Rabu, 21 November 2018

SEA-TEACHER SELF REPORT


Student Name:

Nadya Gita Octavia


Home University:

Ganesha University of Education (UNDIKSHA)


Host University:

Pibulsongkram Rajabhat University (PSRU)


Receiving School:

Teeratada Phitsanulok School


Blog Address:

__________________________________________________________________________________
PART I
SCHOOL GENERAL INFORMATION AND ACADEMIC ADMINISTRATION

A.     School Profile
1.      Location
The school is located at 458 M 3 Phitsanulok-Uttar a ditr Rd. T Samokhae A Muang Phitsanulok 65000, telephone number +66-55-223-300, +66-98-750-1140, +66-65-216-1150; fax number: +66-55-987-058, website: http://www.teeratada.ac.th
2.      History and Background
Teeratada is consist of two words that “teera” and “tada”. “Teera” is the meaning of wise and “tada” is the meaning of hands of the people who will create the wise human. Teeratada School was born in 1996 and started teaching in 1997. It was established on May 6th, 1997, basis of the resolute determination mis to use the education as a development tool for the youth. People bassed on four priciples. So on June 9th, 1996 the stone was laid. Gold inspiration from the stone had written 1 Corinthians Chapter 3, verse 11 “For no other foundation can lay one that is laid, which is Jesus Christ”.
3.      Philosophic
v  Everyone must life bassed on their own religion
v  Love your neighbour as yourself (Mark 12:31)
v  Wise, have to learn all of your life
v  Understand the balanced of the environment of your life
4.      Vision
“Teeratada develope our quality of education in the world class”
5.      Mission
 “To create personnel, atmosphere and environment for the benefit of Teeratada”
6.      Goals
v  The best academic subect for future
v  Good carrier and occupation
v  Good life skills
B.     Academic Support System
Teeratada Phitsanulok School has 2 classrooms for every grade. 12 classrooms for prathom 1-6 and 6 classrooms for mattayom 1-3. Other academic support system are:
v  Classroom
For Prathom
Grade
Classroom
Prathom 1
2
Prathom 2
2
Prathom 3
2
Prathom 4
2
Prathom 5
2
Prathom 6
2
For Mattayom
Grade
Classroom
Mattayom 1
2
Mattayom 2
2
Mattayom 3
2
v  Library
v  talent show stage
v  coffee shop
v  music room
v  lobby
v  assembly hall
v  swimming pool
v  football field
v  basketball field
v  chinese room
v  computer room
v  meeting room
v  canteen
v  stationary shop
v  private classroom
v  dormitory
C.      Teaching System
1.      Schedule
This school is also boarding school, that some students from Prathom 4-Mattayom 3 lives at dormitory. Boarding students can't go home every weekend. They can go to their home every 2 weeks. The teaching and learning process are held 5 days a week, on Monday until Friday. It starts on 7.30-16.00, and the daily schedules are:
Alocation Time
Activites
06:30-07:00
Breakfast (boarding students)
07:00-07:30
Prepare for flag ceremony
07:30-08:00
Flag ceremony
08:00-08:30
Hoikong activity (activity at assembly hall: sing school anthem, Christian song, review sentences of today, math of today, interesting science, life skills)
08:30-10:10
Study in classroom
10:10-10:20
Break time
10:20-12:00
Study in classroom
12:00-13:00
Lunch
13:00-14:30
Study in classroom
14:30-14:40
Break time
14:40-16:00
Study in classroom
16:30-17:30
Exercise and dinner (boarding student)
Moreover, if the students have a homework they will finish the homework at school before back to home.
2.      Uniform
Monday        : White and blue
Tuesday        : Sport clothes (white clothes)
Wednesday  : Boy scout
Thursday      : Sport clothes (their house clothes)
Friday           : White and blue
3.      Subject
Teeratada Phitsanulok School applied an integrated subject. For Prathom 4, 5, 6 only subject English, Thai, Math and Science that separated. The other subject is integrated. For Mathayom only subject English, Thai, Math, Science, history and Chinese that separated. The other subject is integrated. Every separated subject has 2 classes that use different language of instruction, which are: English and Thai. In Mattayom classes, they divided 2 group of students for every grade. Zoom class is more Mathematics and science, and Jet class is more English and Chinese.
For easier to look, here is the table for each grade:
Grade
Subject
Prathom 1-6
English

