Teaching Practice

PROCEDURE OF TEACHING

Before I began teaching in the classroom, the first step I took was to prepare a lesson plan that would serve as my guide throughout the teaching process. This lesson plan was tailored to the material I was going to teach and functioned to ensure that every aspect of the learning had been well planned. In creating the lesson plan, I had to include several important elements, namely: Learning objectives, Learning assessment, Learning content, Learning procedure, and Assigment/agreement.

 

After I completed the lesson plan, I consulted with my Cooperating Teacher Sir Jake T. Quesada to receive feedback and corrections. This process was crucial to ensure that my lesson plan was effective and aligned with the established teaching standards. By obtaining suggestions and correcting any mistakes, I was able to enhance the quality of the lesson plan I had prepared. Once I received approval from the cooperating teacher, the lesson plan was ready to be used for teaching. With thorough preparation through this lesson plan, I hoped to create an engaging and beneficial learning experience for the students.

TIME MANAGEMENT AND ORGANIZING ACTIVITIES

In the implementation of my demo teaching, I taught in four classes: Grade 7, Grade 11, Grade 11 STEM B, and Grade 11 STEM D. I followed the lesson plan that I had prepared earlier, ensuring that all aspects of the learning process were well planned. My demo teaching was conducted after the exams, so each class had a limited duration of only 30 minutes.

To manage my teaching time effectively, I divided the learning session into several stages as follows:

1. Motivation: In this stage, I connected the daily activities of the students with the material to be learned, in this case, the concept of moles. The aim of this activity was to motivate the students so that they became interested in the lesson and could see the relevance between the material being taught and their daily lives.
2. Presentation: At this stage, I presented the learning material clearly and systematically, using various media and methods to facilitate student understanding.
3. Application/Evaluation: After delivering the material, I provided the students with questions to solve. I also explained the correct steps to answer the questions, ensuring that the students understood the process and logic behind problem-solving.
4. Generalization: At the end of the session, I invited the students to summarize the material that had been learned that day. This helped reinforce their understanding and made it easier to remember key concepts.
5. Assignment/Agreement: As a conclusion, I assigned additional tasks or questions to the students. This assignment aimed to deepen their understanding of the material and would be reviewed in the next meeting, giving students an opportunity to reflect on what they had learned.

	CLASSROOM MANAGEMENT In my teaching, I realized that creating a positive and interactive classroom atmosphere was essential for enhancing student engagement. After explaining the lesson material, I provided quizzes or question-and-answer sessions for the students. This step aimed to liven up the teaching and learning environment and encouraged students to actively participate in the learning process. I designed quiz questions that were relevant to the material that had been taught, allowing students to test their understanding. The enthusiasm of the students was evident as they answered the quiz questions I provided, creating a dynamic and enjoyable classroom atmosphere. I also provided immediate feedback on their answers, which not only helped them grasp difficult concepts but also motivated them to continue learning.   Overall, the classroom management strategies I implemented focused on creating a fun, supportive, and interactive learning environment. With this approach, I hoped to facilitate an effective learning experience for the students and build their confidence in understanding the subject matter, especially in chemistry, which is often perceived as challenging. PROBLEM SOLVING After delivering the lesson material, I always gave students exercises or problem-solving tasks to test their understanding. I allotted around 2-3 minutes for them to complete the questions. While they worked on the exercises, I walked around the classroom to observe their process and provide assistance when needed. This approach allowed me to directly see how students processed the information and to help them if they encountered difficulties. Once the allotted time was up, I asked the students, "Did you find the answers?" The students then shared their answers, and I wrote them down on the board. After that, I demonstrated the correct steps to solve the problems, ensuring each step was explained in detail so that the students fully understood the proper process.          If there were mistakes in the students' answers, I provided corrections and explained common errors that might occur, helping them avoid those in the future. Additionally, I often shared shortcuts or quick methods to solve problems, which were different from the methods in the textbooks. These shortcuts were intended to help students solve questions more quickly and accurately, especially during exams.