SELF-REPORT
Name
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Teguh Putra Gusal
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Home
University
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Universitas
Negeri Makassar
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Program
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Science
Education
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Country
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Indonesia
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Host
University
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University
of San Jose-Recoletos
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Practicum
School
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Junior
High Shool Departement of USJ-R
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SCHOOL: GENERAL
INFORMATION AND
ACADEMIC ADMINISTRATION
ACADEMIC ADMINISTRATION
1.1. School Profile
Location
Junior
High School departement, merupakan salah satu departement dari Basic Education.
Basic Education memiliki 3 Departement yaitu Grade School Departement, Junior
High School Departement dan yang terakhir Senior High School Departement.
Sekolah ini berada pada area kampus Basak USJ-R (University of San
Jose-Recoletos). Lokasi kampus Basak USJ-R yaitu : Cebu South Road, Basak
Pardo, Cebu City, Cebu, Philippines.
History of USJ-R
1947
Founded by the Order of the Augustinian Recollects,
the University of San Jose-Recoletos (USJ-R) was formally opened in the middle
of June of that same year by Rev. Fr. Martin Legarra, ORSA, who served as its first
rector. USJ-R was then Colegio de San
Jose-Recoletos, a name suggested by Mr. Basilio P. Canoy, who was appointed as
the first high school principal.
1949-1960
A considerable increase in the number of students in
the years that followed paved the way for building expansion. Hence, in
1949-1960, the old convent facing Magallanes Street was replaced with a new
building, which presently houses the College of Law and the Graduate School.
The San Augustin Hall was soon built to accommodate more classrooms.
1967
More facilities were installed, which included a
modern chapel and well-equipped laboratories in Physics, Chemistry and
Biology. The following year, the
six-story administration building was constructed along P. Lopez Street.
1979&1985
The University of San Jose-Recoletos has been a
recipient of prestigious awards. In 1979 and 1985, the University was awarded
Outstanding Institution of Learning in Cebu City.
1980-1983
With a strong desire to offer no less than the best
facilities for its clientele, USJ-R purchased an additional site at Basak
Pardo, Cebu City in 1980. The high
school and elementary departments soon transferred to this site in 1982-83.
November 14-16,
1983
The high school department also caught the fever for
academic upliftment. Moving towards
excellence, the department underwent a preliminary survey by the PAASCU
(Philippine Accrediting Association of Schools, Colleges and
Universities). This was followed by a
formal survey on February 4-6, 1985.
September 21, 1984
Marked a milestone in the history of the school. On this day, the Ministry of Education,
Culture and Sports (now DepEd) granted Colegio de San Jose-Recoletos its most
awaited University status.
April 17, 1985
Hardwork and cooperation, characteristics of the
Josenian spirit yielded outstanding results. The department passed the formal
survey with flying colors and was granted Level 1 Accreditation Status for
three (3) years (1986-1989).
October 6, 1989
Again, it passed with outstanding evaluation and was
awarded Level 2 Accreditation Status for five (5) years (1990-1995).
1991
Honor came again in 1991 when the school was awarded
as one of the 18 excellent schools nationwide.
January 20, 1995
The department passed and was granted five years
Accreditation Status (1995-2000)
November 25-26,
1999
The department experienced the third PAASCU re-survey
and was granted Accreditation Statusfor five years (2000-2005).
November 22-23,
2010
The fourth PAASCU re-survey on November 22-23, 2010
gave the department another opportunity to prove its continued passion for
excellence. It was granted a five-year
accreditation status valid until March 2016.
Through the Years
For the past years and even up to the present, the
USJ-R High School Department has been recognized for its notable achievements
in various fields like community service, academics, scouting, Drum and Bugle
Corps (DBC), athletics, cultural and performing arts.
Vision of USJ-R
We envision the University of San Jose-Recoletos to be
a premier Gospel and community-oriented educational institution committed to
transforming individuals to become more responsive leaders of the society
through innovation integral formation.
Mission Statements
of USJ-R
·
Actively infuse
Gospel values into curricular offerings.
·
Continuously
develop and undertake innovative curricular and research programs and provide
facilities that ensure excellent quality Christian Community-Oriented
Education.
·
Tirelessly
cultivate the stake holders manifold gifts to enhance their holistic and full
growth enabling them to become responsive leaders in the society.
·
Conscientiously
integrate Augustinian Recollect charism and core values in all programs in
order to live out St. Augustine's motto of "Caritas et Scientia"
(Love and Knowledge).
·
Efficiently,
effectively and ethically implement measures to ensure economic viability and
social desirability of programs.
Core Values
(I.N.S.P.I.R.E.)
·
Interiority
- The enthusiasm to live out one's life as an authentic witness of God, being
maka Diyos, makatao, makapamilya.
·
Nationalism
- The loyalty to ones own country by developing a profound sense of national
consciousness, appreciation of distinct culture, preservation of the
environment among other endeavors.
·
Service -
The willingness, availability and readiness to share generously ones time,
resources and expertise to the institution.
·
Pioneerism -
Being at the forefront in the pursuit of new ideas and better ways of doing
things.
·
Integrity -
Ther living of a virtous christian life worthy of emulation
·
Reliability
- The ability to respond diligently to the expectations in relation to ones
roles and tasks using sound judgement.
·
Excellence
- The desire to transcend onself towards higher levels of achievement.
1.2. Academic Support System
USJ-R
has entrance test and interview for those students who want to apply. If they
do not pass the test, the school still accepts them, but it has remedial
classes for those who are weak. The only applier that can not apply in USJ-R
are those who do not have certificate of good moral character.
The
school provides some facilities to improve the students’ skills. They are:
1) A Club Study for those who want to learn more or feel
that it is not enough to learn only by formal classes.
2) Peer-coaching. Utilizing the principle that students
learn more from an individualized set-up and that peers exert great influence
on them, students identified to need extra help even after the re-teaching
sessions are assigned to peer tutors/coaches individually. The peer
tutors/coaches are their own classmates who have high scholastic ratings in the
subject. Those who are to be coached are given the option to choose their peer
coaches (i.e. those whom they are at ease to work with).Peer coaching is done
during the noon break or after dismissal time. This is done from the second
grading period up to the fourth grading period. This remedial scheme is
utilized by the English, Math, and Science Areas. A re-teaching or remediation
session is conducted if majority of students are found not meeting the required
competency level after the lesson presentation with the necessary practice and
drill to develop certain skills. Incentives to peer coaches are provided by
awarding certificates of merit or by giving extra credits. The subject teacher
who monitors/follows up the sessions acknowledges it as his outreach activity.
This program is also called by some teachers as LEARNING CELLS.
3) Remedial program. Students differ in intellectual
abilities, capabilities and interests. Some of them have difficulties coping up
with the expected learning competencies in some subjects. Recognizing this
problem, the University of San Jose-Recoletos High School Department takes the
responsibility to respond to the needs of this group of students through its
special program for their assistance. Hence, the remedial schemes are designed.
