Teaching Practice

Procedures of teaching

The procedures of my teaching are written in chonological order as follows:

a.       Greetings

b.      Motivational Activity/Starter

c.       Discussion of the Lesson Proper

d.      Game Activity/Group Activity/Further Support

e.       Check Poin/Generalization

f.       Evaluation (doing the Worksheet)

Time management and organizing activities

To maximize the time I allot a time on each activity

a.       Greetings – 1 minute

b.      Motivational Activity – 10 minutes

c.       Discussion of the Lesson Proper – 30 minutes

d.      Game Activity/Group Activity – 15 minutes

e.       Generalization – 2 minutes

f.       Evaluation (doing the Worksheet) – 22 minutes

Classroom Management

During my actual teaching, I employ various classroom management strategies and techniques to establish and maintain a positive and productive learning environment. To capture my students' attention, I utilize the "Eyes on me, eyes on you" method. When I say "Eyes on me," students respond with "Eyes on you," and similarly, when I say "Ears on me," the students reply with "Ears on you." Another method is the "Waterfall" technique. If the class is noisy, upon saying the word "waterfall," the entire class either says "shhh" or mimics the sound of a waterfall, and students are expected to remain quiet upon hearing it. Furthermore, to make the students behave in class “The Naughty List” Method works on them. It is when a student is naughty during class hour his/her name will be written in the board.

To enhance student engagement, I prepare a motivational activity before delving into the lesson, followed by a game after each discussion to reinforce mastery. I firmly believe that learning is most effective when it is enjoyable.

As part of encouraging participation and recognizing achievements, I reward winning teams with chocolates and commend students who perform exceptionally well in assessments with a "Very Good Star." Additionally, students who volunteer to answer questions receive five claps from the entire class as a gesture of appreciation for their confidence.

Problem-solving while teaching and staying in the designated school

The primary challenge I face is the language barrier. During my teaching assistantship, where I assisted the teacher in guiding students through their activities, I noticed that some children struggled to understand me because I spoke in English, which they considered a foreign language. To address this, I took the initiative to memorize Bahasa terms for numbers, as I am going to teach them. This effort aimed to facilitate a more effective teaching and learning process.

In my actual teaching, I consistently provide a Bahasa translation of my presentations to ensure better comprehension among students. I've observed that some students I assist find it challenging to express themselves in English. When they communicate in Bahasa, whether with their peers or unintentionally with me, I respond using Bahasa terms that I have learned as well. This experience has led me to recognize the importance of being flexible, adaptable, and willing to learn as crucial attitudes for a teacher.