SEA TEACHER BATCH 6 REPORT

Student name : Eka Saputri Idrus

Home university : State University of Makassar

Receiving School : Mariano Marcos State University

Blog Address : Ekasaputrid.blogspot.com

A. School: General Information and Academic

1.1 School Profile

The Mariano Marcos State University (MMSU) was established on January 6, 1978 by virtue of Presidential Decree No. 1279 issued by the then President Ferdinand E. Marcos. The decree merged the then Mariano Marcos Memorial College of Science and Technology (MMMCST) in Batac and the Northern Luzon State College (NLSC) in Laoag City, and integrated the college departments of the Ilocos Norte Agricultural College (INAC) and the Ilocos Norte College of Arts and Trades (INCAT).

MMSU’s mandate is to provide advanced instruction in the arts, agricultural and natural sciences, and technological and professional fields.

MMSU’s 300-hectare main campus is located in the heart of the City of Batac, a peaceful young city conducive for educational and rural development. The university also has campuses in Laoag City, and in the towns of Currimao and Dingras. MMSU offers 66 degree programs at the undergraduate and graduate levels. Majority of these programs are accredited at various levels by an evaluation body for state universities and colleges. It is recognized by the Commission on Higher Education as Center of Excellence (COE) in Teacher Education, and Center of Development (COD) in Agriculture, Biology, Forestry and Information Technology Education. It has also been chosen as one of the few National Universities for Agriculture and Fisheries Education in the entire Philippines.

To date, MMSU has 11 academic units: Graduate School (GS), College of Law (COL), College of Medicine (COM), College of Agriculture, Food and Sustainable Development (CAFSD), College of Aquatic Sciences and Applied Technology (CASAT), College of Arts and Sciences (CAS), College of Business, Economics and Accountancy (CBEA), College of Engineering (COE), College of Health Sciences (CHS), College of Industrial Technology (CIT) and College of Teacher Education (CTE). These are distributed in six campuses : main campus (Batac), campus 2- Laoag, campus 3- Laoag, campus 4-Currimao, campus 5- Dingras, and campus 6-Paoay. The main campus houses seven academic units: COL, COM, CAFSD, CAS, COE, CBEA, CHS; campus 2, CTE and GS; campus 3, CIT; and campus 4, CASAT. The two other campuses, campus 5 and 6, are satellite campuses of CAFSD and CIT, respectively.

BRIEF BACKGROUND OF

Mariano Marcos State University

LABORATORY ELEMENTARY SCHOOL

Laoag City

“Sort of place making mistake, sharing laughter, building independence and stretching brain.”

The MMSU-Laboratory Elementary School is located along Castro Avenue Street Laoag City within the vicinity of CTE (College of Teacher Education). It offers a complete educational system from Nursery to Grade VI. The said school is composed of 20 faculty members with a pupil population of not more than 500.

We believe that all students are uniquely talented. Learning at Mariano Marcos State University Laboratory Elementary School (MMSU-LES) is highly pupil-centered, engaging, and inquiry based. Through a broad range of experiences in and beyond school, pupil become confident, optimistic, and compassionate, ready to discover and take an adventure in the world.

History:

The history of Laboratory Elementary School can be trace way back in the year 1919 when it was established under the umbrella of Laoag Normal College. Its mother institution. According to research report conducted by an alumna, Professir Helen E. Habon, the School data was only available in 1926. If elementary instruction was offered at that time when the Laoag Normal School was opened, then LES is already 91 years in existence.

Through the years, Laboratory Elementary School became a center of quality learning at a minimal cost whe in pupils are develop to become responsible citizens, exemplary leaders and equipped with talents, skills and knowledge.

Laboratory Elementary School

Vision

The Laboratory Elementary School is a community of enthusiastic learners supported by a component and dedicated teachers within an environment that fosters academic excellence and pupil’s development.

Mission

The Laboratory Elementary School supports College of Teacher Education’s mission to provide quality instruction in teacher education by serving as laboratory training of quality teacher professional. Hand in hand, it endeavors to become leader in elementary instruction in the region.

