My Self Report: CHAPTER I

I.                   School: General Information and Academic Administration

1.1 SCHOOL PROFILE

Satit Bangna School was established by Mr. Churairat (Srikraivin), the former Managing Director of Raymund Land, and is aware of the problem regarding the development of education for children in Thailand, especially the condition of its crowded streets filled with air, dust and noise pollution.  The children have to spend time commuting from home to school for up to several hours in a day that which makes it very time consuming leaving the students with little or no opportunity to play or partake in activities that are useful in the development of both their physical and mental health.  As a result, this issue significantly impacts the development of the children’s intelligence. The result of this problem will reflect in developing the country in the future.

Mr. Churairat planned to build a school in the suburbs in order to have a good atmosphere and nature, which are both conducive in teaching and performing sport activities.  This also helps to reduce anxiety of the students’ parents who cannot look for the school that is good enough, but in the city far from home.  There are many reasons for this.

Mr. Churairat’s land was approximately 20 hectares in the area of Raymund Park Road at Moo 11, District of Bangplae, Bangplee in the province of Samutprakan.  The school building has a place for the sports and recreational activities including football field, basketball court, tennis court and swimming pool, meeting the standard size in the year of 1994.

The founder of the school chose to invite Dr. Aree Sunhachawee, the former Primary School Teacher demonstration of SWU University and former principal of the high school demonstration of SWU Administration.  She was appointed as the school’s first principal and named it “Satit Bangna School”.

Satit Bangna School is committed to leading schools within the country by developing and learning its current reform.  The school has an overall goal to completely develop the youth’s body and mind, instilling Thai values, as well as cultivating modern competency and creativeness within the children.

Satit Bangna School’s Director is Dr. Nadrudee Chitrangsan. The vision/mission of Satit Bangna School aimed in building the ability of the students at the most of their full potentials with happiness in the atmosphere of learning and be a good Thai citizen.  It also develops students to be more globally competitive. Its vision is Core Curriculum for Basic Education is focusing in all learners with the balance human strength. It also focuses in knowledge of physical, moral ethics of Thai citizens and global citizens. The adherence to the rule is in compliance of democratic government with the King as Head of State with the knowledge and basic skills and attitudes necessary in Education careers and lifelong education. Focusing the learners based on the belief of all people, learn and develop to their full potential.

The goals of the school are:

1.      To have the moral ethics, desirable values, practice the principles of Buddhism or religion and teaches philosophy of economical sufficiency.

2.      To have the universal knowledge and ability to communicate on their own thinking, solve their problem, and more technological and life skills.

3.      To have the physical knowledge and mental wellbeing, personality and love to exercise.

4.      To have the loyalty to this country in being a Thai citizen, observing the lifestyle of the country’s democracy and the King as Head of State.

5.      To have the cultural and intellectual awareness of their country and using that knowledge to conserve all of what is has to offer to live happily in the society.

Satit Bangna School adopts “7 Habits” for the students and is adapted from Stephen Covey’s Book “The 7 Habits of Highly Effective People”. Every morning, after daily ceremony, students are asked to pronounce and also apply all of these collections of habits as a role for their live.

1.      Habit 1: Be Proactive.

Change starts from within, and highly effective people make the decision to improve their lives through the things that they can influence rather than by simply reacting to external forces.

2.      Habit 2: Begin with the End in Mind.

Develop a principle-centered personal mission statement. Extend the missions statement into long-term goals based on personal principles.

3.      Habit 3: Put First Thing First.

Spend time doing what fits into personal mission, observing the proper balance between productions and building production capacity. Identify the key roles that are taken in life, and make time for each of them.

4.      Habit 4: Think Win/Win.

Seek agreements and relationship that are mutually beneficial. In cases where a “win?win” deal cannot be achieved, accept the fact that agreeing to make “no deal” may be the best alternative.in developing an organizational culture, be sure to reward win/win behavior among employees and avoid inadvertently rewarding win/lose behavior.

5.      Habit 5: Seek to Understand, Then to Be Understood.

First seek to understand the other person, and only then try to be understood. Effective listening is not simply echoing what the other person has said through the lens of one’s own experience. Rather, it is putting oneself in the perspective of the other person, listening emphatically for both feeling and meaning.

