Self-Report (Muthmainna Dayanti Jufri)
Guide Questions for Student’s Teacher Self- Report
Student name: Muthmainna Dayanti Jufri
Home university: Universitas Negeri Makassar
Receiving School: Saint
Mary’s University- Junior
High School/Science High School
Blog Address: iinmuthmainna.blogspot.co.id
1.
School: General Information and
Academic Administration
School Name :
Saint Mary’s University High
School-Science High School
School
Address : Bayombong, Nueva Vizcaya,
Philippines
School’s Vision :
Excellence, Innovation, Communion and Passion for Christ’s Mission
At
first, it is the initiative of Msgr. Constant Jurgens, the CICM, then parish
priest of Bayombong, Nueva Vizcaya and one of the eraliest CICM missionaries to
arrive in the Philippines who wants to establish a Catholic school for the
children in his parish. However, Jurgens was
recalled to Europe to become the Director of the Bishop Hammer Institution in
the Netherlands.
It was Achilles de Gryse, Jurgens' successor, who pursued his dream through.
Thus, Saint Mary’s Elementary School was inaugurated in June 1928. Then, Godfrey
Lambrecht as director and Margaretha Hermus as principal opened the Saint Mary’s High School in 1934.
In
1947, Saint Mary’s College was opened by offering programs
in Associate of Arts, Bachelor of Science in Education, Bachelor of Arts, and
Junior Normal. Gradually,
the course offerings expanded with Bachelor of Science in Commerce (1951),
Bachelor of Science in Civil Engineering (1955), and the Graduate School (1962). Then the Belgian missionary
congregation Congregatio Immaculati Cordis Mariae took over the ownership and
also the management of Saint Mary’s College in 1967.
The college’s physical expansion program started with the
purchase and development of the campus by the Magat
River in 1968. The college was transferred to its
new site in 1969. Saint Mary’s College was
granted university status under the presidency of Rev. Fr. John Van Bauwel,
CICM, and became known as Saint Mary's University. Now, the president of Saint Mary’s University is Rev. Renillo H. Sta. Ana,
CICM.
Meanwhile, the school’s
principal of Saint Mary’s University High School-Science High
School is Melencio G. Bernandino Jr. It is the laboratory
school of Saint Mary’s University. The
school conducts the lesson from Monday to Friday at 7.30 a.m. to 5.00 p.m. The
flag ceremony is always be held twice a week, on Monday and Friday. The
students have two break times; at 10 a.m. and 11.30 a.m. They always go home at
the lunch break (at 11.30 p.m) and have to come back before 1.00 p.m. There are
four grades in Saint Mary’s University High School-Science High
School. They are grade 7, grade 8 grade 9 and grade 10.
The students in the school are divided into regular classes and science
classes. There are around fifty (50) students in each classes. In each
classroom there are fans (around 4 to 5), black board, and LED TV along with
the speaker.
This
school takes teaching materials based on k to 12. Every subject has two books.
First book for teacher as teacher’s guide and second book for students.
However, teachers usually add more materials from internet or other resources.
According
to the K to 12 Basic Education Program, this school uses a standards- and
competency-based grading system. These are found in the curriculum guides. All
grades will be based on the weighted raw score of the learners' summative
assessments. The minimum grade needed to pass a specific learning area is 60,
which is transmuted to 75 in the report card. The lowest mark that can appear
on the report card is 60 for Quarterly Grades and Final Grades. For these
guidelines, the school will use a floor grade considered as the lowest possible
grade that will appear in a learner's report card. Learners from Grades 1 to 12
are graded on Written Work, Performance Tasks, and Quarterly Assessment every
quarter. These three are given specific percentage weights that vary according
to the nature of the learning area.
K to 12 BASIC EDUCATION
CURRICULUM
THE FRAMEWORK
The
curriculum aims to help learners acquire highly-developed literacy skills that
enable them to understand that English language is the most widely used medium
of communication in Trade and the Arts, Sciences, Mathematics, and in world
economy. Furthermore, the curriculum aims to
help learners understand that English language is a dynamic social
process which responds to and reflects changing social conditions, and that
English is inextricably involved with values, beliefs and ways of thinking
about ourselves and the world we dwell in.
