Guide Questions
for Student’s Teacher Self- Report
Student’s name: Erwinda Gracya Laman
Home university: Universitas Negeri Makassar
Receiving School: Tarlac
Agricultural University- Laboratory
School
1.
School: General Information and
Academic Administration
School Name :
Tarlac Agricultural Laboratory School-Science
High School
School
Address : Macalampa,
Camiling,Tarlac,
Philippines
School’s Vision : TAU as one of the top 500 agricultural
universties in Asia
The Teacher
Education Program of the Tarlac Agricultural University (then Tarlac College of
Agriculture) started in 1977 under the Department of Agricultural Education and
Home Technology headed by a chairman. The first chairman was Dr. Buenaventura
I. Hilario. The courses offered then were Bachelor of Science in Agricultural
Education (BSAgEd), Bachelor of Science in Elementary Education (BSEEd) with
majors in Elementary Agriculture and Home Economics, and Bachelor of Home
Science and Technology (BHST).
With the
issuance of Ministry of Education, Culture, and Sports (MECS) Order No. 26 s.
1983, the existing curricula were revisited and major curriculum changes were
made and approved by the Academic Council. TCA adapted the improved BEEd and
BSEd curricula and gradually phased out the BSAgEd and BHST programs.
In 1982, The Institute of Education was established by virtue of Board
Resolution No. 61 s. 1982 of the TCA Board of Trustees, with the consequent
appointment of Dr. Adriano H. Alonzo as the first institute dean. He was
succeeded by Dr. Philip B. Ibarra who served as Dean from 1991-1992. When Dr.
Ibarra was promoted to the post of Vice President for Academic, Cultural and
Sports Affairs, Dr. Eleanor G. Hilario became the institute dean in 1992 to
2001. With the ascension of Dr. Ibarra to the College Presidency, Dr. E.
Hilario took over the post of Vice President for Academic, Cultural and Sports
Affairs, and Prof. Arturo A. Tacderan became the institute dean for a short
while. Dr. Maximiano F. Dela Cruz succeeded him and became the dean until he
retired in April 2003. To avoid vacuum in the leadership at the Institute of
Education, Prof. Tacderan became the Officer-in-Charge until Dr. MacArthur A.
Purganan was appointed as dean on April 21, 2003, a post he occupied until June
5, 2005. Dr. Maria Teresa SJ. Valdez assumed the deanship of the Institute of
Education on June 6, 2005.
In 2002, in
response to the CHED’s program of vertical articulation of graduate programs,
the administration of graduate courses in teacher education, namely, Ph.D. in
Development Education, Master of Arts in Education (MAEd) and Master of Arts in
Teaching (MAT) was transferred to the Institute of Education.
The
undergraduate programs offered that time in the institute were Bachelor of
Elementary Education (BEEd) with specializations in Science, Mathematics, and
Agricultural Technology & Home Economics; and Bachelor of Secondary
Education (BSE) with majors in Mathematics, General Science, and Agricultural
Technology & Home Economics.
However,
with the growing demands of global competitiveness, CHED revised the policies
and standards for undergraduate teacher education courses. In response to these
revisions, the institute modified its BEEd program by launching the General
Education as the sole specialization casting off the three specializations. BSE
with majors in General Science and Agricultural Technology & Home Economics
were changed to Physical Science and Technology and Livelihood Education (TLE),
respectively. These alterations were approved by the Academic Council on April
8, 2005, and fortified through Board Resolution No. 27, s. 2005.
Another significant move was held on August 18,
2005. The Executive Council in its regular meeting approved the transfer of
administration of Bachelor of Science in Home Technology (BSHT) and Certificate
in Home Technology (CHT) to the Institute of Education effective Academic Year
2006-2007.
At the
onset of 2007, the Institute started offering Pre-school Education (PSEd), a
new specialization in the BEEd Program.
Amidst what
the modern world demands, two of the undergraduate programs offered in the
Institute—Bachelor of Secondary Education and Bachelor of Elementary Education—
were submitted for Level III Phase 1 Accreditation in 2008 and Level III Phase
2 Accreditation in 2009, eventually, leading to the attainment of Level III
Re-accredited status. In 2013 the Institute was able to hurdle its highest
achievement as its two programs passed the Level IV, Phase I Accreditation.
