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:
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
|
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.
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:
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.