Through multi-literacy skills, learners will be able to appreciate and
be sensitive to sociocultural diversity and understand that the meaning of any
form of communication depends on context, purpose and audience.
This
is an example of Syllabus which use in Saint Mary’s University Junior High
School/Science high School.
CORE LEARNING AREA STANDARD: (SCIENCE FOR
THE ENTIRE K TO 12)
The
learners demonstrate understanding of basic science concepts and application of
science-inquiry skills. They exhibit scientific attitudes and values to solve problems
critically, innovate beneficial products, protect the environment and conserve
resources, enhance the integrity and wellness of people, make informed decisions,
and engage in discussions of relevant issues that involve science, technology,
and environment.
KEY STAGE STANDARDS:
(STANDARDS FOR SCIENCE LEARNING AREAS FOR K 7-10)
At
the end of Grade 10, the learners should have developed scientific,
technological, and environmental literacy and can make that would lead to
rational choices on issues confronting them. Having been exposed to scientific
investigations related to real life, they should recognize that the central
feature of an investigation is that if one variable is changed (while
controlling all others), the effect of the change on another variable can be
measured. The context of the investigation can be problems at the local or
national level to allow them to
communicate with learners in other parts of the Philippines or even from
other countries using appropriate technology.
The learners should demonstrate an understanding of
science concepts and apply science inquiry skills in addressingreal-world problems
through scientific investigations.
K to 12 BASIC
EDUCATION CURRICULUM
Grade/Level
|
Grade-Level
Standards
|
Grade 7
|
At the end of Grade 7,
learners can distinguish mixtures from substances through semi-guided
investigations. They realize the importance of air testing when conducting
investigations. After studying how organ systems work together in plants and
animals in the lower grade levels, learners can use a microscope when observing
very small organisms and structures. They recognize that living things are organized
into different levels: Cells, tissues, organs, organ systems, and organisms.
These organisms comprise populations and communities, which interact with
non-living things in ecosystems.
Learners can describe the
motion of objects in terms of distance and speed, and represent this in
tables, graphs, charts, and equations. They can describe how various forms of
energy travel through different mediums.
Learners describe what makes
up the Philippines as a whole and the resources found in the archipelago. They
can explain the occurrence of breezes, monsoons, and ITCZ, and how these
weather systems affect people. They can explain why seasons change and demonstrate
how eclipses occur.
|
Grade 8
|
At the end of Grade 8,
learners can describe the factors that affect the motion of an object based
on the Laws of Motion. They can differentiate the concept of work as used in
science and in layman’s language. They
know the factors that affect the transfer of energy, such as temperature difference,
and the type (solid, liquid, or gas) of the medium.
Learners can explain how
active faults generate earthquakes and how tropical cyclones originate from
warm ocean waters. They recognize other members of the solar system.
Learners can explain the
behavior of matter in terms of the particles it is made of. They recognize
that ingredients in food and medical products are made up of these particles
and are absorbed by the body in the form of ions.
Learners recognize
reproduction as a process of cell division resulting in growth of organisms.
They have delved deeper into the process of digestion as studied in the lower
grades, giving emphasis on proper nutrition for overall wellness. They can
participate in activities that protect and conserve economically important
species used for food.
|
K to 12 BASIC
EDUCATION CURRICULUM
GRADE 7
Grade 7 – Force, Motion and, Energy
THIRD QUERTER/THIRD GRADING PERIOD
|
|||||
I. Motion In One Dimension
1. Descriptors
of Motion
1.1
Distance or Displacement
1.2
Speed or Velocity
1.3
Acceleration
|
The
Learners demonstrate an understanding of:
Motion in
one dimension
|
The
Learners shall be able to:
Conduct a
forum on mitigation and disaster risk reduction
|
The
learners should be able to..