Goals

To fulfill its mission, the LES seeks to attain the following goals:

1. Provide quality on-campus teaching experience for fourth year BEEd students.

2. Implement the Basic Education Curriculum as prescribed by the Departement of Education.

3. Provide for the development of student teachers and pupil’s sound values, attitudes, leadership capabilities, talents and skills through its co-curricular programs and projects.

In the attainment of the above goals, LES teachers have the following responsibilities:

1. Demonstrate pedagogical principles, methods, strategies, and techniques to BEEd students (College of Teacher Education) taking of the Teacher Certificate Program (TCP)

2. Guide student teachers taking up Student Teaching Observation and Partisipations.

3. Teach different subject areas to elementary school pupils.

4. Guide and support pupils in various academic completion as well as other co-curricular undertakings.

1.2. Academic Support System

The school provided a rich physical learning environment that is open, respectful, caring, nurturing and safe for the total development of the learners. To support the development of their physical and motor skills, as well as improve their concentration and attention, Kindergarten learners have daily access to ample outdoor space. The classroom allow them to run, walk, and play. Consequently, the classroom arrangement allow engaging experiences in reading, writing, listening, dramatic play, art, numeracy and the natural environment.

1. 3. Teaching System

1. Mother Tongue is the primary MOTL in Kindergarten.

2. Learning activities are organized into thematic units or teaching themes. Thematic units integrate concepts and skills from the seven (7) developmental domains. The themes include Myself, Myfamily, My School, My Community, and Other Things Around Me.

3. Kindergarten follows a class program known as the Blocks of Time (See Table 1). Following the daily routine helps children feel safe while supporting and encourahing them to take risks and work cooperatively with others. The Kindergarten teacher observes involved in the learning activities. Many outcomes of Kindergarten curriculum are reinforced once daily routines are practiced. This system of organizing the children’s learning experiences can be appropriately contextualized in relation to the social and cultural realities in their community.

Table 1 outlines an indicative schedule, description of activities and sample competencies that can be developed in each block of time.

Table 1. Blocks of Time

Block of time	No. of minutes	Description of Learning Activities	Sample competencies linked to daily routine
Arrival time	10	Period of individual, peer or group exploration of the different play areas or activity centers in the classroom while waiting for the other children to arrive	Fine motor skills such as scribbling, drawing, building with blocks, molding figures using playdough Language literacy and communication skills such as using greeting and polite expressions Socio-emotional skills such as autonomy, working with others and self-regulation.
Meeting time 1	10	Introductory or preparatory activities for the day which include: X class circle for teacher-guided recitation ( e.g., prayer, songs, etc.) x teacher-led physical exercises	Language, Literacy and Communication Skills such as following instructions, expressing ideas, participating in conversations or discussion
Work Period 1	45	Children work in small groups, in pairs, or individually on either teacher assigned or child initiated activites.	Numercaru skills such as recognizing and writing numerals, comparing quantities, etc. Work and Study skills such as ability to accomplish tasks within allocted time, ability to stay focused.
Meeting time 2	10	The children are once again gathered by the teacher as a whole group. Also a time to prepare for washing hands before eating snacks.	Language, Literacy and Communication Skills such as following instructions, recalling information.
Recess	15	Nourishing break for the learners. Proper etiquette for eating will be part of the learn as this break is facilitated.	Personal Autonomy or self-help skills (feeding self, use or utensils, etc.) Fine motor skills such as opening lids and containers.
Quiet Time	10	During this time, children can rest or engage in relaxing activities.	Follow instructions.
Stories/ Rhymes/ Poems/Songs	15	This is a teacher guided interactive readaloud activity for stories, rhymes, poems or songs.	Language, Literacy and Communication Skills such as recalling story details, relating personal
Work Period 2	40	Children work in small groups, in pairs, or individually on either teacher assigned or child initiated activities.	Cognitive Skills e.g. identifying attribute of objects mach, sort, arrange objects in sequence according to a specific attribute; reasoning and problemsolving skills.
Indoor/Outdoor Games	20	Activities include sport, simple athletics, movement activities and outdoor games.	Groos and Fine Motor Skills such as balancing, running. Throwing, catching. Receptive and Expressive Language skills such as following instruction, etc.
Meeting Time 3	5	Children are given time to pack away. Teacher synthesize experiences, reminders and learning extension are also given during this perioed.	Language, Literacy and Communication Skills such as expressing feelings, describing experience, following instruction, etc. Self-helo skills such as packing over things, returns things to the proper place, etc.
Total	180 minutes