With the
institute’s commitment to excellence, it once again submitted its two programs
for evaluation/accreditation in September 2011: Bachelor of Science in Home
Technology on its Preliminary Survey and Doctor of Philosophy in Development
Education on Level 1 Accreditation, which respectively got a very satisfactory
rating. On December 2, 2011, the Master of Arts in Education program
successfully achieved its Reaccredited Level III status.
It was also
in 2011 that the institute marked a transition in administrative positions when
Dr. Maria Teresa S.J. Valdez assumed office as Vice President for Academic
Affairs, paving the way for Dr. Noel J. Petero to lead the institute. He was
instrumental in the implementation of several policies and innovations to
improve academic, research and extension functions of the institute.
In May
2014, Dr. Arnold E. Velasco became the dean of the Institute. He led the
Institute during the rigid evaluation by the Commission on Higher Education in
its quest to be a Center of Excellence (COE) in Teacher Education. The IEd
faculty and the TCA community were ecstatic when CHED awarded the Institute of
Education, Center of Excellence in Teacher Education on May 17, 2016.
The year
2016 was truly notable for the College was officially converted on May 10, 2016
into Tarlac Agricultural University (TAU) by virtue of Republic Act No. 10800
signed by His Excellency President Benigno S. Aquino III.
With this
change in status, reorganizations, reforms and shifts in prospects were
expected. The Institute of Education was named College of Education (CEd) and
was relocated to its new site based on the master development plan of the
University. The present dean that time, Dr. Velasco was appointed Director of
the Admission and Registration Services in November 2016. Consequently, an
equally able faculty from the College, Dr. Arnold R. Lorenzo assumed the
deanship. CEd faculty and students will occupy the new buildings for General
Education and Home Technology before 2017 ends.
At present the College of Education continues to
soar as it aims for higher goals of producing more leaders and highly
competitive graduates who will put up flaglets (with the college’s emblem) on
top of their own summits and contribute to the country’s development
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 once a week, on Monday. The students have
two break times; at 10 a.m. and 11.30 a.m. There are four grades in Tarlac Agricultural Laboratory
School. They are grade 7,
grade 8 grade 9 and grade 10. The students in the school are divided into
science classes and agriculture classes. There are around fifty (50) students
in each classes. In each classroom there are fans (around 2 to 3), black board, and LED TV along with
the speaker.
Laboratory School |
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 Tarlac
Agricultural Junior High School/Laboratory School :
Vision
TAU as one of the top 500
agricultural universities in Asia.
Mission
TAU is committed to improve the quality of life through the
production of competent graduates and relevant technologies in the service
of society.
Breakthrough Goals
1. Take lead in innovative teaching methodologies using technology
and/or appropriate ICT technologies to optimize learning.
2. Advance agricultural productivity and income through technology
transfer and training
3. Use of Science, Technology and Engineering (STE) effectively
for climate change resiliency and adaptation.
General Objectives
The TAU
– LS seeks to achieve the following objectives:
1. To develop the specific potentials of
each individual – the moral, spiritual, cultural, socio-civic and physical
aspects of his personality for his and society’s benefits;
2. To develop in the individual the sense of
belonging to a national community;
3 To develop intellectual and work skills
in the individual focused on the values that he must develop for the
meaningful and purposeful utilization of his skills;
4. To provide a sound criteria on
recruitment, promotion, demotion, termination and reshuffling or related
personnel action on the laboratory high school ; and
5. To develop a sound system appraisal,
evaluation and feedback and program planning on the physical, fiscal and
infrastructure activities of the LHS.
Specific Objectives
1. To
strengthen instruction in all subject areas through adequate professional
teacher training and material support.
2. To
increase agricultural productivity through integrated farming system
operated according to the
agri-business concept and train students to become entrepreneurs.
3. To
achieve greater efficiency of work performance through continuing program
of faculty development.