Math
In Thai language
In English language
Science
In Thai language
In English language
Mattayom 1-3
English

Math
In Thai language
In English language
Science
In Thai language
In English language
In addition, the students have the other subjects such as computer, music, swimming, and cooking.
D.     Materials and Other Learning Sources
There are some materials and other learning sources:
v  Books based core curriculum of Basic Education B.E. 2551
v  Projector
v  Laptop
v  Whiteboard
v  Quizizz
E.      Measurement and Evaluation System
Grade
Significant
Score Range
4
Excellent
80-100
3.5
Very good
75-79
3
Good
70-74
2.5
Fairly good
65-69
2
Satisfactory
60-64
1.5
Rather satisfactory
55-59
1
Passed
50-54
0
Poor/failed
0-49
They have a ratio for assessing and scoring as follows :
Score before the final examination : final examination = 70 : 30
Criteria
Score
Test/assignment
20
Mid-term
20
Test/assignment
20                 
Conduct
10
Final examination
30
Total
100
In Basic Education Core Curriculum 2008, learning assessment can be devided into four levels, i.e., classroom level, educational institution level, educational service area level and national level, details of which are as follow.
1. Classroom assessment
Measurement and evaluation are part of the learning process. Teachers regularly and continuously measure and evaluate students’ performance in teaching-learning activities by using diverse assessment techniques, e.g., asking questions, observing, examining homework, assessing projects, tasks/assignments and portofolios, and using written tests, etc.
2. School assessment
This evaluation is conducted by the educational institution in order to appraise the learners’ achievements on an annual/semester basis, based on assessment of reading, analytical thinking and writing, desirable characteristics, and learner development activities. The aim is also to obtain relevant information about whether education provided by the educational institution has enabled learners to reach their goals of learning, and what are the learners’ strengths.
3. Local assessment
Evaluation is conducted in order to assess learners’ quality at educational service area level, based on the learning standards prescribed in the Basic Education Core Curriculum. It is aimed at obtaining basic information required for developing quality of education provided by the educational service area as mandated.
4. National test
Evaluation is conducted in order to assess learners’ quality at national level, based on the learning standards prescribed in the Basic Education Core Curriculum. Educational institutions are required to arrange for assessment of all students in Grades 3, 6, 9 and 12. The evaluation results will provide relevant data for comparing educational quality at different levels, which will be useful for planning in order to raise the quality of education provided. The data obtained will also support decision-making at national policy level.
F.      Curriculum
The curriculum of Teeratada Phitsanulok School is based on the ministry of education that is Basic Education Core Curriculum 2008. The Basic Education Core Curriculum focuses on learners’ development for attainment of the following desirable characteristics, enabling learners to enjoy a life of harmony among others as Thai citizens and global citizens:
1.      Love of nation, religion and king
2.      Honesty and integrity
3.      Self-discipline
4.      Avidity for learning
5.      Observance of principles of Sufficiency Economy Philosophy in one’s way of life
6.      Dedication and commitment to work
7.      Cherishing Thai-ness
8.      Public-mindedness
Observance of the principles of development of the brain and multiple intelligence is required to achieve learners’ balanced development. The Basic Education Core Curriculum has therefore prescribed the following eight learning areas:
1.      Thai Language
2.      Mathematics
3.      Science
4.      Social Studies, Religion and Culture
5.      Health and Physical Education
6.      Arts
7.      Occupations and Technology
8.      Foreign Languages.






G.     Teaching Plan (Mathematics subject) 
Below is my lesson plan that use for Mathematics subject: 


LESSON PLAN



POLYNOMIAL



Teacher Mentor:

Mrs. Sudarat. Ployraya

Mrs. Adelaida T. Velasco



By:

Nadya Gita Octavia


TEERATADA PHITSANULOK SCHOOL
PIBULSONGKRAM RAJABHAT UNIVERSITY
SEA-TEACHER PROGRAM
PHITSANULOK, THAILAND
2018
LESSON PLAN

Education Unit             : Junior High School
Subject                         : Mathematics
Class                             : Mattayom 1
Topic                            : Operation of Polynomial
Allocation of Time       : 1 x 50 minutes
A.     Basic Competencies and Indicators
Basic Competencies
Indicators
Explain the polynomial form and do the operations on polynomial forms (addition, subtraction, multiplication and division).
Determine the multiplication of polynomial results.

