The first agenda that I had to do in the school was classroom observation. Classroom observation is a process by which the observer sits in on one or more classroom sessions, records the instructor's teaching practices and student actions, and then meets with the instructor to discuss the observations. So, I will sit in the back of the class and observe the teaching process, moreover write down some important details of it. In the end of the class, I will also discuss about what just happened in the class with the teacher whose class I observed.
I
conducted the classroom observation in the level of Secondary School, the class
of Mattayom 1 untill Mattayom 6 which equal grade 7 to grade 12. I did it for
several times in Teacher Beth’s classes, Teacher Shawn’s, as well as Teacher
James’. All English Teachers in Satit Bangna School are foreigners. Most of them
come from United Kingdom while only one of them comes from Philipines. Here, in
Satit Bangna School, English Teachers are devided based on skills that will be
achieved. There are English Grammar skill which is belong to Teacher Beth’s
classes, and Applied English which is belong to Teacher Shawn’s classes. While,
Teacher James’ classes are additional classes specially for the Mattayom 4
untill Mattayom 6.
4.1 Planning
for Teaching
In planning for teaching teachers refer to the annual program that has been
determined by the school. In Indonesia we call it as PROTA (Program Tahunan)
and PROMES (Program Semester). So, the teacher will know which material that
will be taught in each meeting in order to fulfill the required annual program.
4.2 Preparing
Lessons and Materials
In preparing the
lesson, English teachers in Satit Bangna School uses the learning material from
the book of English Cambridge “Messages”
from Cambridge University Press, England, the same book that is owned by the students. The
teachers also use “Grammar Builder :
A Grammar Guidebook for Students of English” also from Cambridge University
Press, England. They presented
the material in the most conventional way which is using the whiteboard. This
way, the students will be more engaged to the lesson as the teachers can ask
some questions and then directly write down the answer of the students on the
whiteboard or even let the students to come forward and write down the answers
themselves.
English teachers
in Satit Bangna School also make several innovations throughout their teaching
processes. The teacher sometimes writes down couples of questions on a piece of
wide paper and attaches it on the whiteboard. Later, she will point on each
students to answer the questions from their seats. By this, she can use that
paper in another class with the same material without having to re-write the
questions. She admits that it will be more economical.
4.3 Teaching
in Class
While teaching, teachers in Satit Bangna School devide
the teaching procedures into five main activites namely motivation/warm up, presentation, practice,
production/activities and wrap-up.
For warm up activities, the teacher will ask all the students to stand up.
Then, they will be given a chance to answer some questions related to the
previous material or even the material that is going to be learned in that day.
The student who is able to answer correctly will be allowed to have a seat and
get 10 sadditional point. Let’s just say that the material is present continuous tense, so they will
be asked to make a sentence one by one based on the tenses with positive,
negative, and introgative patterns.
In presentation, the teacher uses Teacher-Centered Method in delivering the material. The teacher is
the source of the knowledges. The teacher plays the most important roles in the
class. Learning materials and innovation also came from the teachers. In this
activity, the teacher delivers the material conventionally using the whiteboard
to increase the students’ engagement.
The next is practice. Here, the
students are given some excercise related to the material. This can be
answering questions from their worksheet or even making a simple dialogue with
their partner. In this activity, the teacher also check the students work
together with all the students. Checking their work together will make the
students become more responsible simply by giving score to their friends’
works.
Then, for the wrap up, the students are
asked what they have learned in that day. Then, in the end, the students and
the teachers sum up the lesson together.
4.4 Measurement
and Evaluation
Teachers use the exact assesment as attached on the
lesson plan as the following example :
Expected
Outcomes
|
Instruments/Tasks
|
Criteria
|
Skills/Knowledge
|
||
1. Students are able to
answer questions from the story correctly.
|
- Sentence cards
|
70% of the students are able to stick the sentence card on the
board in correct order.
|
2. Students are able to read out loud and follow along.
|
- Sentence cards
|
80-100% - Excellent
70-79% - Good
60-69% - Fair
50-59% - Poor
|
3. Students are to complete comprehension exercises linked
with story.
|
- Activity
|
80-100% - Excellent
70-79% - Good
60-69% - Fair
50-59% - Poor
|
(Table 4.1. Assesment)
Besides the above
assesment, teachers also use the more conventional one. For example, one of the
teacher uses point. Before the class begin, the teacher will ask all the
students to stand up. Then, they will be given a chance to answer some
questions related to the previous material or even the material that is going
to be learned in that day. The student who is able to answer correctly will be
allowed to have a seat and get 10 additional point. Let’s just say that the
material is present continuous tense, so
they will be asked to make a sentence one by one based on the tenses with
positive, negative, and introgative patterns.
Another evalution is the excercises of fill in the blank test. Students are
asked to copy the blank sentences on the whiteboard onto their book and they
have to fill in the correct verb of each sentences.
 |
| (Teacher Beth's Class) |
 |
| (Teacher Shawn's Class) |
 |
| (Teacher James's Class) |
After the
classroom observation, there was one thing that I had to do before the teaching
practice. It was Teaching Assistance. In teaching assistance, I helped the
teachers to reinforce lessons presented by
teachers by reviewing material with students one-on-one or in small groups, help
teachers with recordkeeping, such as calculating grades and also help supervise
students in class. I followed teacher Beth’s classes and teacher Shawn’s
classes for this teaching assistance. In teacher beth’s classes, I helped to
reinforce the lessons that the students already got by asking what are their
difficulties in understanding the lessons one by one. I tried to explain it
again more detailed, but using a simple and uncomplicated language so that it
will be easier for the students to understand. I also helped them to answer one
of the questions on their book. After that, I let them continue to do the rest
of the questions.
Besides helping in
teacher Beth’s classes to reinforce the lessons to the students, I also helped
her to calculate the students’ grades. Teacher Beth asked me to check out the
students writing homework of simple present tense and present continuous tense.
In their homework, students were asked to make 5 different sentences. Each
sentence has to come in the two forms of simple present tense and present
continuous tense. So, there were 10 sentences in total. Most of the students got
great scores. It was all around 80 to 100. They were all doing a good job.
As I mentioned
before, I followed teacher Beth’s classes and teacher Shawn’s classes for this
teaching assistance. In teacher Shawn’s classes, I supervised the students in
class while they were making a Mother’s Day card. I also gave them suggestion
of how to make their cards looked better, and their sentences grammatically
correct. They were all very creative in making cards. One of them even drew a
baby and a mom to represent him and his
mother. They also used such a cute words to express their love and gratitude to
their mother.
Teaching assistance was so fun. I got a chance to know
each student more, since I talked to them face-to-face. Knowing they were happy
and satisfied with my help is also really flattering.
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