My Self Report: CHAPTER IV

IV.  Observation on Teacher(s)

4.1 PLANNING FOR TEACHING

There is something important that teachers do before they deliver their lesson to their students. The lesson that will be delivered to the students has to be the same with the standards curriculum and the outcomes that are expected. In regard to attain the quality of the curriculum, teachers do several roles, such as: Study and analyze individual learners, and then use the data obtained for planning learning management in order to stimulate and challenge the learners’ capacities, Set the targets to be achieved by the learners in regard to knowledge, skills, process of conceptualization, principles, relationships as well as desirable characteristics, Design and organize learning responsive to individual differences and different levels of brain development, so as to enable the learners to attain the goals of learning, Provide an ambience and atmosphere conducive to learning, and provide necessary care and assistance enabling the learners to learn; Prepare and utilize media that are suitable to the activities organized, and avail of local wisdom and appropriate technologies for teaching-learning activities, and also Assess the learners’ progress through a variety of methods suitable to the intrinsic nature of the subjects and the learners’ developmental level. All of those things have to be prepared before the teachers enter the class so that the teaching activity will be ordered in the right way.

4.2 PREPARING LESSONS AND MATERIAL

The first step that the teacher needs to prepare is to plan the lesson. Teachers decide the lesson that will be delivered, try to expand it and also take a note of what need to be done. The teachers prepare any other things such as how to make students interest, do the materials need to be copied, what activity that can be added on lesson and make it funnier for the students. Before teaching, the teachers in Satit Bangna School who I observed gather teaching things, such as lesson book, pens, flashcards, blank paper and also TV. After that, they prepare materials and also make sure that the material can be handled for so many times. The teacher also make his own materials which are adapted from several sources but in a more creative way.

4.3 TEACHING IN THE CLASS

            The teachers teach English for one hour in each class from Monday to Friday. There are some books that are used as sources to teach. For Primary 5, the teachers use the teacher uses Cambridge Global English Book Learner’s Book 5, Cambridge Global English Book Activity Book 5, and also Cambridge Global English Book Teacher’s guidebook 5. For students in Primary 6 class, the teachers use the teacher uses Cambridge Global English Book Learner’s Book 6, Cambridge Global English Book Activity Book 6, and also Cambridge Global English Book Teacher’s guidebook 6. For the students in Lower Secondary, the book that is used is A Grammar Guidebook for Students of English by Amin, A. Eravelly, R. and Ibrahim, F. J. 2004. Cambridge University Press, England. The teachers in Primary 5 and Primary 6 enter the class and then greet the students. Teacher set the positive environment. After that, the teacher brought the class into a warm condition to provide an ambience and atmosphere conducive to learning, and provide necessary care and assistance enabling the learners to learn. There are some ways that are used to teach including lectures and also group activities. The teachers are not only teach the students and delivering the knowledge, but also love and care for them. In delivering the material, the teachers helped the student to build their confidence and help them to understand the lesson that is delivered by listen to what the students said. In the Primary 6 class, there was a student who has disability. He could not understand and follow the class well. The teachers then helped him to follow the class and the lesson slowly withn no force. There are two teachers who handle Primary 5 and Primary 6, they are Mr. Ali Aidan and Mr. Steve. The lower secondary (M2/2) class is handled by Mrs. Beth for grammar class. All in all, the role of teacher in teaching activity is vital.

4.4 MEASUREMENT AND EVALUATION

There are some assessments that are used by English teacher in Satit Bangna School.

1.      Classroom assessment

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 with 20 score for totally correct score. The other example is when the student in Primary 6/2 is asked to make pair and draw a picture on a paper and make a conversation based on it. The pair that can remember the dialog will get additional point 15.

2.      School assessment

The example of school assessment here is Analysis test. Analysis test is a kind of test that is conducted one week before a test. Analysis test here is held to see the understanding of the student to the lesson that already learned.