Solve problems related to polynomial forms and operations in polynomial forms.
Solving problems related to mutiplication of polynomial forms.
B.     Learning Objectives
During and in the end of the learning process through observation, question and answer and work on the board students should be able to:
1.    Solve the multiplication operation in the polynomial form.
2.    Solve daily problems related to multiplication in the polynomial form.
C.      Approach, Model and Method of Learning
1.    Approach of Learning: Scientific Approach.
2.    Model of Learning: Problem-Based Learning.
3.    Method of Learning: Questions and answers, individual assignments.
D.     Media and Tools
1.        Media
:
PowerPoint and application from website.
2.        Tools
:
Laptop, projector, material books, ruler, pen and pencil.
E.      Teaching-Learning Outline
Phase
Activities
Time Allocation
Introduction
1. Teacher greets and invites students to pray, then asks about their condition also their name table and checks student attendance;
2. Students listen and respond to teacher about the benefits of learning Operation of Polynomial in daily life, example in the world of banking, trade in markets, and production of a company;
3. Students listen to the learning goals and learning outcomes that are expected to be accomplished;
4. Teacher gives aperseption to students by giving some questions.
10 minutes
Learning Process
1.      Phase 1: Student orientation to the problem
a.    Observing
Students observe problems related to the multiplication of polynomial forms displayed in powerpoint by teacher, and students are asked to work on the board.
b.    Questioning
Students are encouraged to ask questions related to the topic. Students develop an attitude of curiosity.
2.      Phase 2: Organize the Student
a.    Teacher asks students to come in front of the class to work on the board based on their house.
b.    Teacher display the problems in the slide of powerpoint and asks students to solve the problems.
3.  Phase 3: Guiding individual.
a.    Gathering Information
Students do investigations by gathering information related to transform equation into polynomial forms and how to Multiply Polynomial forms.
b.    Associating
Teacher guides students by providing critical questions in finding answers related to the problems that have been given (How does the process of multiplying polynomial forms?)
4.  Phase 4: Analyzing and Evaluating the problem solving process
a.    Students analyze the problem solving related to the Multiplication of Polynomial Forms, with the guidance of teacher.
b.    Teacher helps students to evaluate their investigations and the method that they already use.
30 minutes
Closing
1.  Teacher and students summarize the whole learning.
2.  Teacher evaluates the learning outcomes about the material that students have learned through the post test.
3.  Teacher assigns homework to the students to increase their understanding.
4.  Teacher ends the learning activity by giving a message to keep learning.
10 minutes

 

Attachment. (2) Teaching Materials

«  Distributive Law:









Attachment (5)
Teeratada Phitsanulok School
Name of students Mattayom 1Z Educcation Year 2018
Class                 :     Matahyom 1
Day,Date           :     Tuesday, 28th August 2018      
Topic                :     Operation of Polynomial
No
ID
Name -
Surname
Pre-Test
Post-Test

1
1058
Master Napat
Sojindamanee



2
1065
Master Patthadon
Piyaphan



3
1330
Miss Jennate
Rungsiyanon



4
1331
Master Sirasit
Praiudom



5
1419
Master Teepakorn
Prasomthong



6
1634
Master Thanapat
Aonchot



7
1670
Miss Huldah
Manarak



8
1778
Miss Jidapha
Rittidetchaiyaporn



9
1857
Miss Patsa
Tochampa



10
1865
Master Phiphatphong
Paphatson



11
2092
Master Anakawee
Chujinda



12
2096
Master Aphirak
Bunthamma



13
2125
Master Teewara
Woralerd



14
2133
Master Phattharamon
Somruesan



15
2136
Master Chairatch
Jamounwai



16
2143
Master Chulachak
Rummaitree





 
I did the print screen, because I can't copy the equation to the blog.
If you want to look for the full version of my lesson plan about polynomial you can download it.(here)