1.4 Materials and Other Learning Sources

a. Learning resources and instructional materials refer to materials that teachers use to help students meet the learning standards. For Kindergarten learners, active interaction with the materials and people in the environment is the key to better learning. Learners use these materials and people in the environment is the key to better learning. Learners use these materials to learn about their relationships with the physical word as they interact with them. Engaging in these materials not only gives fun and enjoyment to children but also help develop new skills and competence.

b. Teachers should refer to the Kindergarten Curriculum Guide to identify the learning standards and competencies that are expected of Kindergarten. Instructional decisions in the classroom. The instructional decisions is another primary reference for the teachers in carrying out the day to day teaching and learning process. It contains suggested play and theme-based activities for the different block of time per day, within a week and in the span of forty (40) weeks. It should be noted the Kindergarten teachers can modify or revise these suggested plans, activites, and materials depending on her/his theme and socio-cultural context.

c. The basic teaching materials for children include, but are not limited to, the following:

1. Manipulative Toys (e.g, table blocks, lacing beads, tangrams, i counting frames, domino images, jigsaw puzzles, and counters (such as stones, shells, seeds, bottle caps, leaves, and twigs)

2. Board game/game card (e.g., covers all and calls games: uppercase letter, lowercase letters; colors, numbers, shapes; connect games, take games, etc.)

3. Books (hard-read books or ledgers, booklets, illustrated storybooks, wordless picture books, concept books, board books, etc.)

4. Open sensory material (eg, sand and water, clay or homemade playdough, etc.)

5. Multimedia and computer-assisted materials such as songs, rhymes, films on CD / DVD, interactive educational games

6. Native teaching material or homemade toys and toys made by parents.

d. All instructional materials that are provided to Kindergarten learners should be well-chosen, fit for purpose and safe to use and manipulate. Materials should be simulating, lightweight, and durable as well. All these instructional material should be properly organized in the Kindergarten classroom to maximize their utility. Teachers should also take time to introduce how materials should be used and cared for by the learners.

1.5 Measurement and Evaluation System

Assessment in the Kindergarten classroom help teachers to determine if the curriculum standards set for 5-year old Filipino leareners have been met. Curriculum standards define what children should know and be able to do under the seven (7) developmental domains. The content and performance standard is to be learnt by Kindergarten children. The content standards describe what children are expected to know (knowledge) and the performance standards describe what children should be able to do (process and skills). Assessment in Kindergarten should be ongoing and well-planned. Essentially, assessment assists teachers to understand individual strengths and weaknesses and enables them to design appropriate learning activities to cater to the needs of individual learners. Assesment also leads to identification of possible learning difficulties or disabilities that may require further evaluation and/or plans for early interventions.

Classroom assessment is an ongoing process of identyfing, gathering, organizing, and interpreting quantitative and qualitative information about what learners know and can do. There are two types od classroom assessment, namely, formative and summative.

1. Formative assessment is used to see how best to support learners in their development.

2. On the other hand, summative assessment is used to measure whether learners have met the content and performances standards outlined in the KCG.

Both results of formative and summative assessment can be used to evaluated how well the program has been able to meet the need of the children in the class, help teachers arrive at important decisions regarding future learning, and reflect on their teaching practice.

1.6 Curriculum

The Kindergarten curriculum has been crafted using the thematic or integrative approach to curriculum development in a spiraling learning process. This approach employs integrative and interactive teaching-learning strategies as well as child-centered learning experiences.

Figure 1. The Kindergarten Curriculum Framework

The items in rectangles in Figure 1 show the theoretical bases for teaching-learning in the early years, which are founded on constructivism, integrative, thematic, collaborative, inquiry–based, and reflective teaching in play-based approaches with application of the Developmentally Appropriate Practices (DAP); these support the principles of child growth and development, and the learning program development and assessment.