These remedial schemes are adopted to facilitate the learning of those students
found to be achieving below the expected learning competency level acceptable
in the different subject areas.
4) Summer Enhancement Classes:
a. Students who obtain the final rating of 75 and 76 in
Math, English and Science are required to attend the 3-week enhancement classes
scheduled during summer.
b. These classes are offered for students from the first
year to the third year levels and are handled by subject teachers who are given
corresponding pay for their services.
c. Students who get the grades of C and D after the
enhancement are recommended for further remediation (e.g. private tutoring or
to attend the remedial classes during the school year).
The following students are recommended to attend
remedial classes in Math and English:
a. Students obtaining the summer grades of 75 and 76
b. Students obtaining the summer enhancement grades of C
and D
c. Students recommended by their subject teachers as
needing more assistance in basic skills.
1.3. Teaching System
University
of San Jose-Recoletos (Junior High School) starts the class from 07.40 to 17.00
everyday. There are subjects that the students need to learn about. The
subjects are mathematics, science, english, christian life formation, filipino,
MAPEH (Music, Arts, PE, Health), technology and livehood, and social studies.
Every subject will be learned everyday and the duration is an hour.
Each
teacher is required to submit an instructional plan to the subject area
chairman at the beginning of the week. The plan indicates the daily flow of
classroom activities. It presents the different phases of the learning
procedure, such as Explore, Firm-up, Deepen, and Transfer which enable the learners
to acquire knowledge, make-meaning, and transfer learning to real-life
situations. To carry out such plan, learner-centered strategies are employed
and enhanced through the use of innovative and interactive instructional aids.
Varied
learning activities are designed to cater to the learners’ needs and interests
and to develop their knowledge, skills, and attitudes. Effective classroom
management facilitates the smooth implementation of the plan.
1.4. Materials and other learning sources
The University of San Jose-Recoletos school resources
that full of materials for learning, such as:
1) Classroom: The teachers use LCD and computer for
teaching in some classes.
2) Library: There are many types of books that can be
enjoy and relax in free-time and a lot of book that the students can learn and
study by themselves.
1.5. Measurement and evaluation system
1. SECTION1 METHOD
The averaging method is used and the grade for a
particular grading period is based on the criteria for marking in each subject
area. The final grade is obtained by getting the average of the grades of the
four grading periods.
2. SECTION 2 SYSTEM
The numerical system of grading is adopted and grades
are expressed in decimals rounded off to the nearest hundredths.
3. SECTION 3 PASSING MARK
The passing mark in any given subject is a grade of at
least 75.
4. SECTION 4 PROMOTION
Promotion is by subject only. No general final average
will be used as a basis for promotion.
5. SECTION 5 CRITERIA
The criteria for marking in each subject area consist
of the following:
a. CHRISTIAN LIFE FORMATION GRADE
Written Work
Knowledge …………………………….. 5%
Process ………………………………… 15%
Understanding …………………............ 30%
Performance Task
Transfer Tasks ………………............... 20%
Deportment …………………………... 10%
Quarterly Assessment
Knowledge …………………………… 10%
Process ……………………………….. 10%
b. TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE) GRADE
Written Work
Knowledge
…………………………….. 5%
Process
………………………………… 10%
Understanding
…………………............. 15%
Performance Task
Transfer
Tasks ……………….................. 50%
Quarterly Assessment
Knowledge ……………………………..... 10%
Process ………………………………….. 10%
c. MUSIC, ARTS, PHYSICAL EDUCATION, AND HEALTH (MAPEH)
GRADE
Quizzes, Attendance, and Requirements……………………… 30%
Performance Task
Practical Tests …………… 50%
Quarterly Assessment
Knowledge …………………………… 10%
Process ………………………………… 10%
MAPEH CONSOLIDATED GRADE
Music …………… 1/4
Arts ……………
1/4
PE …………………… 1/4
Health …………… ¼
d. MATH, ENGLISH, SCIENCE & TECHNOLOGY, FILIPINO, AND
ARALING PANLIPUNAN GRADE
Written Work
Knowledge ……………………………...5%
Process ………………………………… 15%
Understanding …………………............. 30%
Performance Task
Transfer Tasks ……………… 20%
Quarterly Assessment
Knowledge …………………………… 10%
Process ………………………………… 10%
e. DEPORTMENT GRADE
The
deportment grade of a student for a particular grading period is the transmuted
sum of all the ratings given by the subject teachers. Each subject teacher
gives a deportment grade of each student based on the following indicators:
1.
God–Centered
• participates
with reverence during Mass
• joins
attentively class prayers
• is kind to
others in words and deeds
• can easily
forgive
• is respectful
of teachers, classmates, schoolmates and others
• is open to
corrections
• is not easily
provoked to anger
• does not
bully others
• observes
personal hygiene
• observes
cleanliness in the classroom and surroundings
2. Morally Upright
• is honest and
truthful
• does not
cheat
• practices
self –discipline
• respects the
rights of others
• is decent in
speech
• shows good
manners and right conduct
• is
trustworthy
• is a good
influence on others
• exhibits
wholesome attitudes
• does not
engage in idle talks/ unproductive endeavors
3. Passionate in the Pursuit for Excellence
• does not
settle for mediocrity
• attends
classes regularly
• is punctual
in attending classes
• participates
in class activities regularly
• comes to
class prepared
• does
assignments regularly
• submits
quality work
• submits
requirements on time
• performs
assigned tasks willingly
• exerts effort
in improving academically
4. Service and Community-Oriented
• leads by good
example
• shows concern
for others (not shouting, disturbing others, etc)
• shares
talents and resources
• offers help
without being asked
• does not
choose whom to help
• gets along
well with others
• works well
with others
• is
considerate of others’ limitations
• is
cooperative
5. Loyal to USJ – R and its Ideals
• conforms to
school’s rules, regulations and policies
• wears school
/ PE uniform properly
• wears school
ID properly
• respects and
obeys authority
• does not put
the school in bad light
• takes good
care of school’s properties
• shows concern
for the school’s upkeep
• involves
actively in the school’s cleanliness program
• behaves
properly during school programs / celebrations
• sings with
pride the Alma Mater Song
• is
appreciative
Learning
among the students is observed through their active participation in the varied
classroom activities both individual and group. These activities provide
opportunities for students to think critically and creatively, express their
ideas spontaneously, and utilize library and instructional media resources
effectively.