PART II
PEDAGOGICAL CONTENTS
  
A.     Teaching Methods
Math teachers in Teeratada Phitsanulok School have their own way to teach the students. After I observed my mentor teacher, her name is teacher Sudarat, when she was teaching, I got 3 Important point which she always uses in her class, as follows:
v  Warm up: My mentor teacher usualy refresh student’s mind, so that they can focus on study.
v  Make connections: To help students make sense of concepts, provide them with connections to the real life or previous lessons. Always begin a new lesson with a reminder of the last lesson.
v  Use assignments: My mentor teacher use it to develop student thinking about the lesson.
Moreover when I was practice teaching I did some games that has relation with the topic, because I thought that study through a game will be more fun. In addition the teacher in Teeratada Phitsanulok School are always evaluate students’ comprehension about the topic. These activities, are purposed to build the students’ comprehension about the topic.
B.     Learning Materials and Innovation
The teachers use materials based on Basic core curriculum, syllabus and Mathematics book. For the innovation, teacher usually use expository method or cooperative learning and also internet.
C.      Sources of Learning and Technology
All teachers at Teeratada Phitsanulok School use two books, there are teacher’s book and student’s book. Especially for math teachers, they use math warm up book as pre-test for the students. The teachers usually add other materials from internet, they also using media with technology like powerpoint and quizizz application. Quizizz aplication is the application that Teeratada Phitsanulok School’s teachers use for give students exercises, homework or test. They also use extra worksheets on handouts that they made.
D.     Authentic Assessment
     The authentic assessment is evaluating the ability of students to apply what they have learned in mathematics to real context. Based on my observation, math tests in Teeratada Phitsanulok School are focussing on the students analytical skills and the ability to integrate what they have learned along with creativity such as quiz, group work, games, question an answer.

 PART III
TEACHING PLAN
A.     Curriculum 
     The curriculum of Teeratada Phitsanulok School is based on the ministry of education that is Basic Education Core Curriculum 2008.The Basic Education Core Curriculum focuses on learners’ development for attainment of the following desirable characteristics, enabling learners to enjoy a life of harmony among others as Thai citizens and global citizens:
1.      Love of nation, religion and king
2.      Honesty and integrity
3.      Self-discipline
4.      Avidity for learning
5.      Observance of principles of Sufficiency Economy Philosophy in one’s way of life
6.      Dedication and commitment to work
7.      Cherishing Thai-ness
8.      Public-mindedness
     Observance of the principles of development of the brain and multiple intelligence is required to achieve learners’ balanced development. The Basic Education Core Curriculum has therefore prescribed the following eight learning areas:
1.      Thai Language
2.      Mathematics
3.      Science
4.      Social Studies, Religion and Culture
5.      Health and Physical Education
6.      Arts
7.      Occupations and Technology
8.      Foreign Languages.
In regard to learning management enabling learners to attain the quality as prescribed in the curriculum goals, teachers and learners should play the following roles.
Roles of teachers
Teachers should:
1) Study and analyse individual learners, and then use the data obtained for planning learning management in order to stimulate and challenge the learners’ capacities;
2) Set the targets to be achieved by the learners in regard to knowledge, skills, process of conceptualisation, principles, relationships as well as desirable characteristics;
3) Design and organise learning responsive to individual differences and different levels of brain development, so as to enable the learners to attain the goals of learning;
4) Provide an ambience and atmosphere conducive to learning, and provide necessary care and assistance enabling the learners to learn;
5) Prepare and utilise media that are suitable to the activities organised, and avail of local wisdom and appropriate technologies for teaching-learning activities;
6) Assess the learners’ progress through a variety of methods suitable to the intrinsic nature of the subjects and the learners’ developmental level; and
7) Analyse assessment results for remedial and developmental measures for the learners’ benefit, as well as improve their own teaching-learning methods and activities.
Roles of learners
Learners should:
1) Set the goals of learning, make plans and take responsibility for their own learning;
2) Seek knowledge, make serious efforts to access learning resources, analyse and synthesise bodies of knowledge, raise questions and search for answers or problem solutions through various methods;
3) Take action, draw conclusions regarding what has been learnt, and apply the knowledge gained to various situations;
4) Interact, work and join in activities organised by their peers and their teachers;
5) Continuously assess and improve their own learning process.