4. To
provide for the acquisition of instructional technology that will ensure an
efficient delivery of knowledge and their calculation of desirable values,
skills, habits, and attitudes.
|
Republic
of the Philippines
TARLAC
AGRICULTURAL UNIVERSITY
Camiling,
Tarlac
LABORATORY
SCHOOL
COURSE SYLLABUS
Academic
Year 2017-2018
Course Number : MATH
7
Course
Title : CALCULUS
Prerequisites :
College Algebra and Trigonometry
Credit (Lec-Lab-Unit):
Course Description: Basic concepts of calculus
such as limits, continuity and differentiability of functions; differentiation
of algebraic and transcendental functions involving one or more variables;
applications of differential calculus to problems on optimization, rates of
change, related rates, tangents and normals, and approximations; partial differentiation and transcendental
curve
tracing.
Course Outcomes: At the end of course, students are expected
to be able to:
1. Have a working knowledge of the basic concepts of functions
and limits;
2. Differentiate algebraic and transcendental
functions with ease;
3. Apply the concept of differentiation in
solving word problems
involving optimization, related
rates, and approximation; and
4. Analyze and trace transcendental curves.
Learning Activities : Lecture-discussions, output presentation, exposition
Values integrated : Diligence, cooperation, responsible, social responsiveness
Course
Professor : Karen A. Mariano
COURSE
OUTLINE AND TIME FRAME
|
||||
Time Frame
|
Course Content/Subject Matter
|
Time Frame
|
Course Content/Subject Matter
|
|
First Quarter
|
I.
Class Orientation
a.
VMGO
b.
Classroom Policies
c.
Grading System &
Other Course Requirements
UNIT I. TRIGONOMETRY
a. Introduction
b. The
Six Trigonometric Functions
c. Solutions
of Right Triangles
d. Applications
i.
Angle of Elevation
ii. Angle
of Inclination
e. Proving
Identities
|
Third Quarter
|
UNIT
V: DERIVATIVES AND DIFFERENTIATION
a. The
Tangent Line and the Derivative
b. Differentiability
and continuity
c. Derivatives
of Algebraic Functions
d. Derivative
of the Power of Rational Exponents
e. Derivative
of Trigonometric Functions
f. The
Chain Rule
g. Derivative
of Higher Order
h. Rectilinear
Motion and the Derivative as a Rate of Change
i. Implicit
Differentiation
j. Related
Rates
|
|
Second Quarter
|
UNIT II: REAL NUMBER SYSTEM
a.
The Real Number System
b.
Inequalities and Equations
c.
Absolute Value
d.
Relation and Function
e.
Trigonometric Functions
UNIT
III: LIMITS
a. Definition of Limits
b. Infinite Limits
c. Limits at Infinity
d. Theorem on Limits of a Function
e. One-Sided Limits
UNIT
IV: CONTINUITY
a.
Definition of Continuity of a
Function
b.
Continuity of Trigonometric Functions
c.
The Squeeze Theorem
|
Fourth Quarter
|
UNIT
VI: POLYNOMIAL CURVES
a.
Tangent and Normal to the Plane
Curves
b.
Increasing and Decreasing Functions
c.
Maxima and Minima
d.
Concavity
e.
Points of Inflection
UNIT
VII: APPLICATION OF DERIVATIVES
a.
Maximum and Minimum Problems
b.
Time Rates
|
Learning Plan
INTENDED
LEARNING OUTCOMES (ILO)
|
COURSE
CONTENT/SUBJECT MATTER
|
TIME
FRAME
|
TEACHING
AND LEARNING ACTIVITIES (TLAS)
|
TEXTBOOKS/
REFERENCES
|
RESOURCE
MATERIALS
|
ASSESSMENT
TASK (ATS)
|
FIRST QUARTER
|
||||||
At the end of class orientation, the
students should be able to:
1. state the vision and mission of the
College, goals of the Institute, and objectives of the program;
2.
explain the classroom policies;
3.
explain the grading system and other requirements of the course;
4. define angles and triangles;
5. convert the degree measure of an angle to
radian measure, and vice versa;
6. define
the six trigonometric ratios of an acute angle of a right triangle;
7. identify
the six trigonometric functions of an acute triangle of a given right
triangle;
8. express
given trigonometric functions in terms of their complementary functions or
cofunctions;
9. compute
the numerical values of trigonometric expressions involving special angles;
10.use the calculator in finding (a) the
value of a trigonometric function when given the angle measure, and (b) the
measure of the angle when given the value of the trigonometric functions;
11.compute the remaining side(s) and
angle(s) of a right triangle in four different cases;
12.solve word problems concerning the right
triangle that apply to construction, surveying, and navigation.
|
Class Orientation
a. VMGO
b. Classroom Policies
c. Grading System &
Other
Course Requirements
UNIT
I. TRIGONOMETRY
a. Introduction
b. The Six
Trigonometric Functions
c.