Range
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Honors
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Title of the Award
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For
Grade 10
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For Grades 7-9
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98.00-100.00
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With
Highest Honors
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Saint Joseph
Excellence Award
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Our Lady of Consolation Excellence Award
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95.00-97.99
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With
High Honors
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Saint Augustine Excellence Award
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Our Lady of Mount Carmel
Excellence
Award
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90.00-94.99
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With
Honors
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Saint Ezekiel Moreno Excellence Award
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Our Lady of Health
Excellence
Award
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There is
also evaluation for the teachers used a software made by Human Resource
Department. Students evaluate the teachers, the teachers evaluate the
principal, chairman evaluate the teacher under them and so on. All the teacher
will get the rank through the evaluation. 1 is the lowest and 5 is the highest
rank.And 4 is the requirement for all the teachers. The evaluation include the
achievment of the teachers. The aspect to be evaluated such as the behaviour of
the teachers, the way the teachers deliver the topics, did the teachers have a
gap between the teacher and the student, are the teachers always on time or
late, and the other aspects.
1.6. Curriculum
The
curriculum offered by the school adheres to the mandate of the Department of
Education’s K to 12 Basic Education Curriculum and complies with the stipulated
learning competencies. It is enriched by the inclusion of the Christian Life
Formation in all grade levels to carry out the institution’s vision, mission,
and goals, i.e., to educate the learners in the catholic faith and manifest it
through the lives they live.
Scouting,
both for boys and girls from Grade 7 to Grade 9, is also offered to promote
good and responsible citizenship. Aside from the non-academic special programs,
the school offers enrichment program for the gifted as well as remedial and
enhancement program for the academically-challenged learners.
The
systematic vertical articulation within the subject area and the extensive
horizontal articulation across disciplines and year levels are undertaken to
ensure continuity of concepts and identify points for integration to make
learning more relevant to the learners. Hence they help in defining what the
students should know, understand, and be able to do.
Regular
review and evaluation of the curriculum is done to make it current, relevant,
and responsive to the demands of the 21st Century learners.
1.7. Teaching Plan (of your Major)
On
their teaching plan here as what he has in the Philippines, they do not have
this core standard and are instantly broken down into specific learning
objectives. And it's all based on their curriculum guide.Their teaching plan
provides detailed learning resources, varied learning activities, and learning
assessments. I have observed that the procedure or flow of the lesson are
student-centered, while their assessments are performance based which assessed
by rubrics or mechanical ratings.
PEDAGOGICAL
CONTENTS
1.1. Teaching Methods
Based on
observation, Junior High School Departement of USJ-R using some teaching
metodes such as contextual learning, problem or isue based learning, inquiry
based learning and science & tecnology sociaty approach.
The
acquisition of these domains is facilitated using the following approaches:
multi/interdisciplinary approach, science technology-society approach,
contextual learning, problem/issue-based learning, and inquiry-based approach.
The approaches are based on sound educational pedagogy namely, constructivism,
social cognition learning model, learning style theory, and brain-based
learning.
1.2. Learning Materials and Innovation
Using
material based on Basic core curriculum, sylabus, Power Point, And Work Sheet
with interested design. For innovation, teacher using think-pairs cooperative
learning. Dan guru menggunakan tanda kepada murid seperti menyuruh murid
memberikan intruksi berupa kode tangan jika murid merasa sangat mengerti, masih
butuh penjelasan lebih lanjut dan jika murid sama sekali tidak mengerti. Ini
digunakan karena kadang murid malu bertanya atau memberi tahu guru jika dia
masih membutuhkan penjelasan.
1.3. Sources of Learning and Technology
Based on
my observation, teacher use teacher’s book . Teacher can add other materials
from internet. Use learning media with technology such as power point. In
additional can use extra work sheets on handouts.
1.4. Authentic Assessment
The basis for authentic
assessment revolves around evaluating students' ability to apply what they have
learned in science subjects to a "real world" context. Authentic
assessment tests focus on students' analytical skills and ability to integrate
what they have learned along with creativity with written and oral skills. Six
ways to use authentic assessment in the classroom based on my observations are
performance appraisal, short investigation, open response questions,
self-assessment and problem solving
TEACHING PLAN
1.1. Curriculum
Junior
High School Departement of USJ-R use K to 12 Curriculum. The K to 12 for
Science Curriculumis learner-centered and Inquiry-Based, emphasizing the use of
evidence in constructing explenations. Concepst and skill in Life Science,
Physics, Chemist, Biology and Erath Science are presented with increasing
number of complexity from one grade level to another inspiral progressio, thus
paving the way to a deeper understandingof one concepts. The integration
accross science topics and other diciplines will lead to a meaningful
understanding of concepts and its aplication to real life situation.
This
curiculum is designed arpund three domains of learning science : understanding
andapplying scientific knowledge in local setting as well as global context
whenever possible; performing scientific proccess and skill; and developing and
demonstrating scientific attitudes and value.
1.2. Teacheng Plan Related to Your Major
LESSON PLAN
I.
Subject
Matter : Science
Topic : Transformation
of Potential energy into kinetic energy
II.
Objectives :
1. Students
can understand the kinetic energy and potential energy with some sample images
2. Students
can understand about the law of Conservation energy
3. students
can understand the change of potential energy into kinetic energy
III.
Materials : Laptop
(Power Point), Book, adn Pen (optional)
IV.
Lesson
Procedure :
·
The teacher will reflect students' knowledge of energy
at the previous meeting
·
setting unit goals and specific objectives of the day
ACTIVITY 1
: Determining the kinetic and potential energy based on the
Picture
Based on
the image below determine which illustrations show objects that have kinetic
energy and potential energy!
Energy Worked
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Explanation
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·
The teacher displays through the power point of the
learning objectives to be achieved at this meeting
·
the teacher explains the material by using power point
media and gives an illustration of kinetic energy and potential energy so that
students will be more understanding of the material presented
ACTIVITY 2 : Analysis video
The teacher
will show a video about the law of conservation energy on power point
Sample Problem
QUESTION :
1.
What happens to the potential energy and kinetic
energy of the object during the free fall motion process depend the picture
above?
2.
Determine velocity of the object at point B!
OBSERVATION ON
TEACHER
1.1. Planing For
Teaching
The
teachers here use to make the planning fo teaching daily. They will make their
lesson plan also daily. They use the curriculum guide and books to make the
lesson plan.
1.2. Preparing Lessons
and Materials
Every
teachers here commonly use the powerpoint presentation, so I usually
accompanied the teachers to make the media like powerpoint, work sheet or
sample problems and other media for games like pictures before the class
started.
1.3. Teaching in Class
The
teacher here almost all are so young, they shown different energy and
characterize when they were teaching. I was not only observed my mentor classes,
but I also observed another teacher classes. That’s why I can compare it Over
all the part of teaching they used is similar with Indonesia. There is no
highly different in the parts of teaching.
1.4. Measurement an Evaluation
For
measurement and evaluation, teachers here has a little bit different way in
Indonesisa. There is a part at the end of lesson plan, that is evaluation. In
this part, the teachers give some questions for the students based on what they
had duscussed before. But the teachers would not include that students answers
as studenst final mark or rate. Based on observation, they use that as only to
measure what their students had understood of their lesson. The teachers will
not use it as grading for the students.