The circles, on the other hand, signify the system of how Kindergarten Education is to be employed. The interlocked ellipses represent the learning domains that have to be nurtured and equally imparted to holistically develop children. It also forms a flower that portrays the gradual unfolding but steady development, as is expected of every child. The child is seen as being in the process of blossoming – like a flower bud whose development should not be forced lest it lose its chance to fully mature. The domains are enclosed by the Learning Areas children will meet in Grade One onward, for which they are being prepared. The outermost layer indicates the Curricular Themes upon which the Kindergarten Curriculum Guide (KCG) or the Teacher’s Guide is designed. It has been crafted using the thematic or integrative approach to curriculum development in a spiraling learning process. This approach employs integrative and interactive teaching-learning strategies as well as child-centered learning experiences.

1. 7. Teaching plan

Syntax of Detailed Lesson Plan in Kindergarten

I. Objectives

II. Subject Matter

Topic :

Reference :

Materials/ Tools:

III. Procedure

A. Preliminary Activities

B. New Lesson

1. Motivate

2. Presentation

3. Discussion

4. Generalization

5. Application

IV. Evaluation

V. Assignment

B. Pedagogical Content

1.1 Teaching Methods

· Kindergarten teacher must be proficient in the Mother Tongue of the learners, and/or the language widely-used in the community where the school is located. Deployment of Kindergarten teacher must take into consideration the medium of teaching and learning used in the schools. In MMSU Kindergarten, pupil use English Language.

· Kindergarten teachers must attend the K to 3.

· The learning program is child-centered. It promotes the holistic way by which young children grow and develop and recognize the role of families and communities in supporting the child through various stages of growth and development.

· The learning program is appropriate for developing the domains and must sustain interest in active learning of all young children including those with special abilities, in marginalized situations, and/or those at risk.

· The learning program is implemented by way of diverse learning activities that may be enhanced with multimedia technologies such as interactive radio, audio and/or video content and information and communications technology-enhanced activities.

· The use of learning materials and other resources that are locally developed and/or locally available is encouraged the mother tongue.

1.2 Learning Materials and Innovation

All instructional materials that are provided to Kindergarten learners should be well-chosen, fit for purpose and safe to use and manipulate. Materials should be simulating, lightweight, and durable as well. All these instructional material should be properly organized in the Kindergarten classroom to maximize their utility. Teachers should also take time to introduce how materials should be used and cared for by the learners.

1.3 Sources of Learning and Technology

Learning resources and instructional materials refer to materials that teachers use to help students meet the learning standards. For kindergarten learners, active interaction with the materials and people in the environment is the key to better learning. The basic instructional materials used in MMSU is Manipulative Toys, Activity cards/board games, books, multimedia and computer-aided materials such as songs or locally produced.

1.4 Authentic Assessment

For kindergarten, summative assessment is conducted at the end of the year, through the administration of the Philippine ECD checklist, and teacher-made assessment, tools (i.e., portofolio assessment, and performance- based tasks). It is important to determine achievement of competencies across developmental domains as articulated in the KCG. Learners should be assessed for all remaining competencies in the KCG.

1.5 Others

Time management is more important.

C. Teaching Plan

1.1 Curriculum Kindergarten

The Kindergarten Curriculum Framework (KCF) draws from the goals of the K to 12 Philippine Basic Education Curriculum Framework and adopts the general principles of the National Early Learning Framework (NELF). Kindergarten learners need to have a smooth transition to the content based curriculum of Grades 1 to 12. In Kindergarten, students learn the alphabet, numbers, shapes and colors through games, songs and dances in their Mother Tongue. In Mariano Marcos State University Laboratory Elementary School used 4 subjects to teach. There are Communication, Art Language, Math and Science.
1.2 Teaching Plan Kindergarten

A Detailed Lesson Plan

in Communication Arts – Language K.