1. describe
the motion or an object in terms of distance or displacement, speed or
velocity, and acceleration;
|
S7FE-IIIa-1
|
|
2. differentiate
quantities in terms of magnitude and direction;
|
S7FE-IIIa-2
|
||||
3. create and interpret visual representation
of the motion of objects such as tape charts and motion graphs;
|
S7FE-IIIb-3
|
||||
II.
Waves
1. Types
of waves
2. Characteristics
of waves
2.1
Amplitude
2.2
Wavelength
3. Wave
Velocity
|
Waves as a
carries of energy
|
4. infer
that waves carry energy;
|
S7LT-IIIc-4
|
||
5. differentiate
transverse from longitudinal waves, and mechanical from electromagnetic
waves;
|
S7LT-IIIc-5
|
||||
6. relate
the characteristics of waves;
|
S7LT-IIIc-6
|
||||
III. Sound
1. Characteristics
of sound
1.1
Pitch
1.2
Loudness
1.3
Quality
|
The
characteristics of sound
|
7. describe
the characteristics of sound using the concepts of wavelength, velocity, and
amplitude;
|
S7LT-IIId-7
|
||
8. explain
sound production in the human voice box, and how pitch, loudness, and quality
of sound vary from one person to another;
|
S7LT-IIIe-8
|
||||
9. describe
how organisms produce, transmit, and receive sound of various frequencies
(infrasonic, audible, and ultrasonic sound);
|
S7LT-IIIe-9
|
K to 12 BASIC EDUCATION CURRICULUM
GRADE 8
Grade 8 – Matter
THIRD QUERTER/THIRD GRADING PERIOD
|
|||||
1. the Particle Nature of Matter
1.1
Elements, Compounds, and
Mixtures
1.2
Atoms and Molecules
|
The Learners
demonstrate an understanding of;
the particle
nature of matter as basis for explaining properties, physical changes, and
structure of substances and mixtures
|
The Learners
shall be able to;
Present how
water behaves in its different states within the water cycle
|
The Learners
should be able to..
1. Explain
the properties of solids, liquids, and gases based on the particle nature of
matter;
|
S8MT-IIIa-b-8
|
|
2. Explain
physical changes in terms of the arrangement and motion of atoms and
molecules;
|
S8MT-IIIc-d-9
|
2.
Pedagogical Contents
Saint Mary’s
University High School-Science High School uses k12 as the curriculum. For Science
and Technology, all the
students will learn about science. The teaching and learning process is
always in two ways. The teacher always tries to make the students active by
asking questions to deepen their knowledge regarding the material. Sometimes,
the teacher asks the students not to open and read the textbook. It is intended
to make the students fully pay attention of the teacher’s explanation. The
teacher always uses both the blackboard and LED TV by
power point to explain
the material. In practice of the lesson, the teacher gives assignment to the students which
will be discussed that day or in the next day. Usually a topic is divided into two
until four session according the topic. In this case, the teacher will
conduct two evaluations for both parts in different time.
3. Teaching Plan
Saint Mary’s
University High School-Science High School uses the k12 curriculum. However,
the curriculum is modified by the school since it is private school. All the
teachers have to submit all next week lesson plan to the head of the subject
first before they teach the students. It means that they have to finish all the
five days lesson plan at least three days before it. Then, the teachers should
revise the lesson plan if the head of the subject asks to do that. Usually, the
head of the subject is the senior one who has more experiences than the others.
The lesson plan and the power point presentation that have been created by the
student teacher SEA-Teacher Project during the teaching practice SEA-Teacher
Project at the Saint Mary’s University High School-Science High School.
Saint
Mary’s University
Bayombong,
Nueva Vizcaya
School of
Teacher Education and Humanities
|
DAILY LEARNING PLAN (DLP)
Name
|
Muthmainna Dayanti Jufri
|
Grade Level
|
Grade 7
|
Teacher
|
Mrs. Marites Vilma F. Sanchez
|
Learning Area
|
Science
|
Teaching Dates and Time
|
7:30 am-8:30 am
|
Quarter
|
Third Quarter
|
Subject
Matter
|
Waves
|
Objectives
|
By the end of the lesson the students should have;
1.) described what a waves is;
2.) identified the types of waves; and
3.) exemplified the value learned from the
lesson through picture reading.
|
References
|
Madriaga, E.A (2015).Science
Links.Worktext for Scientific and
Technological Literacy.Manila, Philippines: Rex Publishing. Pages
216-218.
|
Materials
|
Laptop, LED Tv, Pictures on Work, Ppt on Wave
|
Nature
of Assessment
|
Formative: Oral Questioning
Summative: What wave am I?
|
P R O C E DU R E S
|
|
SESSION
1
|
|
TEACHER’S
ACTIVITY
|
STUDENT’S ACTIVITY
|
PREPARATION
a.)