TEACHING PRACTICE
1.1. Prosedures of Teaching
Implementation
of this teaching practice begins by doing the observation first, which I
observe is the way teachers open, bring (model and strategy commonly used) and
close learning. Then continued by being a teacher assistant in the classroom,
what I usually do is help in handling classes ranging from distributing sample
problems to students, answering student questions if I accompany or tour in the
classroom to monitor student activities and also often help teachers in
managing exams in class. I usually consult one or two days before going to
class, whether it's asking about the topic or language used in teaching. In
addition to face-to-face consultations I also often consult via chat. Mostly I
consulted the term physics term used in the class about the material that I
will bring later. Because I am wary of lest the students do not understand
about the term I mentioned, since because basically we are different languages.
After the teaching practice is over, I always ask about the shortcomings that
need to be improved in learning. My cooperative Teacher always evaluates all
the activities in the lesson each time I finish teaching and give constructive
suggestions with the intention that the next demonstration will be better.
1.2. Time Management and Organizing
Activities
Setting
the time on all activities in the learning I think the most difficult thing I
do, due to the length of teaching hours in each class only 1 hour except on
certain days that have double time. at the time of teaching there are 3
activities namely opening activities, main and closing. Usually in the opening
I take 5-10 minutes and is included in that is, prayer and give motivation and
reflection to the students. Furthermore, the main activities, in the main
activities are usually completed within 40-45 minutes, the activities therein
include explanations, student activities and assigment. In closing activities I
ask students about the extent of their understanding during the learning
process and give an appreciation for their attention and at this stage usually
takes 5-10 minutes.
1.3. Problem-Solving
In the
process of learning certainly has certain constraints. The obstacles I often
encounter are language barriers, since basically I and my students have
different languages, many physics terms in Indonesian which, if translated in
English, do not have to be the same as the terms used in studying in certain
philippines. in the USJ-R Middle School Department. To reduce the constraints,
I use the powerpoint media in teaching so that students can understand the
topic I carry visually. In explaining and answering every word I say, I always
repress and occasionally repeat so there is no miscommunication and
misunderstanding between me and my students. Always giving affirmations like
"do you understand" is the way I avoid the possibility of
misunderstanding.
1.4. Classroom Management
Managing
the classroom is an important thing for teachers to do in the structured
learning process and the class becomes more focused. In managing the first
class I always give back reflection on the material that has been studied and
give post test at the beginning after motivation activity. This I did to see
students' skills and student knowledge before I went ahead with the material
from previous meetings. First I give a simple worksheet about the relationship
between the previous material and the material I will bring and it is also
useful to refresh the students' knowledge. I mostly illustrate simple
illustrations to students when describing the material. For example I give an
illustration in front of the book I hold as the object to explain the material
about the potential and kinetic energy and its changes. After I explain the
material for about 30 minutes, proceed with the sample problem that I have
prepared and give instructions to chase it on the board. In the learning
process I always give emphasis like "do you understand? Yes or no?
"In order to stimulate students to ask questions. At the time of students
working on sample problem. My students share in small groups. This is the
method I did in the classroom and the last one I gave the assigment at home.
SUMMARY AND
SUGGESTIONS
1.1. Puropose of Practicum
The
main objective of this program is to train our teching skills in different
countries. From this program we can also improve our english language skills,
both in teaching and communication. The last is that we can disrupt our relationship
more, not only in our country, but also abroad.
1.2. Procedures of Practicum
The procedure
of this practicum is I started by making lesson plans with my majors format.
this lesson plan I made in Indonesia because my coordinator has given us the
topic of learning. after that in the first week in the school destination, I
made observations and the second week became a teacher assistant and on the
third week had started the teaching practice using the lesson plan of the
school, which I have made based on the example of lesson plan that I haved from
my cooperatif teacher.
1.3. Outcomes of Practicum
After this Practicum, I gained new experiences from
the Philippines how they teach their students here. In addition to teaching, I
can also improve my English skills, because every day I have to use English
both at school and outside school. coordinators and teachers here help me a lot
and provide excellent service. I am very thankful to them. The last one is the
new family and friends here. Throughout this nearly a month, we pass along,
especially with our friends. We went to every place around the campus.
Filipinos are very kind and very freindly. which I feel is sad mixed happy, why
sad because I will leave the teacher teacher and friends here who are like
family, who have been keeping and educate me here. why be happy, because I have
done the task here and will meet again with my families and my friends who is
in my country.
1.4. The Challenges of Practicum
The
big challenge I get is as I said before that is communication. Because in
Indonesia I never teach English in the real class. I am very hard working to
learn the material using English. I also have to think of the easiest way to
explain concepts or principles in physics so that students can understand.
1.5. Overall Impression
I
am very excited to participate in this Sea-Teacer program. This program not
only gives me a great experience in teaching, but also on the other side of my
life. I learned how to adapt more quickly in different cultures, languages,
weather, etc. I also learned more about the teachers here who are like my
family. Because of this program I can learn a lot about how to manage a class
by the amount per class of 40 students. I can also see the culture of people
here (Philippines). And what I am most grateful for is that I have a great and
valuable experience that few others have, and have a new family.
1.6. Suggestions for Future Improvement
My hope is that in the future I hope more countries
will join from Southeast Asia so that participants will be more familiar with
more variety of nation and culture. I also hope to follow the next Batch, the
schools that will join the event can also connect with each other to the
students who will practice their teaching in the school. So students can
prepare more for teaching practicum.
SELF-REPORT
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Name
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Teguhh
Putra Gusal
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Home
University
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Universitas
Negeri Makassar
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Program
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Science
Education
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Country
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Indonesia
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Host
University
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University
of San Jose-Recoletos
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Practicum
School
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Junior
High Shool Departement of USJ-R
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SCHOOL: GENERAL
INFORMATION AND ACADEMIC ADMINISTRATION
<![if !supportLists]>1.1.<![endif]> School Profile
Location
Junior
High School departement, merupakan salah satu departement dari Basic Education.
Basic Education memiliki 3 Departement yaitu Grade School Departement, Junior
High School Departement dan yang terakhir Senior High School Departement.
Sekolah ini berada pada area kampus Basak USJ-R (University of San
Jose-Recoletos). Lokasi kampus Basak USJ-R yaitu : Cebu South Road, Basak
Pardo, Cebu City, Cebu, Philippines.
History of USJ-R
1947
Founded by the Order of the Augustinian Recollects,
the University of San Jose-Recoletos (USJ-R) was formally opened in the middle
of June of that same year by Rev. Fr. Martin Legarra, ORSA, who served as its first
rector. USJ-R was then Colegio de San
Jose-Recoletos, a name suggested by Mr. Basilio P. Canoy, who was appointed as
the first high school principal.
1949-1960
A considerable increase in the number of students in
the years that followed paved the way for building expansion. Hence, in
1949-1960, the old convent facing Magallanes Street was replaced with a new
building, which presently houses the College of Law and the Graduate School.
The San Augustin Hall was soon built to accommodate more classrooms.