Date of Teaching: September 6, 2018

Date of Submission: September 3, 2018

Submitted by:

Eka Saputri Idrus

Student Teacher

Submitted to:

Mr. Jho Mar A. Factor

Teacher-Training Instructor

(TTI)

A Detailed Lesson Plan

in Communication Arts-Language K

I. Objectives

Given a set of objects to describe, the kindergarten pupils will be able to:

1. use simple greetings and polite expression;

2. tell when the appropriate situation to use simple greeting and polite expression; and

3. tell the importance of using single greetings and polite expressions.

II. Subject Matter

Topic: Using Simple Greetings and Polite Expressions

Reference: Smart Language pg. 29-45

Concept: I am polite.

Theme: All about My Self.

Material: Puzzle picture of Morning View, flashcard of Simple Greetings and

Polite Expressions, stick emoji and printed materials.

III. Procedures

A. Preliminary Activities

1. Drill

Good morning, children!

Good morning, teacher!

Now, we will play a games.

Elmo will singing for us.

Make a circle first. When I play a song,

you must give the stuff for person beside you

and when I stop the song you must

Introduce Oneself.

Let’s start!

(Song now playing)

(Song now stop)

My name is Scoot.

I am a boy.

I am 5 years old.

I am studying at MMSU.

My teacher is Teacher Jho Mar.

Very good, kid!

2. Review

Now, do you still remember

When do we used “I am”?

When we talk about ourselves, teacher.

Very good!

Now I will ask for volunteers, one boy

and one girl. Boys and girls need to collect star.

I will give you sentences.

If it is correct you raise your hand with

emoticon smiley. But if it is wrong you

raise with emoticon sad. And if your

answer is correct, I will give you star

at the chalkboard. Let’s begin

(I am happy)

(volunteers answer with emoji smile)

That’s correct, teacher.

(I are very pretty)

(volunteers answer with emoji sad)

That’s wrong, teacher.

(I am a student)

(volunteers answer with emoji smile)

That’s correct, teacher.

(I am five years old)

(volunteers answer with emoji smile)

That’s correct, teacher.

Well done, children!

B. New Lesson

1. Motivation

I have here a picture puzzle.

I will ask volunteer to solve the

Picture puzzle

(pupils raise their hands)

(after solving the puzzle)

What are the things you can see

in the picture children?

There are children, sun, tree, house, mountain, and bird, Teacher.

What are the children

doing?

They are fighting , teacher.

When you are fighting its mean

you hurt someone, right?

What will you say if you hurt someone?

I will say sorry, teacher.

When this situation happened?

In the morning, teacher.

Very good.

2. Presentation

What is this?

This is a sun, teacher.

How about this?

This is a moon, teacher.

Very good!

Now, what if I put sun in here.

What is the situation will be?

It will be morning situation, teacher.

What if I change and put moon

in here?

It will be night situation, teacher.

Very good!

Now, let’s see the next picture

What will you say if you need help

like in the first picture?

I will say, “Can you help me, please?”, teacher.

What will you say if you want to borrow

Something like in the second picture?

I will say, “Can I borrow?”

What will you say if you want to pass

Someone?

I will say, “May I pass?”, teacher.

For the next picture What do you say

if you are given or receiving something

again?

I say, “Thank you.”, teacher.

What will you say if you make a mistake?

I will say “I am sorry”, teacher.

Very good. These things we called

“Polite Expressions”

3. Discussion

What is this again?

a morning situation, teacher.

Okay. Now, let me ask.

It’s 8:00 in the morning. You meet

Teacher Jho Mar in the class. What will

you say to Teacher Jho Mar?

Jovan will say, “Good morning, teacher Jho Mar.”, teacher.

Very good! What about your mom

Is leaving for work. What will you say

to your Mom?

I will say, “Goodbye, Mom.”, teacher.

What about evening?

Good evening, teacher.

And what about when we will go to

sleep?

Good night, teacher.

Very good children. That’all simple

greetings we should know. Well, when

you say that simple greetings what will

you answer when someone greet you

or given you something?

I will answer their greeting and say, “Thank you”, teacher.

What do you say if you hurt someone?

I say, “I am sorry”, teacher.

Okay. So these things are example of

polite expressions.

4. Generalization

What do we call the greetings like

good morning, good afternoon,

good evening and good night again?