ROUTINARY
ACTIVITIES
Good Morning, class!
May I call in front the prayer leader
for today?
I am teacher Muthmainna Dayanti
Jufri, you can called me Iin. I want you to listen when somebody is talking.
Raise your hand if you want to say something. And I am encouraging you to
speak in English. Lastly, I want you to listen to me whenever I am
discussing.
Who are absent for today?
b.)
Motivation
May I have two volunteers to come
infront.
So now, I want the other student to
create a wave using the rope and the other one will just hold the end of the
rope.
What
did you notice?
Have you ever tried throwing stone to
the water?
What
did you usually notice?
Thank you class! That is what we call
Wave. For this day we are going to discuss Wave and these are our objectives;
1.)
describe what is a wave;
2.) identify the types of waves; and
3.)
exemplify the value learned in the lesson.
|
Good
Morning Ma’am.
Put your hands together and let us
pray. In the name of the father and of the son and of the Holy Spirit………
Yes
ma’am.
(The
class monitor will check the attendance.)
(The
students will go infront.)
(The
students will do the simple activity.)
(The
students will share their idea.)
Yes
ma’am.
No
ma’am.
(The
students will share their idea.)
|
PRESENTATION
Based from the activity, question,
and your ideas what do you think is a wave?
Thank
you! How about you _____?
Now let’s take a look at the
description of Wave based on physics.
Wave is a propagation of disturbance
through a medium in which energy is transferred.
Wave carries energy and transfer but
they do not transfer particles of the medium, just like the example a while
ago. The energy possessed by the rock was transferred to the water which
causes it to form a ripples.
Kindly give me an example of a wave
you encounter every day?
Who
can describe a wave pulse?
Kindly
say something about it?
What do you call then a series of
disturbances created in a medium?
Can somebody tell me something about
wave motion?
Did
you understand class? Or do you have any question?
If none we are going now to discuss
the different types of a waves. Can you give me a type of a wave you know?
Can
you describe what a transverse wave is?
How
about longitudinal waves?
Under Longitudinal wave there are two
category which are; Mechanical wave and Electromagnetic wave.
Can
somebody read what a mechanical wave is?
How about the electromagnetic wave?
How would you then differentiate the two?
|
(A
student will share their ideas.)
(Another
student will share.)
(The
students will have their sharing.)
A
wave pulse is a simple disturbance ma’am.
(The
students will have their sharing.)
A
wave train ma’am.
Energy
propagation by means of motion of a change in medium rather than the medium
itself ma’am.
(The
students will ask questions.)
Transverse
waves ma’am.
Longitudinal
waves ma’am.
Transverse wave is a wave in which
particles of the medium move in a direction perpendicular (or at right
angles) to the direction of the wave’s movement ma’am.
Longitudinal wave is a wave in which
particles of the medium move in a direction parallel to the direction of the
wave ma’am.
A mechanical wave is a wave that is
not capable of transmitting energy through a vacuum. It needs material medium
such as solid, liquid, or gas to transport its energy from one location to
another.
Electromagnetic wave is the type of
the wave that can transmit energy even without any material medium.
(The
students will share their ideas.)
|
PRACTICE
a.)
WhatWaveamI?
I
have here pictures on wave and you are going to tell me whether it is a
transverse wave, longitudinal wave, mechanical wave, or electromagnetic wave.
You will write your answers on ¼ sheet of paper.
Are
you done?
Let’s
check your answers
PURPOSEFUL CLOSURE
Now
for this time, I want you to complete this statement.