1967
More facilities were installed, which included a
modern chapel and well-equipped laboratories in Physics, Chemistry and
Biology. The following year, the
six-story administration building was constructed along P. Lopez Street.
1979&1985
The University of San Jose-Recoletos has been a
recipient of prestigious awards. In 1979 and 1985, the University was awarded
Outstanding Institution of Learning in Cebu City.
1980-1983
With a strong desire to offer no less than the best
facilities for its clientele, USJ-R purchased an additional site at Basak
Pardo, Cebu City in 1980. The high
school and elementary departments soon transferred to this site in 1982-83.
November 14-16,
1983
The high school department also caught the fever for
academic upliftment. Moving towards
excellence, the department underwent a preliminary survey by the PAASCU
(Philippine Accrediting Association of Schools, Colleges and
Universities). This was followed by a
formal survey on February 4-6, 1985.
September 21, 1984
Marked a milestone in the history of the school. On this day, the Ministry of Education,
Culture and Sports (now DepEd) granted Colegio de San Jose-Recoletos its most
awaited University status.
April 17, 1985
Hardwork and cooperation, characteristics of the
Josenian spirit yielded outstanding results. The department passed the formal
survey with flying colors and was granted Level 1 Accreditation Status for
three (3) years (1986-1989).
October 6, 1989
Again, it passed with outstanding evaluation and was
awarded Level 2 Accreditation Status for five (5) years (1990-1995).
1991
Honor came again in 1991 when the school was awarded
as one of the 18 excellent schools nationwide.
January 20, 1995
The department passed and was granted five years
Accreditation Status (1995-2000)
November 25-26,
1999
The department experienced the third PAASCU re-survey
and was granted Accreditation Statusfor five years (2000-2005).
November 22-23,
2010
The fourth PAASCU re-survey on November 22-23, 2010
gave the department another opportunity to prove its continued passion for
excellence. It was granted a five-year
accreditation status valid until March 2016.
Through the Years
For the past years and even up to the present, the
USJ-R High School Department has been recognized for its notable achievements
in various fields like community service, academics, scouting, Drum and Bugle
Corps (DBC), athletics, cultural and performing arts.
Vision of USJ-R
We envision the University of San Jose-Recoletos to be
a premier Gospel and community-oriented educational institution committed to
transforming individuals to become more responsive leaders of the society
through innovation integral formation.
Mission Statements
of USJ-R
<![if !supportLists]>·
<![endif]>Actively infuse
Gospel values into curricular offerings.
<![if !supportLists]>·
<![endif]>Continuously
develop and undertake innovative curricular and research programs and provide
facilities that ensure excellent quality Christian Community-Oriented
Education.
<![if !supportLists]>·
<![endif]>Tirelessly
cultivate the stake holders manifold gifts to enhance their holistic and full
growth enabling them to become responsive leaders in the society.
<![if !supportLists]>·
<![endif]>Conscientiously
integrate Augustinian Recollect charism and core values in all programs in
order to live out St. Augustine's motto of "Caritas et Scientia"
(Love and Knowledge).
<![if !supportLists]>·
<![endif]>Efficiently,
effectively and ethically implement measures to ensure economic viability and
social desirability of programs.
Core Values
(I.N.S.P.I.R.E.)
<![if !supportLists]>·
<![endif]>Interiority
- The enthusiasm to live out one's life as an authentic witness of God, being
maka Diyos, makatao, makapamilya.
<![if !supportLists]>·
<![endif]>Nationalism
- The loyalty to ones own country by developing a profound sense of national
consciousness, appreciation of distinct culture, preservation of the
environment among other endeavors.
<![if !supportLists]>·
<![endif]>Service -
The willingness, availability and readiness to share generously ones time,
resources and expertise to the institution.
<![if !supportLists]>·
<![endif]>Pioneerism -
Being at the forefront in the pursuit of new ideas and better ways of doing
things.
<![if !supportLists]>·
<![endif]>Integrity -
Ther living of a virtous christian life worthy of emulation
<![if !supportLists]>·
<![endif]>Reliability
- The ability to respond diligently to the expectations in relation to ones
roles and tasks using sound judgement.
<![if !supportLists]>·
<![endif]>Excellence
- The desire to transcend onself towards higher levels of achievement.
<![if !supportLists]>1.2.<![endif]> Academic Support System
USJ-R
has entrance test and interview for those students who want to apply. If they
do not pass the test, the school still accepts them, but it has remedial
classes for those who are weak. The only applier that can not apply in USJ-R
are those who do not have certificate of good moral character.
The
school provides some facilities to improve the students’ skills. They are:
<![if !supportLists]>1) <![endif]>A Club Study for those who want to learn more or feel
that it is not enough to learn only by formal classes.
<![if !supportLists]>2) <![endif]>Peer-coaching. Utilizing the principle that students
learn more from an individualized set-up and that peers exert great influence
on them, students identified to need extra help even after the re-teaching
sessions are assigned to peer tutors/coaches individually. The peer
tutors/coaches are their own classmates who have high scholastic ratings in the
subject. Those who are to be coached are given the option to choose their peer
coaches (i.e. those whom they are at ease to work with).Peer coaching is done
during the noon break or after dismissal time. This is done from the second
grading period up to the fourth grading period. This remedial scheme is
utilized by the English, Math, and Science Areas. A re-teaching or remediation
session is conducted if majority of students are found not meeting the required
competency level after the lesson presentation with the necessary practice and
drill to develop certain skills. Incentives to peer coaches are provided by
awarding certificates of merit or by giving extra credits. The subject teacher
who monitors/follows up the sessions acknowledges it as his outreach activity.
This program is also called by some teachers as LEARNING CELLS.
<![if !supportLists]>3) <![endif]>Remedial program. Students differ in intellectual
abilities, capabilities and interests. Some of them have difficulties coping up
with the expected learning competencies in some subjects. Recognizing this
problem, the University of San Jose-Recoletos High School Department takes the
responsibility to respond to the needs of this group of students through its
special program for their assistance. Hence, the remedial schemes are designed.
These remedial schemes are adopted to facilitate the learning of those students
found to be achieving below the expected learning competency level acceptable
in the different subject areas.
<![if !supportLists]>4) <![endif]>Summer Enhancement Classes:
<![if !supportLists]>a. <![endif]>Students who obtain the final rating of 75 and 76 in
Math, English and Science are required to attend the 3-week enhancement classes
scheduled during summer.
<![if !supportLists]>b. <![endif]>These classes are offered for students from the first
year to the third year levels and are handled by subject teachers who are given
corresponding pay for their services.
<![if !supportLists]>c. <![endif]>Students who get the grades of C and D after the
enhancement are recommended for further remediation (e.g. private tutoring or
to attend the remedial classes during the school year).