B.     Teaching Plan (Math subject)
Before teaching, I made my lesson plan and discussed it with my mentor Teacher Sudarat, and my cooperation teacher, Teacher Jirapat.
Here is my lesson plan:

LESSON PLAN

INDICES


Teacher Mentor:
Mrs. Sudarat. Ployraya
Mrs. Adelaida T. Velasco

By:
Nadya Gita Octavia


TEERATADA PHITSANULOK SCHOOL
PIBULSONGKRAM RAJABHAT UNIVERSITY
SEA-TEACHER PROGRAM
PHITSANULOK, THAILAND
2018

LESSON PLAN

Education Unit             : Junior High School
Subject                          : Mathematics
Class                             : Mattayom 1
Topic                             : Indices
Allocation of Time        : 2 x 50 minutes
A.    Basic Competency and Indicator
Basic Competency
Indicator
Explain the concept of real numbers expressed in exponential notation and do the operations on exponential forms (multiplication and division).
Determine the multiplication and division of real numbers in the form of exponents with the same base.

B.     Learning Objectives
During and in the end of the learning process through observation, question and answer and work on the board students should be able to:
1.      Have a concept of real numbers expressed in exponential notation with integer indices.
2.      Multiply and divide real numbers in the form of exponents with the same base.
C.    Approach, Model and Method of Learning
1.      Approach of Learning: Scientific Approach.
2.      Model of Learning: Problem-Based Learning.
3.    Method of Learning: Questions and answers, individual assignments.
D.    Media and Tools
1.      Media
:
PowerPoint and application from website.
2.     Tools
:
Laptop, projector, material books, ruler, pen and pencil.
E.     Teaching-Learning Outline
Phase
Activities
Time Allocation
Introduction
v  Teacher greets and invites students to pray, then asks about their condition also their name table and checks student attendance;
v  Students listen and respond to teacher about the benefits of learning Indices in daily life;
v  Students listen to the learning goals and learning outcomes that are expected to be accomplished;
v  Teacher gives aperseption to students by giving some questions.
20 minutes
Learning Process
v  Phase 1: Student orientation to the problem
v  Observing
v  Students observe problems related to the multiplication and division of real numbers in the exponents forms displayed in powerpoint by teacher, and students are asked to work on the board.
v  Questioning
v  Students are encouraged to ask questions related to the topic. Students develop an attitude of curiosity.
v  Phase 2: Organize the Student
v  Teacher asks students to come in front of the class to take the lottery and then work on the board based on their house.
v  Phase 3: Guiding individual.
v  Gathering Information
v  Students do investigations by gathering information related to multiply and divide real numbers in the form of exponents with the same base.
v  Associating
v  Teacher guides students by providing critical questions in finding answers related to the problems that have been given (How does the process of multiplying and dividing real numbers in the form of exponents with the same base?)
v  Phase 4: Analyzing and Evaluating the problem solving process
v  Students analyze the problem solving related to the multiply and divide real numbers in the form of exponents with the same base, with the guidance of teacher.
v  Teacher helps students to evaluate their investigations and the method that they already use.
60 minutes
Closing
v  Teacher and students summarize the whole learning.
v  Teacher evaluates the learning outcomes about the material that students have learned through the post test.
v  Teacher assigns homework to the students to increase their understanding.
v  Teacher ends the learning activity by giving a message to keep learning.
20 minutes









Attachment (5)

Teeratada Phitsanulok School

Name of students Mattayom 1Z Educcation Year 2018



Day,Date           :     Thrusday-Friday, 6th-7th September 2018          
Topic                 :     Indices
No
ID
Name -
Surname
Nickname
Pre-Test
Post-Test
1
1058
Master Napat
Sojindamanee