They are called simple greetings, teacher.

Okay. That’s about simple greetings.

Now, let me ask about polite expressions.

Give me an example of a polite greetings.

I am sorry, teacher.

What else?

Thank you, teacher.

Very good! One more example.

May I help you?

Very good!

5. Application

Okay, class. I have here two

options for each questions.

Raise your hand if you want to

answer pupils.

First question,

Where’s the polite expression?

Harry mad because Scoot take his pencil

without permission.

What will Scoot say?

I am sorry, teacher.

Very good, for next question.

Where’s the simple greetings?

IV. Evaluation

Using Simple Greetings and Polite Expressions

Name:

Direction: Draw a happy face (☺) inside the circle that corresponds the correct greeting.

V. Assignment:

Using Simple Greetings and Polite Expressions

Name:

Direction: Listen to the teacher. Check ( ) the box that gives the correct polite expression to use for each situation.

1. When you hurt someone.

1. When you want to borrow something.

2. When you receive something

3. When you want to go out.

4. When you want to help others?

Here's the link to download my sample lesson plan for Kindergarten in MMSU:
https://www85.zippyshare.com/v/20iBpvk0/file.html

D. Observation On Teacher

1.1 Planning for Teaching

Kindergarten lesson plans week by week for the classroom, including all subjects. Teacher Training Instructor (TTI) will give assisten teacher subject theme and specific topic to teach.

1.2 Preparing Lessons and Material

Before we begin planning lesson plan we need to know what specific skills and knowledge we want our student to develop during one single lesson or unit.

Know your objective. At the beginning of every lesson, write your lesson plan goal at the top. It should be incredibly simple. Something like, "Students will be able to identify ….." Basically, it's what your students can do after you're done with them! If you want to do a bit extra, add how they might do this (through video, games, flashcards, etc.).

1.3 Teaching in Class

Plan Timeline as lesson plan. MMSU Laboratory School for Kindergarten use this schedule to teach.

1.4 Measurement and Evaluation

Assessment and Evaluation is a very important part of lesson plan. In MMSU, teacher used portofolio tool for monitoring the development of student skill, capabilities and learning progress over time.

1.5 Others

the teacher uses the blackboard to highlight the words students want to learn and it is very important to pay attention to teacher’s writing letter on the board.

E. Teaching Practice

1.1 Procedure of Teaching

1. Praying

2. Singing The Philippine National Anthem,
“Lupang Hinirang”

3. Asking pupil to recite The Pladge of Allegiance to the Philippine Flag

Ako ay Pilipino

Buong katapatang nanunumpaSa watawat ng PilipinasAt sa bansang kanyang sinasagisagNa may dangal, katarungan at kalayaanNa pinakikilos ng sambayanangMaka-DiyosMaka-taoMakakalikasan atMakabansa

4. Singing MMSU mars and hymne

5. Checking Attendence

6. Sing A song/Dancing/Exercise

7. Review the Previous Lessons

8. Teaching New Lesson

9. Assignment

10. Rest with snacks

11. Naptime

12. Continue teaching

13. Assignment

14. Pray before left

15. Packing Up/Cleaning time

1.2 Time Management and Organizing Activites

Organizing activities with plan timeline is the most important to allotted class time and utilizes all learning resources to engage the pupils/student in the learning. If there’s a lot to cover in a fixed amount of time, break plan into section like the schedule. MMSU use schedule like this 2 topics/day.

· Meeting Time 1 ( 08:00-08:05): Greeting

· Work Period 1 (08:05-08:25): Praying, Singing National Anthem, Recite the Pladge, Singing MMSU mars and hymne, checking attendance, sing a song/dancing/exercise.

· Independent Activity 1 (08:25-08:45): Review the Previous Lessons

· Independent Activity 2 (08:45-09:05): Teaching New Lesson (Topic 1)

· Work Period 2 (09:05-09:25): Assignment Topic 1

· Recess/Rest (09:25-09:55): Rest with snacks/naptime

· Work Period 3 (10:15-10:35): continue teaching (Topic 2)

· Independent Activity 3 (10:35-10:55): Assignment Topic 2

· Meeting time 2 (10:55-11:00): Packing Up

1.3 Problem Solving

Teacher develop a problem solving approach by asking children divergent question and write important words, concepts and ideas on the board for emphasis. Teacher didn’t ask questions answerable by “yes” or “no”.

