Teaching Practice

My English cooperating teacher, Miss Milda, gave me the freedom to craft my own lesson plan while still guiding me with a sample lesson plan that she had prepared. For my final demo teaching, I integrated both the Assisi and UST Learning approaches to create an engaging and effective lesson.

Time Management and Organizing Activities

Before the Lesson:

Greetings:
- I started the class with a warm greeting to create a welcoming atmosphere. I encouraged students to respond enthusiastically to set a positive tone for the lesson.

Attendance:
- I took attendance in a fun way, perhaps by asking students to share one interesting thing they did since the last class. This not only helped me keep track of who was present but also fostered a sense of community.

Chicken Dance:
- To energize the students, I led them in a quick "Chicken Dance" activity. This light-hearted movement helped break the ice and get everyone laughing, making them more receptive to learning.

Power Clap:
- I introduced the "Power Clap" as a way to build excitement and focus. I explained the clapping pattern and encouraged students to join in, creating a lively and engaging atmosphere.

4 Pics One Word Game:
- I played a quick game called "4 Pics One Word" to activate prior knowledge and introduce the topic of the lesson. I displayed four images related to descriptive text and asked students to guess the common word that linked them. This activity sparked curiosity and set the stage for the lesson.

During the Lesson:

How Are You Feeling?
- I checked in with the students by asking how they were feeling that day. This helped me gauge their mood and adjust my teaching approach if necessary. I encouraged them to share their feelings, fostering a supportive environment.

Recall of the Topic:
- I led a brief review of the previous lesson on descriptive text. I asked students to share what they remembered, reinforcing their understanding and connecting it to the current lesson.

Discussion of the Activity:
- I introduced the main activity, which involved creating their own descriptive texts. I explained the objectives, provided examples, and outlined the steps they would take. I encouraged students to think creatively and use vivid language in their descriptions.

Questions or Concerns:
- I opened the floor for any questions or concerns about the lesson or the activity. This allowed students to clarify their understanding and feel more confident as they engaged in the task.

After the Lesson:

Assessment and Observation:
- I conducted a formative assessment to check students' understanding and progress. I walked around the classroom, observing their work and providing feedback. I encouraged peer-to-peer feedback, allowing students to learn from each other.

Student-Centered:
- I ensured that the assessment was student-centered, focusing on their individual strengths and areas for improvement. I took notes on their participation and engagement during the activity.

Conclusion:
- I wrapped up the class by summarizing the key points of the lesson and highlighting some of the creative descriptions students had come up with. I encouraged them to share their work with the class, fostering a sense of accomplishment.

As a student-teacher at SMA Katolik Santo Fransiskus Assisi Samarinda, I experienced both positive aspects and challenges in classroom management, especially due to the varying English proficiency levels among students. On the positive side, the school fostered a supportive environment where students were encouraged to help each other. I noticed that advanced students often took the initiative to assist their classmates who were beginners, creating a sense of community and teamwork. This collaboration not only helped the beginners improve their English skills but also boosted the confidence of the advanced students as they shared their knowledge. Additionally, starting each class with a prayer and a warm greeting sets a respectful tone, making students feel valued and ready to learn.

However, I also faced challenges in managing the classroom effectively. The differences in English proficiency sometimes led to misunderstandings, with beginners struggling to keep up with the lessons while advanced students became bored or restless. To address this, I tried to use simple language and visual aids to make the content more accessible. I also organized students into small groups based on their language skills, which allowed beginners to practice speaking in a more comfortable setting. While this approach helped, it required careful planning to ensure that all groups were engaged and learning effectively. Balancing the needs of both beginners and advanced students was a constant challenge, but it taught me the importance of patience and adaptability in creating an inclusive learning environment.