The following students are recommended to attend
remedial classes in Math and English:
<![if !supportLists]>a. <![endif]>Students obtaining the summer grades of 75 and 76
<![if !supportLists]>b. <![endif]>Students obtaining the summer enhancement grades of C
and D
<![if !supportLists]>c. <![endif]>Students recommended by their subject teachers as
needing more assistance in basic skills.
<![if !supportLists]>1.3.<![endif]> Teaching System
University
of San Jose-Recoletos (Junior High School) starts the class from 07.40 to 17.00
everyday. There are subjects that the students need to learn about. The
subjects are mathematics, science, english, christian life formation, filipino,
MAPEH (Music, Arts, PE, Health), technology and livehood, and social studies.
Every subject will be learned everyday and the duration is an hour.
Each
teacher is required to submit an instructional plan to the subject area
chairman at the beginning of the week. The plan indicates the daily flow of
classroom activities. It presents the different phases of the learning
procedure, such as Explore, Firm-up, Deepen, and Transfer which enable the learners
to acquire knowledge, make-meaning, and transfer learning to real-life
situations. To carry out such plan, learner-centered strategies are employed
and enhanced through the use of innovative and interactive instructional aids.
Varied
learning activities are designed to cater to the learners’ needs and interests
and to develop their knowledge, skills, and attitudes. Effective classroom
management facilitates the smooth implementation of the plan.
<![if !supportLists]>1.4.<![endif]> Materials and other learning sources
The University of San Jose-Recoletos school resources
that full of materials for learning, such as:
<![if !supportLists]>1) <![endif]>Classroom: The teachers use LCD and computer for
teaching in some classes.
<![if !supportLists]>2) <![endif]>Library: There are many types of books that can be
enjoy and relax in free-time and a lot of book that the students can learn and
study by themselves.
<![if !supportLists]>1.5.<![endif]> Measurement and evaluation system
<![if !supportLists]>1. <![endif]>SECTION1 METHOD
The averaging method is used and the grade for a
particular grading period is based on the criteria for marking in each subject
area. The final grade is obtained by getting the average of the grades of the
four grading periods.
<![if !supportLists]>2. <![endif]>SECTION 2 SYSTEM
The numerical system of grading is adopted and grades
are expressed in decimals rounded off to the nearest hundredths.
<![if !supportLists]>3. <![endif]>SECTION 3 PASSING MARK
The passing mark in any given subject is a grade of at
least 75.
<![if !supportLists]>4. <![endif]>SECTION 4 PROMOTION
Promotion is by subject only. No general final average
will be used as a basis for promotion.
<![if !supportLists]>5. <![endif]>SECTION 5 CRITERIA
The criteria for marking in each subject area consist
of the following:
<![if !supportLists]>a. <![endif]>CHRISTIAN LIFE FORMATION GRADE
Written Work
Knowledge …………………………….. 5%
Process ………………………………… 15%
Understanding …………………............ 30%
Performance Task
Transfer Tasks ………………............... 20%
Deportment …………………………... 10%
Quarterly Assessment
Knowledge …………………………… 10%
Process ……………………………….. 10%
<![if !supportLists]>b. <![endif]>TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE) GRADE
Written Work
Knowledge
…………………………….. 5%
Process
………………………………… 10%
Understanding
…………………............. 15%
Performance Task
Transfer
Tasks ……………….................. 50%
Quarterly Assessment
Knowledge ……………………………..... 10%
Process ………………………………….. 10%
<![if !supportLists]>c. <![endif]>MUSIC, ARTS, PHYSICAL EDUCATION, AND HEALTH (MAPEH)
GRADE
Quizzes, Attendance, and Requirements……………………… 30%
Performance Task
Practical Tests …………… 50%
Quarterly Assessment
Knowledge …………………………… 10%
Process ………………………………… 10%
MAPEH CONSOLIDATED GRADE
Music …………… 1/4
Arts ……………
1/4
PE …………………… 1/4
Health …………… ¼
<![if !supportLists]>d. <![endif]>MATH, ENGLISH, SCIENCE & TECHNOLOGY, FILIPINO, AND
ARALING PANLIPUNAN GRADE
Written Work
Knowledge ……………………………...5%
Process ………………………………… 15%
Understanding …………………............. 30%
Performance Task
Transfer Tasks ……………… 20%
Quarterly Assessment
Knowledge …………………………… 10%
Process ………………………………… 10%
<![if !supportLists]>e. <![endif]>DEPORTMENT GRADE
The
deportment grade of a student for a particular grading period is the transmuted
sum of all the ratings given by the subject teachers. Each subject teacher
gives a deportment grade of each student based on the following indicators:
1.
God–Centered
• participates
with reverence during Mass
• joins
attentively class prayers
• is kind to
others in words and deeds
• can easily
forgive
• is respectful
of teachers, classmates, schoolmates and others
• is open to
corrections
• is not easily
provoked to anger
• does not
bully others
• observes
personal hygiene
• observes
cleanliness in the classroom and surroundings
2. Morally Upright
• is honest and
truthful
• does not
cheat
• practices
self –discipline
• respects the
rights of others
• is decent in
speech
• shows good
manners and right conduct
• is
trustworthy
• is a good
influence on others
• exhibits
wholesome attitudes
• does not
engage in idle talks/ unproductive endeavors
3. Passionate in the Pursuit for Excellence
• does not
settle for mediocrity
• attends
classes regularly
• is punctual
in attending classes
• participates
in class activities regularly
• comes to
class prepared
• does
assignments regularly
• submits
quality work
• submits
requirements on time
• performs
assigned tasks willingly
• exerts effort
in improving academically
4. Service and Community-Oriented
• leads by good
example
• shows concern
for others (not shouting, disturbing others, etc)
• shares
talents and resources
• offers help
without being asked
• does not
choose whom to help
• gets along
well with others
• works well
with others
• is
considerate of others’ limitations
• is
cooperative
5. Loyal to USJ – R and its Ideals
• conforms to
school’s rules, regulations and policies
• wears school
/ PE uniform properly
• wears school
ID properly
• respects and
obeys authority
• does not put
the school in bad light
• takes good
care of school’s properties
• shows concern
for the school’s upkeep
• involves
actively in the school’s cleanliness program
• behaves
properly during school programs / celebrations
• sings with
pride the Alma Mater Song
• is
appreciative
Learning
among the students is observed through their active participation in the varied
classroom activities both individual and group. These activities provide
opportunities for students to think critically and creatively, express their
ideas spontaneously, and utilize library and instructional media resources
effectively.
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Range
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Honors
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Title
of the Award
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For Grade 10
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For
Grades 7-9
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98.00-100.00
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With Highest Honors
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Saint
Joseph Excellence Award
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Our
Lady of Consolation
Excellence Award
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95.00-97.99
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With High Honors
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Saint
Augustine Excellence Award
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Our
Lady of Mount Carmel
Excellence Award
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90.00-94.99
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With Honors
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Saint
Ezekiel Moreno Excellence Award
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Our
Lady of Health
Excellence Award
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There is
also evaluation for the teachers used a software made by Human Resource
Department. Students evaluate the teachers, the teachers evaluate the
principal, chairman evaluate the teacher under them and so on. All the teacher
will get the rank through the evaluation. 1 is the lowest and 5 is the highest
rank.And 4 is the requirement for all the teachers. The evaluation include the
achievment of the teachers. The aspect to be evaluated such as the behaviour of
the teachers, the way the teachers deliver the topics, did the teachers have a
gap between the teacher and the student, are the teachers always on time or
late, and the other aspects.