From
the discussion, I have learned the value of ___________________, which can be
applied in ____________________.
Let
us pray. Put your
hands together and let us pray. In the name of the father and of the son and
of the Holy Spirit………
Good bye class see you around.
|
(The students will do the
activity.)
Yes
ma’am.
(The
students will check the answers.)
(The
students will do the activity.)
In the name of the father and
of the son and of the Holy Spirit………
Good bye ma’am.
|
What
are the different characteristics of waves? Describe each.
|
Prepared by:
Muthmainna
Dayanti Jufri
Checked by:
Mrs. Marites
Vilma F. Sanchez
Cooperating
Teacher
Saint
Mary’s University
Bayombong,
Nueva Vizcaya
School of
Teacher Education and Humanities
|
DAILY LEARNING PLAN (DLP)
Name
|
Muthmainna Dayanti Jufri
|
Grade Level
|
Grade 8
|
Teacher
|
Mrs. Marites Vilma F. Sanchez
|
Learning Area
|
Science
|
Teaching Dates and Time
|
8:50 am-9:50 am
|
Quarter
|
Third Quarter
|
Subject
Matter
|
Matter
|
Objectives
|
By the end of the lesson the students should have;
1.) defined what is a matter;
2.) inferred the particulate nature of matter;
3.) identified three states of matter; and
4.) manifested the value of respecting each other’s
uniqueness.
|
References
|
Madriaga, E.A (2015).Science
Links.Worktext for Scientific and
Technological Literacy.Manila, Philippines: Rex Publishing. Pages
229-231.
|
Materials
|
Laptop, LED Tv, Pictures on Work, Ppt on Matter
|
Nature
of Assessment
|
Formative: Oral Questioning
Summative: Matchme
|
P R O C E DU R E S
|
|||||||||||||||||||||||||
SESSION
1
|
|||||||||||||||||||||||||
TEACHER’S
ACTIVITY
|
STUDENT’S ACTIVITY
|
||||||||||||||||||||||||
PREPARATION
a.)
ROUTINARY
ACTIVITIES
Good Morning, class!
May I call in front the prayer leader
for today?
I am teacher Muthmainna Dayanti
Jufri, you can called me Iin. I want you to listen when somebody is talking.
Raise your hand if you want to say something. And I am encouraging you to
speak in English. Lastly, I want you to listen to me whenever I am
discussing.
Who are absent for today?
b.)
Drawing
Particle
Kindly choose your partner because
you will be doing an activity which is to draw the particle that I will be
giving you. And answers the questions on your books on page 229.
Are
you done?
What did you notice on your activity?
Does
it have similarities or differences?
What do you think now is our topic
for today?
Thank you class! Topic for today is
about matter and our objectives are;
1.)
define matter;
2.)
infer the particulate nature of matter;
3.) identify three states of matter;
and
4.) manifest the value of respecting each
other’s uniqueness.
|
Good
Morning Ma’am.
Put your hands together and let us
pray. In the name of the father and of the son and of the Holy Spirit………
Yes
ma’am.
(The
class monitor will check the attendance.)
(The
students will do the activity.)
Yes
ma’am.
No
ma’am.
(The
students will share their idea.)
It’s
about matter ma’am.
|
||||||||||||||||||||||||
PRESENTATION
Based
from the activity, question, and your ideas what do you think is a matter?
Thank
you! How about you _____?
Now let’s take a look at the
definition of Matter based on physics.
Matter is made up of very small
particles called atoms.
Matter is anything that takes up
space and has mass.
Matter is a substance that has
inertia and occupies physical space. According to modern physics, matter
consists of various types of particles, each with mass and size.
How
do you call the smallest particles?
How
about the particles larger than atoms?
How
would you then differentiate atoms from molecules?
Molecules, compare to atom, is a
large particle formed by the combination of two or more atoms. Water is
molecules; it is made up of one oxygen atom and two hydrogen atoms.
Using the macroscopic and microscopic
attributes or qualities of substances, one can distinguish among solids,
liquids, and gases.