6.      Habit 6: Synergize

Through trustful communication, find ways to leverage individual differences to create a whole that is greater than the sum of the parts. Through mutual trust and understanding, one often can solve conflicts and find a better solution than would have been obtained through either person’s own solution.

7.      Habit 7: Sharpen the Saw

Take time out from production to build production capacity through personal renewal of the physical, mental, social/emotional, and spiritual dimensions. Maintain a balance among these dimensions.

1.2 ACADEMIC SUPPORT SYSTEM

            Satit Bagna School provides all students supportive services including study skills help, timemanagement, academic coaching as well as resources for students with disabillities. The school also has an official Web site www.satitbangna.ac.th which shows every important thing about the school such as informations and academic activities as its Accademic Support System. All of the activities that has been done is shown through this website. The school also offers special class such as swimming, Chinese, computer, English, Cooking, and Art to help the students achieve academic success. The school emphasized the Multiple Intelligences and Brain Based Learning and develops the ability of each child.  

The school opened the Curriculum of English Language Focus (ELF). It emphasizes learning English in Math, Science and English with a native speaker who has ability in teaching with Thai teachers and other major subjects based on the Ministry of Education. The school practices the students “good leadership and love of reading” using the Curriculum of The Leader in Me to develop leadership together with the theory of Multiple Intelligences for the development of students potential.  Altogether, for preparing the students’ skills properly in the 21^st century and prepare to be globally competitive.

1.3 TEACHING SYSTEM

            Satit Bangna School equips the students with some professional native foreign teachers in order to make the students easier in learning foreign language, such as native English teachers, and also native Mandarin Teachers. Besides it also provides academic coaching for students with disabilities. Satit Bangna School has 3 methods of teaching. The first one is Guided Learning, it refers to an array of classroom practices that promotes students learning through guided and increasingly independent investigation. This technique is used to create an independent learner who is able to find the information by himself and manage his own learning, so that the students can share their ideas and opinions and collaborate with each other. The second is Students’ activities. The third is Working and Presenting with others. There are also some performances of the learner that are expected as an outcome of the teaching and learning process, such as:

1.      Ability to communicate.

2.      The ability to think.

3.      The ability to solve problems.

4.      The ability to live.

5.      The ability to use technology.

The students’ capabilities of bringing various processes used to daily life pay an important role for them; in continuous learning, self-learning, working with others in society by promoting good relations, successfully managing the problems and keeping up to date with all types of societal changes. 

Characteristics

            There are some characteristics in teaching and learning activities that are expected to be owned by the students through their daily activity in the school. They are:

1.      Kind.

2.      Honest.

3.      Disciplined.

4.      Desire to learn.

5.      Time efficient.

6.      Committed to work.

7.      Loyal to Thailand.

8.      Respectful.

1.4 MATERIAL AND OTHER LEARNING SOURCES

Learning media serve as tools for promoting and supporting management of the learning process, enabling learners to efficiently acquire knowledge, skills, processes and characteristics as prescribed in the curriculum standards. There are several kinds of learning media, i.e., natural media, print media, technological media and various local learning networks. With a view to making judicious choices of learning media, attention should be paid to their suitability to the learners’ different developmental levels and paces of learning.

            For provision of leaning media, learners and teachers can produce and develop media themselves or make judicious choices from among the various media of quality around them, as well as improve the chosen media as appropriate. These media can be utilized in the learning process, enabling learners to learn through appropriate communication. Educational institutions should provide sufficient learning media to ensure proper learning by learners.

Schools, educational service areas, relevant agencies and actors responsible for provision of basic education are therefore advised to:

1.      Provide learning sources, learning media centres, learning information systems and efficient learning networks both in schools and communities for the purposes of study, research and exchange of learning experiences among educational institutions, local areas, communities and the world community;

2.      Provide and procure learning media for study and research by learners to whom additional knowledge is given, and utilize duly adjusted locally available materials as learning media;

3.      Choose and utilize learning media of high quality, which are suitable, diversified and consistent with the learning methods, the intrinsic nature of the learning contents and individual differences among learners;

4.      Evaluate quality of the learning media selected for use on a systematic basis;

5.      Study, explore and conduct research for development of learning media that are appropriate to the learners’ learning process; and

6.       Periodically and continuously supervise, monitor and assess the quality and efficiency of the learning media and their application.