<![if !supportLists]>1.6.<![endif]> Curriculum
The
curriculum offered by the school adheres to the mandate of the Department of
Education’s K to 12 Basic Education Curriculum and complies with the stipulated
learning competencies. It is enriched by the inclusion of the Christian Life
Formation in all grade levels to carry out the institution’s vision, mission,
and goals, i.e., to educate the learners in the catholic faith and manifest it
through the lives they live.
Scouting,
both for boys and girls from Grade 7 to Grade 9, is also offered to promote
good and responsible citizenship. Aside from the non-academic special programs,
the school offers enrichment program for the gifted as well as remedial and
enhancement program for the academically-challenged learners.
The
systematic vertical articulation within the subject area and the extensive
horizontal articulation across disciplines and year levels are undertaken to
ensure continuity of concepts and identify points for integration to make
learning more relevant to the learners. Hence they help in defining what the
students should know, understand, and be able to do.
Regular
review and evaluation of the curriculum is done to make it current, relevant,
and responsive to the demands of the 21st Century learners.
<![if !supportLists]>1.7.<![endif]> Teaching Plan (of your Major)
On
their teaching plan here as what he has in the Philippines, they do not have
this core standard and are instantly broken down into specific learning
objectives. And it's all based on their curriculum guide.Their teaching plan
provides detailed learning resources, varied learning activities, and learning
assessments. I have observed that the procedure or flow of the lesson are
student-centered, while their assessments are performance based which assessed
by rubrics or mechanical ratings.
PEDAGOGICAL
CONTENTS
<![if !supportLists]>1.1.<![endif]> Teaching Methods
Based on
observation, Junior High School Departement of USJ-R using some teaching
metodes such as contextual learning, problem or isue based learning, inquiry
based learning and science & tecnology sociaty approach.
The
acquisition of these domains is facilitated using the following approaches:
multi/interdisciplinary approach, science technology-society approach,
contextual learning, problem/issue-based learning, and inquiry-based approach.
The approaches are based on sound educational pedagogy namely, constructivism,
social cognition learning model, learning style theory, and brain-based
learning.
<![if !supportLists]>1.2.<![endif]> Learning Materials and Innovation
Using
material based on Basic core curriculum, sylabus, Power Point, And Work Sheet
with interested design. For innovation, teacher using think-pairs cooperative
learning. Dan guru menggunakan tanda kepada murid seperti menyuruh murid
memberikan intruksi berupa kode tangan jika murid merasa sangat mengerti, masih
butuh penjelasan lebih lanjut dan jika murid sama sekali tidak mengerti. Ini
digunakan karena kadang murid malu bertanya atau memberi tahu guru jika dia
masih membutuhkan penjelasan.
<![if !supportLists]>1.3.<![endif]> Sources of Learning and Technology
Based on
my observation, teacher use teacher’s book . Teacher can add other materials
from internet. Use learning media with technology such as power point. In
additional can use extra work sheets on handouts.
<![if !supportLists]>1.4.<![endif]> Authentic Assessment
The basis for authentic
assessment revolves around evaluating students' ability to apply what they have
learned in science subjects to a "real world" context. Authentic
assessment tests focus on students' analytical skills and ability to integrate
what they have learned along with creativity with written and oral skills. Six
ways to use authentic assessment in the classroom based on my observations are
performance appraisal, short investigation, open response questions,
self-assessment and problem solving
TEACHING PLAN
<![if !supportLists]>1.1.<![endif]> Curriculum
Junior
High School Departement of USJ-R use K to 12 Curriculum. The K to 12 for
Science Curriculumis learner-centered and Inquiry-Based, emphasizing the use of
evidence in constructing explenations. Concepst and skill in Life Science,
Physics, Chemist, Biology and Erath Science are presented with increasing
number of complexity from one grade level to another inspiral progressio, thus
paving the way to a deeper understandingof one concepts. The integration
accross science topics and other diciplines will lead to a meaningful
understanding of concepts and its aplication to real life situation.
This
curiculum is designed arpund three domains of learning science : understanding
andapplying scientific knowledge in local setting as well as global context
whenever possible; performing scientific proccess and skill; and developing and
demonstrating scientific attitudes and value.
<![if !supportLists]>1.2.<![endif]> Teacheng Plan Related to Your Major
LESSON PLAN
<![if !supportLists]>I.
<![endif]>Subject
Matter : Science
Topic : Transformation
of Potential energy into kinetic energy
<![if !supportLists]>II.
<![endif]>Objectives :
<![if !supportLists]>1. <![endif]>Students
can understand the kinetic energy and potential energy with some sample images
<![if !supportLists]>2. <![endif]>Students
can understand about the law of Conservation energy
<![if !supportLists]>3. <![endif]>students
can understand the change of potential energy into kinetic energy
<![if !supportLists]>III.
<![endif]>Materials : Laptop
(Power Point), Book, adn Pen (optional)
<![if !supportLists]>IV.
<![endif]>Lesson
Procedure :
<![if !supportLists]>·
<![endif]>The teacher will reflect students' knowledge of energy
at the previous meeting
<![if !supportLists]>·
<![endif]>setting unit goals and specific objectives of the day
ACTIVITY 1
: Determining the kinetic and potential energy based on the
Picture
Based on
the image below determine which illustrations show objects that have kinetic
energy and potential energy!
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Picture
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Energy that works on
object
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Explanation
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<![if !vml]>
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<![if !vml]>
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<![if !vml]>
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<![if !vml]>
 <![endif]> |
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<![if !supportLists]>·
<![endif]>The teacher displays through the power point of the
learning objectives to be achieved at this meeting
<![if !supportLists]>·
<![endif]>the teacher explains the material by using power point
media and gives an illustration of kinetic energy and potential energy so that
students will be more understanding of the material presented
ACTIVITY 2 : Analysis video
The teacher
will show a video about the law of conservation energy on power point
Sample Problem
<![if !vml]>
<![endif]>
<![endif]>
QUESTION :
<![if !supportLists]>1.
<![endif]>What happens to the potential energy and kinetic
energy of the object during the free fall motion process depend the picture
above?
<![if !supportLists]>2.
<![endif]>Determine velocity of the object at point B!
OBSERVATION ON
TEACHER
<![if !supportLists]>1.1.<![endif]> Planing For
Teaching
The
teachers here use to make the planning fo teaching daily. They will make their
lesson plan also daily. They use the curriculum guide and books to make the
lesson plan.
