaluation at the national level before they can be
released for purchased for school level use. Based on observation, the teacher used learning materials in the lesson is
books, videos, puzzles. In the first lesson, the teacher give motivation
acitivity. Motivation activity can become innovation in this lesson.
C.
Sources
of learning and technology
-
Technology : Used Laptop
-
Book of English for grade 2, 3, and 5
-
Book of Math for grade 3
D.
Authentic
assessment
In the end of every subject there are
evaluation about the topic. Authentic assessment all subject tests focus on a
students’ analytical skills and the ability to integrate what they have learned
along with creativity with written and oral skills. Six ways to use authentic
assessment math in the classroom based on my observation are performance
assessment, short investigations, open-response questions, self-assessment,
multiple-cjoice questions, and portofolios. And sometimes teacher gave
assignment to students for better understood.
Assessment get from participate when
teacher explain and ask, group activity and quiz in the last lesson. Teacher
would give plus point to students who active in class, cooperative in group
activity. And teacher assessment from result quiz that given them.
E.
Others
Some teacher given assigment for
students to the next topics.
PART III
Teaching Plan
Teaching plan or lesson plan is a detailed guide for teaching a lesson. It's a step-by-step
guide that outlines the teacher's objectives for what the students will
accomplish that day. Creating a lesson plan involves setting goals, developing activities, and determining the materials that
will be used.
A.
Curriculum
PSU
Integrated School use K to 12 Curriculum. The K to 12 for Science Curriculumis
learner-centered and Inquiry-Based, emphasizing the use of evidence in
constructing explenations. Concepst and skill in Life Science, Physics,
Chemist, Biology and Erath Science are presented with increasing number of complexity
from one grade level to another inspiral progressio, thus paving the way to a
deeper understandingof one concepts. The integration accross science topics and
other diciplines will lead to a meaningful understanding of concepts and its
aplication to real life situation.
This
curiculum is designed arpund three domains of learning science : understanding
andapplying scientific knowledge in local setting as well as global context
whenever possible; performing scientific proccess and skill; and developing and
demonstrating scientific attitudes and value.
Pangasinan
State University
Bayambang
campus
LABORATORY INTEGRATED SCHOOL-ELEMENTARY
Bayambang,
Pangasinan
A
Detailed Lesson Plan
In
English
(V)
Submitted by:
Nuzila Husniawati
Student Teacher
Submitted to:
Ms. Lovejoy R.
Caerlang
Supervising
Instructor
Date of
Submission:
February, 10, 2018
Date of
Teaching:
February, 12, 2018
I. Objectives
a.
identify simple future tense of verbs used in a sentence;
b.
write sentences using simple future tense of verbs; and
c.
state the importance of using simple future tense.
|
II.
Subject Matter: Simple Future Tense of Verbs
Reference:
Materials: sentences in cartolina, meaning chart
III. Procedure
TEACHER’S
ACTIVITIES
|
PUPILS
ACTIVITIES
|
|||||||||||||||||||
A. Preparation
Good
Afternoon class!
Before we
start, kindly pick up pieces of papers, keep unnecessary things and sit
properly.
B. Review
What are
verbs?
Can you
give examples of verbs?
Will you use
these verbs in a sentence?
C. Motivation
I have
here some sentences on the board. Will you please read it?
Very good
class!
D. Presentation of the Lesson
What are
the verbs used in the sentences?
Very good
students. What do you notice about the verbs in the sentences?
Very good!
How about the words before the main verb?
When will
the action happen?
What words
tell you that the action will happen in the future?
Can you
give other time expressions that is used in the future?
Now, if
the verbs tell that the action will happen in the future, what is the tense
of the verbs then?
Based on
your answers and examples, what are simple future tense of verbs?
What is
added to the main verb to form its future tense?
E. Lesson Proper
Now,
kindly read this sentence.
‘We will
fly a kite tomorrow.’
What is
the main verb in the sentence?
What was
added before the main verb?
How do you
know that it is in the simple future tense?