7.      In producing, selecting and evaluating the quality of learning media utilized in educational institutions, regard should be given to their major principles, e.g., harmony with the curriculum, learning objectives, design of learning activities; provision of experiences to learners; accuracy and timeliness of contents that are not detrimental to national security or morality; proper use of language; and presentation models that are easily understood and interesting.

1.5 MEASUREMENT AND EVALUATION SYSTEM

Learning assessment must be based on two fundamental principles, i.e., evaluation for the purpose of developing the learners’ capacity and for appraising their achievements. With a view to succeeding in developing the learners’ learning quality, learners must be strengthened and assessed by availing of the relevant indicators, so as to achieve the learning standards prescribed. Such evaluation also reflects the learners’ major capacities and their desirable characteristics, which are the main goals of measuring and evaluating the learning outcomes at all levels, i.e., classroom level, educational institution level, educational service area level, and national level. Learning assessment is a process of enhancing the learners’ quality by using assessment results as data and information to show learners’ developmental progress and accomplishment. The data will also be useful for strengthening the learners, thus enabling them to learn to their highest potentiality.

As already mentioned, learning assessment can be divided into four levels, i.e., classroom level, educational institution level, educational service area level and national level, details of which are as follow.

1.      Classroom assessment

Measurement and evaluation are part of the learning process. Teachers regularly and continuously measure and evaluate students’ performance in teaching-learning activities by using diverse assessment techniques, e.g., asking questions, observing, examining homework, assessing projects, tasks/assignments and portfolios, and using written tests, etc. Teachers will conduct evaluations themselves or provide learners with opportunities for self-evaluation, peer-to-peer evaluation, and evaluation by parents. Learners who do not succeed in meeting the standards prescribed in the indicators will need remedial measures for teaching and learning. Classroom assessment s aimed at verifying whether and to what extent learners have achieved development and progress in learning through the provided teaching-learning activities, and determining what must be improved and which areas must be strengthened. Furthermore, evaluation also provides teachers with necessary data for improving their own performance, which must be in accord with the established learning standards and indicators.

2.      School assessment

This evaluation is conducted by the educational institution in order to appraise the learners’ achievements on an annual/semester basis, based on assessment of reading, analytical thinking and writing, desirable characteristics, and learner development activities. The aim is also to obtain relevant information about whether education provided by the educational institution has enabled learners to reach their goals of learning, and what are the learners’ strengths. The learning outcomes can also be compared with national assessment criteria. School assessment will provide data and information for improving policy, curriculum, projects and teaching-learning methodology. Evaluation outcomes are also useful for preparation of each educational institution’s educational quality development plan in accord with the educational quality assurance guidelines, as well as reports on each educational institution’s achievement to its school board, the office of the educational service area, OBEC, parents and the community.

3.      Local assessment

Evaluation is conducted in order to assess learners’ quality at educational service area level, based on the learning standards prescribed in the Basic Education Core Curriculum. It is aimed at obtaining basic information required for developing quality of education provided by the educational service area as mandated. Evaluation of the learners’ achievements can be conducted by availing of standard examination papers prepared and administrated by the educational service area or in cooperation with the parent agency. Besides, assessment results are also obtained from verification and review of the data obtained from evaluation at educational institution level in the educational service area.

4.      National test

Evaluation is conducted in order to assess learners’ quality at national level, based on the learning standards prescribed in the Basic Education Core Curriculum. Educational institutions are required to arrange for assessment of all students in Grades 3, 6, 9 and 12. The evaluation results will provide relevant data for comparing educational quality at different levels, which will be useful for planning in order to raise the quality of education provided. The data obtained will also support decision-making at national policy level.