Solutions of Right Triangles
d. Applications
i.
Angle of Elevation
ii.
Angle of Inclination
iii. Heights
and Inaccessible Distance
|
10 Weeks
|
Lecture-Discussion
Powerpoint presentation
Deductive Method
Exposition
Exemplification
|
Student Handbook
TCA Faculty Manual
Course Syllabus
Leithold, Louis. The Calculus with
Analytic Geometry, Seventh Edition. New York, USA: Harper and Row Publishers
Inc.
|
Chalkboard/ Whiteboard
Chalk/Whiteboard marker
LCD Projector
|
Quiz
Recitation
Seatworks
Boardworks
Group/Individual activities
Homework
Quarter Exam
|
SECOND QUARTER
|
||||||
At the end of the unit, the student
should be able to:
1. discuss what are the different
classification of numbers in the system;
2. solve and give the solution set
of expressions involving inequalities, equalities and absolute value;
3. recall the notion of a function,
domain and range, the different types of functions and their graphs;
4. identify and give their own examples of the
different types of relations;
5. give the domain and range of a
function/relation;
6. differentiate function from relation;
7. define the limit of a function
8.
evaluate
limits using limit theorems;
9. interpret limits geometrically;
10.
prove limits using the formal definition ;
11.
determine the asymptotes of a function
analytically;
12.
define the continuity of a function at a
point, on an interval and on its domain;
13.
discuss the continuity of a given function,
i.e., the intervals for which it is continuous and its points of
discontinuity.
|
UNIT
I: REAL NUMBER SYSTEM
a.
The Real Number System
b.
Inequalities and Equations
c.
Absolute Value
d.
Relation and Function
e.
Trigonometric Functions
UNIT II: LIMITS
a. Definition of Limits
b.
Infinite Limits
c. Limits at Infinity
d. Theorem on Limits of a Function
e.
One-Sided Limits
UNIT III: CONTINUITY
a. Definition of Continuity of a Function
b. Continuity of Trigonometric Functions
c. The Squeeze
Theorem
|
10 Weeks
|
Lecture-Discussion,
Powerpoint presentation
Deductive Method
Exposition
Exemplification
|
Leithold, Louis. The Calculus with
Analytic Geometry, Seventh Edition. New York, USA: Harper and Row Publishers
Inc.
|
Chalkboard/ Whiteboard
Chalk/Whiteboard marker
LCD Projector
|
Quiz
Recitation
Seatworks
Boardworks
Group/Individual activities
Homework
Quarter Exam
|
THIRD
QUARTER
|
||||||
At the end of the unit, the students should be able to:
1. define
the derivative of a function and the derivative of a function at a point;
2. find the
derivative of a given algebraic function using the rules on differentiation
and the chain rule ;
3. discuss
the differentiability of a given function, i.e., the intervals for which it
is differentiable and the points where the derivative DNE Interpret
derivatives geometrically;
4. contrast
differentiability from continuity Extend the idea differentiation to curves
which are not functions through implicit differentiation;
5. calculate
higher order derivatives;
6. analyze
a particle moving in a rectilinear motion.
|
UNIT
IV: DERIVATIVES AND DIFFERENTIATION
a.
The
Tangent Line and the Derivative
b.
Differentiability
and continuity
c.
Derivatives
of Algebraic Functions
d.
Derivative
of the Power of Rational Exponents
e.
Derivative
of Trigonometric Functions
f.
The
Chain Rule
g.
Derivative
of Higher Order
h.
Rectilinear
Motion and the Derivative as a Rate of Change
i.
Implicit
Differentiation
j.
Related
Rates
|
10 Weeks
|
Lecture-Discussion,
Powerpoint presentation
Exposition
Inductive/Deductive Method
Exemplification
|
Leithold, Louis. The Calculus with
Analytic Geometry, Seventh Edition. New York, USA: Harper and Row Publishers
Inc.