How
can you say that a certain state of matter is microscopical? How about if it
is macroscopical?
Just
remember class that the kinetic molecular theory of matter have the following
key points. What are those?
Are
there any force involved?
Can
you tell me what those are?
I
have a pictures and you are going to tell me what state of matter is it.
Do
you have any questions?
If
none let’s have an activity.
|
(A
student will share their ideas.)
(Another
student will share.)
Atoms
ma’am.
Molecules
ma’am.
(The
students will have their sharing.)
Students
will share their ideas.
The
students will enumerate key points.
There
are ma’am.
Intramolecular
forces which is the attractive forces that hold particles together ma’am.
Intermolecular
forces are forces of attraction that can hold together identical particles
such as water particles in a drop of water, or two different types of
particles, such as carbon in graphite and the cellulose particles in paper.
The
student will ask the questions.
|
||||||||||||||||||||||||
PRACTICE
a.)
Matchme!
On
a one whole sheet of paper, you will match concepts on column A to its
description or examples on column B
Are
you done class?
Let
us check your papers. Exchange papers with your seatmate.
PURPOSEFUL CLOSURE
a.)
What
MATTERS to me?
So,
we discussed the different types of matter namely, solid, liquid and gas.
Now, among these three, what type of matter most to you? Why?
Anyone
who can share his/her answer?
b.) CHRISTIAN VALUES INTEGRATION
In
chemistry there are three types of matter and each type has its own unique
characteristics and as a person we are all unique in our own ways so we must
respect each other.
-
How do you show your respect to others?
Parents/classmate/teacher
Let
us pray. Put your
hands together and let us pray. In the name of the father and of the son and
of the Holy Spirit………
Good bye class see you around.
|
(The students will do the
activity.)
(The
students will do the activity.)
Yes
ma’am.
(The students will share their answers.)
In the name of the father and
of the son and of the Holy Spirit………
Good bye ma’am,
|
||||||||||||||||||||||||
For
your assignment. Be able to describe the properties of solids, liquids and
gases.
|
Prepared by:
Muthmainna
Dayanti Jufri
Checked by:
Mrs. Marites
Vilma F. Sanchez
Cooperating Teacher
4.
Observation on Teacher
I
observed my cooperating teacher. She is the head of the Science Subject.
a.
Planning
for Teaching
The making of lesson plan is manually made by the
teacher. The teacher is required to make the lesson plan for a week or for the
the whole topic. Usually, a topic can be done in a week or more. The lesson
plan is detailed lesson plan.
b.
Preparing
Lesson and Materials
The teacher prepares the material by her own; however,
the base is the textbook. Sometimes the teacher also make her own instructional
material for teaching the topic if it is necessary.
c.
Teaching
in Class
In finishing a topic, usually the teacher divides the
meetings into some sections. For example, on the first meeting she will explain
the topic first and have question and answer section meanwhile for the third
meeting the teaching will conduct a game section regarding the topic to teach
the students. In conducting the game, the teacher will make the instructional
material (the property of the game).
d.
Measurement
and Evaluation
The teacher always uses
question and answer method in teaching the students. In the end of the lesson,
she always gives them assignment that will be discussed on the next day or gives them quiz.
5.
Teaching Practice
The
teaching practice was done same as the lesson plan. The teaching was divided into
four parts. The preparation, presentation, practice and also the purposeful
closure. In the preparation, I gave the students motivation which was conected
to the topic that I have to explain and discuss.
Before
conducting the teaching practice, I have entered four classes to observe the teacher; the
grade 7 Earth Savers, grade 7 Environmentalists, grade 8
Nature Lovers and grade 8 Ecologists. At that time, I introduced myself to the students.
The four classes that I observe, I already teach them. Grade
7 Earth savers there are 47 students, grade 7 Environmentalists there are 49
students, grade 8 Nature Lovers there are 45 students, and grade 8 Ecologists
there are 46 students.
The
class was always started with praying (one of the students which has been
chosen led the pray in front of the class). After that, four students as the
checker of the week have to report about the presence of the female students,
the presence of the male students, the appropriateness of the student’s uniform (the completeness), and the
appropriateness of their sitting arrangement. If all have been set, the class
can be started.