Can you
say that these sentences are in the future tense?
Excellence!
What words tell you that they are in the future tense?
Yes,
you’re right about it. These are words that indicate that the action will be
going to happen.
Let’s have
another sentence.
“Maria
will go to the market next week.”
What is
the main verb in the sentence?
What was
added before the main verb?
What are
the future tense of verbs?
You got it
right! Very good!
F. Generalization
What are
simple future tenses of verbs?
When do we
use this tense?
G.
Application
I will
group you into 5 groups and answer the given sentence on the cartolina.
|
Good
afternoon Teacher.
Verbs are
action words.
Jump
Talk
Walk
Go
Do
I can
jump.
Could you
please talk to me?
Are you
going to walk on your way home?
I will go
to the market.
I need to
do my household chores.
I shall do
my assignment later.
We will go
to the Baguio this summer.
We shall
go to the market tomorrow.
The verbs
used in the sentences are “go” and “do”
They are
on their base form.
They are
‘will’ and ‘shall’. They are helping verb.
It will
happen in the future.
The words
that tells that the action will happen in the future are “later”, “summer”,
and “tomorrow”.
On the
other day.
Next week.
Next year.
The tense
of the verbs are in the future tense.
Simple
future tense of the verbs indicates that an action is in the future time.
The helping
verb is added to the main verb to form its future tense.
We will
fly a kite tomorrow.
The main
verb in the sentence is fly.
The word
“will” is added before the main verb.
Because of
the word “tomorrow”.
Yes they
are.
The
helping verb “will” and the word “tomorrow”.
Maria will
go to the market next week.
The main
verb in the sentence is “go”.
The
helping word “will” was added before the main verb.
The word
“will” and “next week”.
Simple
future tense of the verbs indicates that an action is in the future time.
We use
this tense of verbs when we are about to do things in the future time.
|
IV.
Evaluation
Put a (√)
on the tine if the sentence is in the simple future tense and (x) if not.
_____1.
I will go to the market tomorrow.
________2. I have made my lesson
yesterday.
________3. Maria will be buying ice
cream later.
________4. I shall do anything to help
you.
________5. We will be having our flag
ceremony tomorrow.
________6. I will carry that bag for
you.
________7. I planted a tree yesterday.
________8. I will an ice cream on
summer.
________9. Did you buy me some food?
________10. First will go to beach on
Monday.
V.
Assignment
On a sheet of paper, write down the
things that you are going to do on the summer vacation.
Noted and Checked: Prepared by:
MS. Lovejoy R. Caerlang NUZILA HUSNIAWATI
Supervising
Instructor Student Teacher
Mr.Mike Kelvin Niole N. Buted
Principal
PSU – LIS Elementary
PART IV
Observation on Teacher(s)
Based on the observation,
the result;
A.
Planning
for teaching
Planning is the
best antidote for the nerves that many people feel when teaching a subject for
the first time or meeting a new group of students. It is also the only way to
ensure that your educational objectives are achieved. Planning begins with
thinking about how you would like your students to approach their learning in your
subject, and what you would like them to understand, know or be able to do by
the end of the session. Whether you are planning a subject for the first time,
or reviewing an existing subject it is important to consider the effects of
your teaching and assessment on students' learning. The teacher have choose teaching methode, make lesson plan before teaching.
B.
Preparing
lessons and materials
The teacher have prepared this
materials to use teaching, the teacher
find topics in the book and the teacher understand about something.
C.
Teaching
in class
The teacher teached like the lesson
plan, and teacher can manage class and time.
D.
Measurement
and Evaluation
Measurement from the quiz and
evaluation in the last lesson
PART V
Teaching Practice
For
teaching practice, please have to write a teaching plan and consult with
teacher (of your teaching subject). Then student teacher will be assigned to
teach in class and reflect on their teaching after class. Please write a report
on the teaching practice according to topics as follows:
A.