OTHERS 

PROCEDURES OF TEACHING

       The first thing that has to be done before teaching in the class is to plan the lesson. Firstly, I had to decide what lesson I would teach and how I expanded it. Secondly, I prepared teaching things just like lesson book, pens, flashcard, prepare quizzes, and game. The procedures of teaching are divided into 3. The first one is opening for about 5 minutes. Here I had to do some activities such as, greeted the students, checked the attendance lists, gave brainstorming to the students by asking what did they know about countable and uncountable noun and asked them to mention the examples. After the Opening activity is finished, the next activity is Main activity or teaching process. I did review the material because it was already taught before. The teaching procedure in Thailand and Indonesia is different. In Thailand, the main activity is only divided into 3. They are opening, main activity and closing activity. While in Indonesia, what usually used by teacher ia scientific approach which contains of several activities. I did categorize the example of countable and uncountable noun that were given by the students into “There is” and “There are” category. After that, students were asked to do exercise by divide themselves into two groups. Boys group and girls group. I prepared the flashcard as the media. Students listened to the rules of the exercise and drew T chart on the whiteboard. Every group will be given 15 flashcards one by one. The students from both groups are asked to patch every flashcard that is already given in the T chart (There is/ There are) on the whiteboard one by one. Students may come back to their sits as soon as all of the flashcards are patched already on white board based on the category. The students checked the answer from both groups one by one. After that, the activity continued to another exercise using game. I explained the rules of the game. Students are asked to stand up. I said phrases that will be categorized into “There is” or “There are” category.  If the phrases are categorized into “There is” category, students have to stand up from their chair. If the phrases are categorized into “There are” category, students have to sit down. Students that do not follow the instruction and do mistake will sit and lose from the game and will not go along the game. The only student who stands up until the end of the game will be the winner. The last activity is Closing. Before ended the class, it is important to summarize the lesson that was already learnt. Students also given a change to ask any question whenever they did not understand the lesson. The class is finished by saying thank you to the students.

TIME MANAGEMENT AND ORGANIZING ACTIVITIES

In teaching activity, time management running almost through all aspect of teaching; organizing the classroom, deciding how long and how often to do opening, main activity, closing activity, recording student progress, or keeping time-consuming behavior problems to a minimum. In teaching activity, I divided the activity into three parts. The lesson had one hour class. I gave 5 minutes for opening activity; so that the students could try to remember the material that was delivered before, 50 minutes for main activity; so the students could understand the lesson that was being delivered and also 5 minutes for closing activity; to make sure that the students had a chance to ask any question related to the lesson if they did not understand the material.

PROBLEM-SOLVING

I taught English in Primary 6 and Lower Secondary class, they are P6/1 and M2/2 or grade 8. Most of the students were spoke Thai and used it in their daily live. This thing had to be considered more. Whenever I delivered the lesson, only some of the students understood what I did say. The rest of them seemed get a kind of difficulties to understand the idea. This thing became one of the problems in teaching and learning activity. Teaching and learning would work well if the teacher and the students giving and receiving. But in this issue, the students needed something to make them received what they had to. To solve this problem, I decided to do repetition for more than just twice. Repetition is needed to be done because English was the only language we used to communicate. After three times of repetition, most of the student seemed better in understanding the lesson.

CLASSROOM MANAGEMENT

Classroom management is wide variety of skill and techniques that teachers use to keep students organized, orderly, focused, attentive and productive during class. Meanwhile, the students in Satit Bangna School spent their time in the school start from morning until evening. Concentration of the students would not last for the rest of the class. Sometimes, if they felt distracted by something, they would lose their concentrations and attentions to the teacher and the lesson. Because of that, they would get nothing from the lesson. So to make them focused and productive during class, it is important to design an attractive learning activity. Here, created a group and a game as exercise was working for the student. If the students were just given a paper of several questions and asked to do it with no focus on their mind, that activity would not benefit them well. By creating a group to play an attractive game, all of M2/2 students were excited and paid fully attention to the exercises.