2
1065
Master Patthadon
Piyaphan



3
1330
Miss Jennate
Rungsiyanon



4
1331
Master Sirasit
Praiudom



5
1419
Master Teepakorn
Prasomthong



6
1634
Master Thanapat
Aonchot



7
1670
Miss Huldah
Manarak



8
1778
Miss Jidapha
Rittidetchaiyaporn



9
1857
Miss Patsa
Tochampa



10
1865
Master Phiphatphong
Paphatson



11
2092
Master Anakawee
Chujinda



12
2096
Master Aphirak
Bunthamma



13
2125
Master Teewara
Woralerd



14
2133
Master Phattharamon
Somruesan



15
2136
Master Chairatch
Jamounwai



16
2143
Master Chulachak
Rummaitree






 


I did the print screen, because I can't copy the equation tothe blog.
If you want to look for the full version of my lesson plan about indices you can download it.(here)


PART IV
OBSERVATION ON TEACHER(S)

A.     Planning for Teaching
I had a chance to observe some Mathematics teacher in Teeratada Phitsanulok School. The Mathematics teachers in Teeratada Phitsanulok School always create the lesson plan before they start to teach the students.  Before come to the class, they always make sure that they already prepared everything. The aim is to make them easier when they want to teach in class, so that the teaching process can be reached orderly.
B.     Preparing Lessons and Materials
My mentor teacher before started the teaching process she will prepare the materials first. Based on my observation at Teeratada Phitsanulok School, she was printing worksheet that they will to supporting materials of the topic. Then, if she hadn’t finished yet, she would continue after Hoikong Activity. My mentor teacher always go to their office first to prepare the class and the materials that she want to teach.  Moreover, she will come to class earlier before all the student entry the class. My mentor teacher always start her class with a warm up the material before. She asked all of his students about latest material and students will answers about the questions. For the materials, the teachers always create the materials based on the lesson plan, or sometimes they create the materials based on the books that they use.
C.     Teaching in Class
Based on my observation, teaching activities in the class is based on the lesson plan that teachers have made before. But sometimes they do some variaton of teaching.
In introduction step, teacher gives pretest or some questions for the warm up activities. After that, the teachers involve the students to discuss about previous materials especially that related with the materials that they want to discuss. Commonly the teacher will ask the students directly about the previous materials. This activity is aimed to check the understanding of students and to recall students’ memorization about the materials. So that students will keep remember and understand the materials..
In main activities, teacher explain the topic(s). Teacher gives some examples on the board and demonstrates how to solve the questions. Teachers explain the materials by presenting it on the whiteboard, but sometimes they will present it on powerpoint or sometimes they use the Quizizz application to assess the student.  If students didn’t understand about the explanation, the teacher will give some tips and tricks. Sometimes the teacher use expository method and cooperative method. Teacher divides the students become a small group and woorking together in cooperative groups.
In closing, teacher gives post-test or some questions and students answer the question to clarify students understading about the lesson. Teacher guides students to make conclusion about the lesson that meeting and tell about topic(s) for next meeting.
D.     Measurement and Evaluation
Based on my observation, in every meeting, my mentor teacher always collect student's work, and the measurement is below:
Grade
Significant
Score Range
4
Excellent
80-100
3.5
Very good
75-79
3
Good
70-74
2.5
Fairly good
65-69
2
Satisfactory
60-64
1.5
Rather satisfactory
55-59
1
Passed
50-54
0
Poor/failed
0-49
In Basic Education Core Curriculum 2008, learning assessment can be divided into four levels, i.e., classroom level, educational institution level, educational service area level and national level.
The evaluation such as: group test, individual investigation and sometimes do the the students answer the question in front of class.
They have a ratio for assessing and scoring as follows :
Score before the final examination : final examination = 70 : 30
Criteria
Score
Test/assignment
20
Mid-term
20
Test/assignment
20                 
Conduct
10
Final examination
30
Total
100