Purcell, Edwin. Calculus with Analytic Geometry, Third
Edition. New Jersey, USA: Prentice-Hall, Inc.
Purcell, Edwin. Calculus with Analytic Geometry, Third
Edition. New Jersey, USA: Prentice-Hall, Inc
|
Chalkboard/ Whiteboard
Chalk/Whiteboard marker
LCD Projector
|
Quiz
Recitation
Seatworks
Boardworks
Group/Individual activities
Homework
Quarter Exam Recitation
Homework
Group/Individual Exercises
|
FOURTH QUARTER
|
||||||
At the end of the unit, the students should be able to
1.
solve for the equation and trace tangent and
normal lines to a plane curve;
2.
differentiate increasing and decreasing
functions;
3.
determine the maxima and minima, concavity
and points of inflection of a given expression;
4.
apply the different techniques of
differentiation in problems involving derivative.
|
UNIT V: POLYNOMIAL CURVES
a.
Tangent and Normal to the Plane Curves
b.
Increasing and Decreasing Functions
c.
Maxima and Minima
d.
Concavity
e. Points
of Inflection
UNIT
VI: APPLICATION OF DERIVATIVES
a. Maximum
and Minimum Problems
b. Time Rates
|
10 Weeks
|
Lecture-Discussion,
Exemplification
Actual Presentation/
Demonstration
|
Leithold, Louis. The Calculus with
Analytic Geometry, Seventh Edition. New York, USA: Harper and Row Publishers
Inc
|
Chalkboard/ Whiteboard
Chalk/Whiteboard marker
LCD Projector
|
Quiz
Recitation
Seatworks
Boardworks
Group/Individual activities
Homework
Quarter Exam
|
Suggested
Readings and References
|
Books:
Leithold, Louis. The Calculus with Analytic Geometry, Seventh
Edition. New York, USA: Harper and Row Publishers Inc.
Purcell, Edwin. Calculus
with Analytic Geometry, Third Edition. New Jersey, USA: Prentice-Hall, Inc
|
Course
Requirements
|
1. Attendance in all lecture
discussions and exercises/activities.
2. Quarter Exams.
|
Grading
System
|
Performance Task – 40 %
Written - 40 %
Quarter Exam - 20%
=======
100%
|
Classroom
Policies
|
1.
The
rule on failing mark for 20% unexcused absences shall be strictly enforced
(Chapter 4, Section 2, p. 24 of TCA Student Manual).
2.
Students
will be held responsible for all assignments and requirements for the entire
content on the course missed regardless of reasons for his absence (Chapter
4, Section 2, p. 24 of TCA Student Manual).
3.
Only
students officially enrolled in the course will be allowed to attend the
class.
4.
Talking
during examinations, possession of textbooks or notes of any kind (unless
authorized), giving or receiving information or any other attempts at
communication shall render the offender to disciplinary action (Chapter 5,
Section 4, p. 26 of the Student Manual).
5.
The
professor is not obliged to give a special or late test to any student who
fails to take an examination at the regular time, except upon a written
request approved by the Dean of the Institute concerned (Chapter 5, Section
5, p. 26 of the Student Manual).
6.
A
student under the influence of liquor and/or any dangerous/prohibited drug
shall not be allowed entry in the classroom to attend class.
7.
All
students enrolled in this class are advised to read Chapter 7, pp. 84-93 of
the TCA Student Manual for other salient policies and guidelines.
|
Prepared By
|
KAREN A. MARIANO
Assistant
Prof III
|
Recommending Approval
|
ARLENE V. TOMAS, Ph.
D.
Principal, Laboratory School
EDMUNDO B. BACCAY, Ph.D.
Director, Curriculum and Instruction
|
Approved
|
ERNESTO A. VIRAY,
Ph.D.
Vice President for Academic Affairs
|
2. Pedagogical Contents
Tarlac Agricultural
Laboratory 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
Tarlac Agricultural
Laboratory School uses the k12 curriculum. However, the curriculum is modified
by the 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 practice teacher during the teaching practice
SEA-Teacher Project at the Tarlac Agricultural Laboratory School.