Procedures
of teaching
For teaching practice, I prepared two kinds of lesson
plan. I made Indonesian format and Philippine format. I used Indonesian format
for the first two days, and Philippine format for last two days. I only taught
4 days in that week, because Monday was holiday. I didn’t get many advices for
Indonesian format. The teachers said that I really know about that. They only
gave the corrections for the grammer. For the Philippines format, I got a lot
of suggestions and corrections. Over all, there were three main parts of
teaching procedures, Pre Developmental Activities, Developmental Activities and
Post Developmental Activities. Pre Developmental. Pre developmental Activities
consists of pray, checking attendance, recall and motivation. Developmental
Activities consists of topics to be discusses and guide questions for deliver
the materials. This part explain how the teachers deliver the materials in the
class. Post Developmental Activities consists of generalization and evaluation.
Generalization is the part of the lesson for the teachers to review what they
have ben discussed in that meeting. Evaluation is tha part of the lesson to
check the understandments of the students to the topic that they have learnt. But
the students answer in this part will be not used in grading.
B.
Time
management and organizing activities
Time management in Philippines format was not too hard to
be adopted. The main poin I got was we had to give a lot time in teaching for
discusssion and students activities. Although we gave them some games or the
other activities for the motivation, we should not spend much time. In
philippines, they used to make the students activities. This was also the
challenge for me to creat the students activities in the class. It depends on
the teachers creativity.
C.
Problem-solving
The biggest problem I met on this programe was about
language. I had to worked hard to explain the materials and concepts using
English. It was a big challenge for me. I also realized that althought the
teachers here also using English when they were teaching, not all he students
can use English well. For example to science major. It because the materials
was so conplex, sometimes the students can’t uderstand it. Exactly they were not
100 % using English.the teachers also used Filipino when teaching. They used
the easier way to explain the concepts to the students. I faced that challeng
by learnt more about the materials using english. I also practiced the
materials that I would teach next day with my friends in the dormitories. It
was so helpful for me to faced this problem. I also communicated to my mentor
and supervisor instructor to give some advices before teaching in the class.
Some concepts or priciples was hard to explain in in English, that’s why beside
the format, They also gave me advices about the materials.
D.
Classroom
management
I learnt so much experiences in Philippnes. Here they use
sit plan to the students. Every class had different sit plan. It depends on the
class. Start from observation and teaching assistance, I got the experiences in
classroom management. The teacher should also had the avalable voice so it
would be helpful in classroom management. Especially in group activity, we had
to be clear give the direction. How we divided into some groups and also
explain how the technical of their activity should do.
PART VI
Summary and Suggestions
Student teacher
summarize during practicum according to topics as follows:
A.
Purposes
of practicum
The main
objective of the teaching practicum is to provide student teachers with
authentic hands-on
experience in teaching. This is required to develop their teaching skills and
to start collecting experiences to enrich their professional wisdom.
It is not enough to read about teaching or to observe others teach,
something students have done for years. Student teachers have to practice themselves because practical
knowledge and wisdom are held by the individual and cannot easily be
transmitted from person to person. Student teachers need know-how, and by
connecting the skills of teaching to knowledge, through reflection, they will
gradually start developing practical wisdom.
B.
Procedures
of practicum
First procedure, teacher must to
know what the topics to teach, and choose
teaching strategies.
Teacher make lesson plan and
prepare lessons and materials, and then teacher teaching manage class, after
teaching, evaluation with supervising
instructor.
C.
Outcomes
of practicum
The teacher
becomes more trained in teaching, or create the right lesson plan, know the
appropriate teaching methods used, can manage the class, manage time.
D. The
challenges of practicum
The challenge
of teaching this time is how to explain the lessons in English, then how to
control the class when the students are noisy,
how to manage time.
E.
Overall
impression
Understand exactly
what kind of teacher, understand how important teaching method, the importance
of managing class and time. Lack
when teaching.
F.Suggestions for future
improvement
Hope the teacher improve again English skills,
continues practice to be a good teacher,
can manage the class, manage the time and used various teaching
methods and correctly.