 
PART V
TEACHING PRACTICE

A.     Procedures of Teaching
In the beginning of the lesson I do the warm up activities like a game, I ask the students to stand up and I gave them the question about math, the one who fastest and answer my question corectly can sit down and wait for the next activities. This method of game, can improve students motivation in learning Mathematics. After that, I gave them some pretest for the material in that meeting.
In the main activity, I explain the material. And after that I did my assessment with game, group work, and individual investigation. I ask the students to sit based on their houses and do the competition to get the higher score. And then, together with students counting the whole score and determine the winner.
Before end of my class, I ask students to summarize the whole lesson that we already learn. And gave the winner group some reward, so that it might be make another group motivated in the other chance of the competition to more study to be a winner.
B.     Time Management and Organizing Activities
My class was for 2 period of class. Which is 1 period is 50 minutes. So I got 100 minutes in total. It was enough for me to do warm up activities (games), teaching phase (explain material, evaluation) and closing phase. The specific time is on table below:
Activities
Time Alocation (minute)
Opening (Introduction)
Check the students attendance
5
Warm-up game
10
Pretest
5
Main (Learning-Teaching Process)
Explain the material
20
Students work (game)
40
Closing
Counting group score
5
Give reward to the winner group
5
Summarize the lesson
5
Give post-test and homework
5
C.      Problem-solving
I’m not too nervous on my 1st teaching. I'm enjoyed to teach in Mattayom 1. The students get used to using English. They can communicate with English language very well and they can answer my question very well. Even when I asked questions they were competing to answer it. My problem is when the first time I entered the classroom, I have to know the name all of the students in my class. And then, I asked them to make the name table so that I can remember their name one by one.
D.     Classroom Management
It is not difficult to manage the class in Teeratada Phitsanulok school, because the students are so discipline. When teaching in Mattayom, I have to know about the characteristic of the students. There are some students active in the class and also too quite. Fortunately, I already did my observation on another teacher class so I follow their trick to manage the students. I make them to work based on their houses (Amity, Victorino, Trevor and Luciano). So, everyone in class had their own chance to answer the questions. My mentor teacher said that I did well for manage the classroom. I can did it well because she showed me how to manage the classroom when I was observing her class, she did it very well.
 


PART VI
SUMMARY AND SUGGESTIONS

A.     Purposes of Practicum
The purposes of practicum are:
1.    to give chance to student teacher to get experience to the real teaching in school before they become the real teacher, it might be build their confident to teach in front of the real student.
2.      to produce globally competitive future teachers in ASEAN.
3.      to addapt different cultures from different countries.
B.     Procedures of Practicum
The procedurs of practicum are :
1.      Online orientation by SEAMEO
2.      Observation in some classes (1st week)
3.      Become teacher assistan (2nd week)
4.      Make lesson plans, worksheet and media
5.      Practice to teach in class (3rd week)
6.      Evaluation (4th week)
7.      Reflection
C.      Outcomes of Practicum
The student teacher got experience in teaching, and also got chance to had experience to the real teaching in school before they become the real teacher, it makes the student teacher build their confident to teach in front of the real student, also a lot of knowledge gained from the evaluation and reflection, students teacher can know what their strength and weakness. New culture is also gained after this practicum. Student teacher also can improve their English proficiency.
D.     The Challenges of Practicum
Here are some challenges thing that I got in this program:
1.      It was my first time to go abroad, and its hard for me to adapt the new culture
2.      I can’t speak in Thai, so I can not understand what the people talked about
3.      For food, its hard for me to find halal food
4.      Its hard to go far away from my home
E.      Overall Impression
I really happy and feel blessed when I realized that I got a chance to go abroad through this program.This experience is so amazing for me! I got so many new great things and unforgettable memories. I got great facilities from my home university, host university, and school practise. I thought that Teeratada Phitsanulok School was a great private school, because the school can manage the students even there are some boarding student, they can manage home students and boarding students very well.
This experience is so amazing for me, I got so many new great things and unforgettable memories. This experience not only develop for my teaching skill and my English skills but also gives me so much value of life. And the most important things are I get friends and even host family in here.
F.      Suggestions for Future Improvement
Pibulsongkram Rajabhat University and Ganesha University of Education keep continue to send their each delegates and also the range of areas for student teachers must be expanded, so that more opportunities are available for student teachers in ASEAN will get this experience.


ATTACHMENT (PICTURES)

Classroom Observation

Check students attendance

Give motivation to the student

Warm-up activity

Computer room

Assembly hall

with Mattayom 1 students

with Prathom students

with PSRU family

with my mentor teacher, teacher Sudarat

with Prathom students

SEA-TEACHER SELF REPORT

Student Name: Nadya Gita Octavia Home University: Ganesha University of Education (UNDIKSHA) Host University: ...