In this case, the topic was waves
and sound for grade 7 and matter for grade 8. The topic of waves to grade 7
divide into two session and sound divide into two session. The topic of matter
to grade 8 divide into four session. I started the class by giving them motivation such
us activity, gave them the picture, and gave them video related the topic. The students have to explain
their notice. Then after
that I explained what will we learn on that day.
After
explaining about the topic, I conducted a simple activity that, I divided them into five
or six groups. For
example the session 1 for grade 7, I gave them a picture the named is
“WhatWaveamI?” and they will tell
me whether it is a transverse wave, longitudinal wave, mechanical wave, or
electromagnetic wave. While, the session 1 for grade 8, I gave them match
concepts on column A to its description or examples on column B the named is
“MatchMe!”. The students enjoyed to do and explain it.
The
students was really good in English. They really
understand me and understand my explanation. They were really active in the class. All of them were
paying attention to me and none of them was noisy. Overall, it was fun and
quite easy to handle the grade 7 (Earth Savers and
Environmentalists) and grade 8 (Nature Lovers and Ecologists). After conducting the teaching
practice in the school, things that need to be improved are the ability to
overcome unexpected things that may and voice controlling during teaching
learning process. My mentor suggested me as the teacher to prepare plan B for
teaching. So if the plan A does not work, I can still keep the teaching process
run well.
6.
Summary and Suggestions
a. The purposes
The purpose of the program is to prepare a good future teachers
by teaching in another country. From this program, we
can improve our English skill both in the teaching in the classroom or in
communication with the other people. The student teachers can build the
relationship and have a new family in
the other country.
b.
Procedures of practicum
Orientation
in the College, Orientation in the School, Observation in the class, Teaching
Practice, Evaluation, and Reflection.
c.
Outcomes of practicum
There are three outcomes of the practicum. They are:
1) The student teacher can improve the
English proficiency;
2) The student teacher has many
experiences regarding teaching the students from another country and the
culture of the country; and
3) The student teacher gains more
knowledge regarding the teaching skill and pedagogy.
d.
The challenges of
practicum
It is a big challenge for me to teach
and live in the ESL country (English for Second Language), the Philippines
because in my country (Indonesia) English is a foreign language. The book that
I always use in Indonesia is Indonesian language and in Philippines I use
English book to teach science subject so made me study hard to teach the
students. At first, it
made me under the pressure; however, fortunately I can manage it well.
e.
Overall impression
I
am very grateful to be able to join this program. Thanks to the lecturer who
has given me the opportunity to join the SEA-Teacher program. From this program
I not only get the teaching experience in front of students whose English
ability is very good, but I also get new friends and family. For one month I
can improve my English skills because it is a must for me if I want to
communicate with others. I have a lot of valuable experience and hopefully I
can be a good teacher in the future.
f.
Suggestions for future
improvement
1)
For
SEAMEO
The exchange pre-service teacher program is a good
program to improve students’ English proficiency and to improve their way of
teaching. The suggestion for the organization, it will be better if the other
ASEAN countries can join the program.
2)
For
Saint Mary’s University
The treatment from Saint Mary’s University was beyond
expectation. It was really satisfying. From the president, lectures and the
students college were really helpful. The program was also well organized. The
suggestion is it is better if the university make a timeline in detail
regarding the schedule of the student teachers who join the program.
3)
For
School
From
me, this is the good school started from the principle, teachers, staff of the
school and the students. The
suggestion for the school is to maintain the achievement of the students, the
facilities and services from the school.
4)
For
Cooperating Teacher
The cooperating teacher is
really good, understand, and considerate to me. She gave me motivation every
time I finished to teaching. The suggestion for my cooperating teacher is
remain the teacher that proud of students.
First Day in Manila
Arrive in Inang Maria Dormitory
Welcome Party In Saint Mary's University
Farewell party
With Lecturer and Buddies SMU
With Cooperating Teacher and Buddy
Extrication in SMU High School-Science High School
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