1.4 Classroom Management

The teacher manifests understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction and active engagement in learning. The teacher also uses effective verbal and non-verbal communication techniques to manage the students.

1.5 Others

The teacher attends to learners’s misbehaviors in a positive manners. She promotes self-esteem, responsibility and mutual respect in the class. The teacher has a modulated voice.

F. Summary and Suggestions

1.1 Purposes of Practicum

Under the program SEA-TEACHER Batch 6^th in Elementary Education, Major in Pre-School. I devoted one month to live in Philippines. During my last and final semester of being a student from my university, I was able to experience being a student teacher. I rendered my time and effort for one month teaching in MMSU-Laboratory Elementary School, Laoag Campus. Practice teaching is part of the curriculum in getting a degree in education. Practice teaching is the process by which an education student transitions my daily routine of studying into actually applying what I learned as a real teacher, teaching from school to school, in various grade levels, culture and environment. It is more of a calling in attending to people’s needs, experiences, and feelings, and making specific interventions to help them learn particular lessons, whether academic or not. Student teachers who undergo practice teaching are being prepared to become an effective, efficient, and better teacher in the near future with the guidance and help of the Teacher-Training Instructor and Cooperating Teachers.

1.2 Procedure of Practicum

Student teacher need to observe first how to teach in the class. Then join as participation teacher assisten while observe. After Teacher Training Instructor (TTI) give subject and topic to teach, student teacher must prepare lesson plan to do actual teaching following lesson plan in kindergarten. Prepare more carefully and master lesson plan in order to deliver lessons better based on the feedback.

1.3 Outcomes of Practicum

The student teacher was able to use teacher training instructor’s feedback and opinions to improve my teaching skills and be able to come up better teaching strategies and make my own style in the classroom management.

1.4 The Challenges of Practicum

Challenges are part of being educator. In my student teaching experience, I have encountered many challenges. These challenges either came from me as an individual, including my expectations, my adjustment to different kind of learners and also to the teaching learning environment. Teaching is getting more and more complex and challenging these days. The patience level of students is decreasing while rudeness and argumentation. And the challenging thing that balancing the different learning need of students. As a teacher, it’s important to be flexible in rearranging plans and having backups for when school-wide activities distrupt my normal routine in Indonesia. I usually have week planned out ahead of time but it didn’t worked because we need to make media and prepare our materials.

1.5 Overall Impression

One of my strongest attributes as a teacher is my ability to develop relationships with the pupils. I made an effort to connect with each pupils, especially those that I found difficult in class. I wanted to get involved in their activities. My relationships with the pupils thrived in large part due to my attention planning. I found great satisfaction in the hours spent preparing for the next day’s lesson. Although a few lessons did not go exactly as planned, I feel that my overall planning approach is very strong. What I learned that I have developed a sense of pride in learning how to interpret set standards in order to write lessons to support those standards.

I learned that it is more important to show the love and concern to pupils rather than to the lessons I have prepared. Sometimes we focus in the lesson but in reality, we just want to teach the lesson not the pupils. When they do not feel the love from the teacher, it is hard for them to absorb into their minds and hearts the lesson you are teaching. Sometimes, teacher need to teach them the other way around. They need to teach them in the children perspective rather than the teacher’s way.

I also learned a lot from my Teacher Training Instructor, Teacher Jho Mar have a really good pedagogic skills. He knows how to manage his time when he teach. He also know how to face the pupils when they get harder to control.

1.6 Suggestions for Future Improvement

For Student teacher must learn how to utilize modulated voice to emphasize important details and in maintaining good behaviors among the pupils.

Student Teacher hope she will be a great teacher in the future with professional competence.

For SEAMEO: Hopefully there is an opportunity for students out there who are not economically able to join this program. And hopefully other ASEAN countries can participate.

APPENDIX A: DOCUMENTATION