The data from evaluation at the various levels mentioned above will be useful to educational institutions for checking, reviewing and developing learners’ quality. It is incumbent upon the educational institutions to establish a system for providing necessary care and assistance, remedial measures, and encouragement and support in order to allow learners to develop themselves to their highest potentiality. Such development will be based on individual differences, depending on their particular problems and needs. The various groups include average achievers, the gifted and talented, under-achievers, those with disciplinary and behavioral problems, those who refuse schooling, those with economic and social problems, and those with physical and intellectual disabilities, etc. The data obtained from the evaluation therefore will provide essential information to the educational institutions for providing timely assistance to learners, who are thus allowed to enjoy full development and learning achievement.

 Being responsible for educational provision, educational institutions are required to prepare relevant rules and regulations for measurement and evaluation of the learning outcomes, harmonious and in accord with the criteria and guidelines prescribed in the Basic Education Core Curriculum, thus providing a common and standard practice for all concerned.

Criteria for Learning Assessment

1.      Judging, grading and reporting on learning outcomes

1.1  Judging learning outcomes

In judging the learning outcomes of various subject areas, reading, analytical thinking and writing, desirable characteristics and learner development activities, the teachers must base their judgement on development of individual learners. Teachers are required to regularly and continuously collect the learners’ data in all respects for each semester, as well as provide remedial measures, enabling learners to develop to their highest potentiality.

Primary education level:

(1)         Learners must have an attendance record of not less than 80% of the total learning time requirement;

(2)         Learners must be assessed on all indicators and must pass the criteria prescribed by the educational institutions;

(3)         Learners must be judged on the learning outcomes of each course; and

(4)         Learners must be evaluated and must pass all the criteria prescribed by the educational institutions regarding reading, analytical thinking and writing, desirable characteristics and learner development activities.

Secondary education level:

(1)               Teachers will judge the learning outcomes of all courses. Learners must have an attendance record of not less than 80% of the total learning time required for the respective courses for each semester;

(2)               Learners must be assessed on all indicators and must pass all the criteria prescribed by the educational institutions;

(3)               Learners must be judged on the learning outcomes of each course; and

(4)               Learners must be evaluated and must pass all the criteria prescribed by the educational institutions regarding reading, analytical thinking and writing, desirable characteristics and learner development activities.

Regarding consideration of transition to next grade for both primary and secondary education levels, if learners have minor deficiencies which, in the view of the educational institutions, can be corrected and further developed with remedial measures, the educational institutions have the discretion to allow them to move to a higher grade. If, however, the learners have failed in many courses, and are likely to face problems in proceeding to a higher grade, the educational institutions can establish a committee to consider the possibility of repeating the year, with particular attention paid to the learners’ maturity, knowledge and capacity.

1.2  Grading learning outcomes

Primary education level

In judging for the purpose of grading learning outcomes of each course, educational institutions can grade the level of learners’ learning outcomes or the quality level of their performance by using numerical, alphabetical, and percentage systems or a system that uses key words to indicate the standard attained.

For assessment of reading, analytical thinking and writing, and desirable characteristics, the grading levels are: Excellent, Good Pass and Fail.

For assessment of learner development activities, consideration must be given to the amount of time devoted, and the participation and achievement of learners in accord with the criteria prescribed by the educational institutions. The outcomes of the participation are graded as: Pass and Fail.

Secondary education level

In judging for the purpose of grading learning outcomes of each course, eight numbers are applied to indicate the level of the learning outcomes

For assessment of reading, analytical thinking and writing, and desirable characteristics, the grading levels are: Excellent, Good, Pass and Fail.

For assessment of learner development activities, consideration shall be given to the amount of time devoted, and the participation and achievement of learners in accord with the criteria prescribed by the educational institutions. The outcomes of the participation are graded as: Pass and Fail.

1.3  Reporting on learning outcomes

Reporting on learning outcomes is a means of communicating to parents and learners the latter’s progress of achievement. Educational institutions are required to summarize the assessment outcomes and prepare written reports for submission for the parents’ information on a periodical basis or at least once every semester.

Reporting on learning outcomes can indicate quality level of learners’ performance, which reflects the standard of achievement for the various learning areas.

