Sunday, April 8, 2018

Self Report


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

                               Blog Address: windagracya.blogspot.com

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



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




 
Group Discussion


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.