Here my Lesson Plan :
1. First Lesson Plan
2. Second Lesson Plan
3. Third Lesson Plan
Here my Lesson Plan :
1. First Lesson Plan
2. Second Lesson Plan
3. Third Lesson Plan
4.
Observation on Teacher
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.
My cooperating teacher is using learning media |
Explain the lesson |
Group discussion |
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 connected to the topic that I have to explain and discuss.
Before
conducting the teaching practice, I have entered three classes to observe the teacher; the
grade 10 Science A, grade 10 Science B, and
Number Theory Class at university. At that time, I introduced myself to the students.
I just taught one class 10 A Science. Grade
10 A Science consists of 52 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, I
checked the attendance by asking the class secretary who was absent. Then,
the class can be
started.
In this case, the topic was Derivatives
of Higher Order for grade 10. The topic of Derivatives of Higher Order for
grade 10A divide into four session. I started the class by giving them motivation such
as activity, and gave them the picture related to the topic. After that I explained what will we
learn on that day.
After
explaining about the topic, I conducted a simple activity that, I prepared 52
cards as their number in the class. After that I showed them question about the
topic and gave them time to finish the question (3 or 5 minutes). When, the
time was up, I shake the cards and take a cards randomly. In this cards contain
the number of students as same in the attendance, so example I took a card that
contain number 1 so students who number one in the attendance go in front of
the class and finished the question in the blackboard and chose one of their
friend to explained it.
I also divided them into nine groups that consists
of 5 or 6 students.I
showed them a box. In this box there are 27 seven questions with three papers :
each question in the pink, orange, and purple papers with three different level
: easy (Pink paper), medium (purple paper), and hard (orange paper). But, we
didn’t know which one the easy, medium, and hard. So, each group should take 3
different color of paper, but the groups could not take 3 all at once. Each
group go in front of the class to take the paper whatever they want to take it
firstly, then back to their group and finish the question. They also could not
take another paper if they have not finish the question that they took before.
So, they have to finish the question before get another paper. Each of the
question has score so who gets the best score, I gave them the gift. They just
have 20 minutes to finish the question. After all of them finished it, I would
random 2 or 3 groups to present the answer of the question. The students enjoyed to do and
explain their answer.
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, although sometimes
they were so noisy. But, I tried to control the class so well and tried to make
them silent during I explain the topic.
Overall, it was fun and quite easy to handle the grade 10 A. 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
One of the student solves the problem |
Student Answer the question |
Student answer the question at the blackboard after discussion |
6. Summary and Suggestions
a. The purposes
The purpose of the program is to prepare a good future
teachers by teaching in another country and taught how
to be a real teacher.
From this program, we can improve our English skill both in the teaching in the
classroom or in communication with the other people. The practice can build the
relationship and have a new family in
the other country and also improve our knowledge about culture of another country.
b.
Procedures of practicum
Orientation
in the College, Observation in the class, Teaching Assistant, Practice
Teaching, Evaluation, and Reflection.
c.
Outcomes of practicum
There are three outcomes of the practicum. They are:
1) The practice
teacher can improve the
English proficiency;
2) The practice
teacher has many
experiences by teaching the students from another country and the
culture of the country; and
3) The practice gains more knowledge regarding the
teaching skill and pedagogy.
d.
The challenges of
practicum
It was a biggest 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 mathematics. It makes me study hard to teach the
students, especially I had to use English every day for teaching and
communication. At
first, it made me under the pressure; however, fortunately I can manage it well .Another challenge is I was not
familiar with the students in Philippines. I was afraid that they didn’t pay
attention and I couldn’t explain the lesson so well . But, fortunately I could
attract their attention and try my best to explain the lesson 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’m 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 unforgettable 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
Tarlac Agricultural University
The treatment from Tarlac
Agricultural 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 because it was
the first time of TAU join this program it is better if the coordinators always
monitoring the activity of Pre-Service Students teacher.
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
My cooperating teacher is awesome,
understanding, and really care to me. She gave me motivation before and after
teaching. She is patiently to teach me how to make lesson plan. She always
gives me suggestion, comments, compliment to improve my way to be a good
teacher. I’m so proud and happy of her that she could be my best cooperating
teacher. The suggestion for my cooperating teacher is should be a little bit
firm to the practice teacher.