1.6 CURICULUM

In an education system that promotes decentralization of authority to local areas and local educational institutions so as to participate in curriculum development, the relevant agencies at different educational levels, i.e., national, local and educational institution levels, play important roles, and have duties and responsibilities to develop, provide support and encourage efficient curriculum implementation and development. These measures will ensure the highest efficiency in preparation of the education institutions’ curriculums as well as educational provision by these educational institutions, resulting in enhancing learners’ quality so as to attain the learning standards prescribed at the national level.

At the local level, offices of the educational service areas and other parent agencies play important roles in improving quality of educational provision. They provide the linkage between the Basic Education Core Curriculum prescribed at the national level and the local situations and needs, leading to preparation of the educational institutions’ curriculums, the implementation and development of which will be strengthened to ensure success. Their main tasks are: setting the goals and points of emphasis for developing learners’ quality at the local level, with due consideration given to national requirements; developing local learning contents; evaluating quality of education provided at the local level; increasing the quality of curriculum implementation through research and development, personnel development, support provision, promotion, evaluation monitoring, and analysis and reports on learners’ quality.

Educational institutions play important roles in developing their own curriculums, planning for curriculum implementation, increasing quality of curriculum implementation through research and development, improving and further developing the curriculum, and preparing regulations for measurement and evaluation. In preparing their own curriculums, educational institutions must attach prime importance to attuning to the Basic Education Core Curriculum and other details provided by educational service areas or other parent agencies at the local level. Respective educational institutions can also add various aspects of problems and concerns of the community and the society, local wisdom, and learners’ needs, with participation and contribution of all sectors in the preparation of their curriculums.

1.7 TEACHING PLAN

Lesson Plan 3

Learning Area: Foreign Language              Chapter 3:  Huck and Jim travel

south

Grade 6/….                      Date……………………..…… ...... /... ..      60 Minutes

1.  Core Content (Competences Standard)

          Using English to share experiences and to talk about sad, proud, or happy memories by using past simple tense.

2.  Learning Standards/Indicators

1.    Standard F1.1 Grade 10-12.2. Accurately read aloud texts, news, advertisements, poems and skits by observing the principles of reading.

2.    Standard   F.1: Grade 10-12.4 4. Identify the main idea, analyse the essence, interpret and express opinions from listening to and reading feature articles and entertainment articles, as well as provide justifications and examples for illustration.

3.  Learning Objectives        

          3.1 Students will be able to answer questions from the story correctly.

          3.2 Students will be able to read out loud and follow along.

          3.3 Students will able to complete comprehension exercises linked with story.

4. Content

          4.1 Vocabulary

	St.Peterburg	Judge	Widow	robber	cave

          4.2 Grammar

                     - Past simple

5.  Integrated Language Skills

          - Reading

          - Writing

6.   Materials and Resources

          6.1  Student book

                 6.1.1 Huckleberry Finn story book

          6.2  Picture cards

          6.3  Sentence cards

7.  Assessment and Evaluation

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

8.  Instructional Activities

          Warm up (5 Minutes)

                 1. Start the lesson by using picture cards to guess what a meaning such as; guess by using definition of each picture.

     Pre-reading (10 Minutes)
                 1. Introducing today’s lesson by asking the students about their memories.

                 2. And then use Kahoot game to prereading 15 questions in chapter 1.

     While-reading (25 minutes)

1.      Ask students to open Huckleberry Finn story book on page 1 in Chapter 1.

2.      Give sentence card to each person and tell them about how to use the sentence card.

3.      We will read together until the teacher said stop and ask students “Who got the next sentence?” and then the student who got the next sentence read out loud and translate into Thai.

          Post-reading (15 minutes)

1.      Ask students to open Huckleberry Finn on page 42 and answer questions number 1 while reading chapter 1.

2.      Divide students into 2 group to play activity game after rode chapter 1 the teacher will ask questions about chapter 1 such as:

-Who is Tom sawyer and Huckleberry Finn?

-who is widow Douglas?

-Who sent Huck to school?

          Wrap up (5 Minutes)

                 1. Ask the students ‘What have you learned today?’ to review the lesson.

9.    Reflections

          9.1 Achievement

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          9.2 Problem/Obstacle Found

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          9.3 Suggestions

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