<![if !supportLists]>1.2.<![endif]> Preparing Lessons
and Materials
Every
teachers here commonly use the powerpoint presentation, so I usually
accompanied the teachers to make the media like powerpoint, work sheet or
sample problems and other media for games like pictures before the class
started.
<![if !supportLists]>1.3.<![endif]> Teaching in Class
The
teacher here almost all are so young, they shown different energy and
characterize when they were teaching. I was not only observed my mentor classes,
but I also observed another teacher classes. That’s why I can compare it Over
all the part of teaching they used is similar with Indonesia. There is no
highly different in the parts of teaching.
<![if !supportLists]>1.4.<![endif]> Measurement an Evaluation
For
measurement and evaluation, teachers here has a little bit different way in
Indonesisa. There is a part at the end of lesson plan, that is evaluation. In
this part, the teachers give some questions for the students based on what they
had duscussed before. But the teachers would not include that students answers
as studenst final mark or rate. Based on observation, they use that as only to
measure what their students had understood of their lesson. The teachers will
not use it as grading for the students.
TEACHING PRACTICE
<![if !supportLists]>1.1.<![endif]> Prosedures of Teaching
Implementation
of this teaching practice begins by doing the observation first, which I
observe is the way teachers open, bring (model and strategy commonly used) and
close learning. Then continued by being a teacher assistant in the classroom,
what I usually do is help in handling classes ranging from distributing sample
problems to students, answering student questions if I accompany or tour in the
classroom to monitor student activities and also often help teachers in
managing exams in class. I usually consult one or two days before going to
class, whether it's asking about the topic or language used in teaching. In
addition to face-to-face consultations I also often consult via chat. Mostly I
consulted the term physics term used in the class about the material that I
will bring later. Because I am wary of lest the students do not understand
about the term I mentioned, since because basically we are different languages.
After the teaching practice is over, I always ask about the shortcomings that
need to be improved in learning. My cooperative Teacher always evaluates all
the activities in the lesson each time I finish teaching and give constructive
suggestions with the intention that the next demonstration will be better.
<![if !supportLists]>1.2.<![endif]> Time Management and Organizing
Activities
Setting
the time on all activities in the learning I think the most difficult thing I
do, due to the length of teaching hours in each class only 1 hour except on
certain days that have double time. at the time of teaching there are 3
activities namely opening activities, main and closing. Usually in the opening
I take 5-10 minutes and is included in that is, prayer and give motivation and
reflection to the students. Furthermore, the main activities, in the main
activities are usually completed within 40-45 minutes, the activities therein
include explanations, student activities and assigment. In closing activities I
ask students about the extent of their understanding during the learning
process and give an appreciation for their attention and at this stage usually
takes 5-10 minutes.
<![if !supportLists]>1.3.<![endif]> Problem-Solving
In the
process of learning certainly has certain constraints. The obstacles I often
encounter are language barriers, since basically I and my students have
different languages, many physics terms in Indonesian which, if translated in
English, do not have to be the same as the terms used in studying in certain
philippines. in the USJ-R Middle School Department. To reduce the constraints,
I use the powerpoint media in teaching so that students can understand the
topic I carry visually. In explaining and answering every word I say, I always
repress and occasionally repeat so there is no miscommunication and
misunderstanding between me and my students. Always giving affirmations like
"do you understand" is the way I avoid the possibility of
misunderstanding.
<![if !supportLists]>1.4.<![endif]> Classroom Management
Managing
the classroom is an important thing for teachers to do in the structured
learning process and the class becomes more focused. In managing the first
class I always give back reflection on the material that has been studied and
give post test at the beginning after motivation activity. This I did to see
students' skills and student knowledge before I went ahead with the material
from previous meetings. First I give a simple worksheet about the relationship
between the previous material and the material I will bring and it is also
useful to refresh the students' knowledge. I mostly illustrate simple
illustrations to students when describing the material. For example I give an
illustration in front of the book I hold as the object to explain the material
about the potential and kinetic energy and its changes. After I explain the
material for about 30 minutes, proceed with the sample problem that I have
prepared and give instructions to chase it on the board. In the learning
process I always give emphasis like "do you understand? Yes or no?
"In order to stimulate students to ask questions. At the time of students
working on sample problem. My students share in small groups. This is the
method I did in the classroom and the last one I gave the assigment at home.
SUMMARY AND
SUGGESTIONS
<![if !supportLists]>1.1.<![endif]> Puropose of Practicum
The
main objective of this program is to train our teching skills in different
countries. From this program we can also improve our english language skills,
both in teaching and communication. The last is that we can disrupt our relationship
more, not only in our country, but also abroad.
<![if !supportLists]>1.2.<![endif]> Procedures of Practicum
The procedure
of this practicum is I started by making lesson plans with my majors format.
this lesson plan I made in Indonesia because my coordinator has given us the
topic of learning. after that in the first week in the school destination, I
made observations and the second week became a teacher assistant and on the
third week had started the teaching practice using the lesson plan of the
school, which I have made based on the example of lesson plan that I haved from
my cooperatif teacher.
<![if !supportLists]>1.3.<![endif]> Outcomes of Practicum
After this Practicum, I gained new experiences from
the Philippines how they teach their students here. In addition to teaching, I
can also improve my English skills, because every day I have to use English
both at school and outside school. coordinators and teachers here help me a lot
and provide excellent service. I am very thankful to them. The last one is the
new family and friends here. Throughout this nearly a month, we pass along,
especially with our friends. We went to every place around the campus.
Filipinos are very kind and very freindly. which I feel is sad mixed happy, why
sad because I will leave the teacher teacher and friends here who are like
family, who have been keeping and educate me here. why be happy, because I have
done the task here and will meet again with my families and my friends who is
in my country.
<![if !supportLists]>1.4.<![endif]> The Challenges of Practicum
The
big challenge I get is as I said before that is communication. Because in
Indonesia I never teach English in the real class. I am very hard working to
learn the material using English. I also have to think of the easiest way to
explain concepts or principles in physics so that students can understand.
<![if !supportLists]>1.5.<![endif]> Overall Impression
I
am very excited to participate in this Sea-Teacer program. This program not
only gives me a great experience in teaching, but also on the other side of my
life. I learned how to adapt more quickly in different cultures, languages,
weather, etc. I also learned more about the teachers here who are like my
family. Because of this program I can learn a lot about how to manage a class
by the amount per class of 40 students. I can also see the culture of people
here (Philippines). And what I am most grateful for is that I have a great and
valuable experience that few others have, and have a new family.
<![if !supportLists]>1.6.<![endif]> Suggestions for Future Improvement
My hope is that in the future I hope more countries
will join from Southeast Asia so that participants will be more familiar with
more variety of nation and culture. I also hope to follow the next Batch, the
schools that will join the event can also connect with each other to the
students who will practice their teaching in the school. So students can
prepare more for teaching practicum.
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