Teaching Plan and Teaching Practice

Preparing a teaching plan was an essential step before conducting my teaching practice at the University of Northern Philippines Laboratory School. A well-prepared lesson plan helped ensure that the teaching process was organized and aligned with the learning objectives of the lesson.

During my practicum, I conducted five teaching sessions using a total of three lesson plans. In most cases, one lesson plan was implemented over two class meetings. In the first meeting, the lesson usually covered the stages from review, motivation, presentation, discussion, and generalization. In the second meeting, the lesson continued with fixing skills activities, evaluation, and assignment. This structure helped students first understand the lesson concept before applying it through different learning activities.

Each lesson plan was designed with clear components, including learning objectives, topic and materials, teaching procedures, assessment, and assignment. The procedure section of the lesson plan consisted of several stages such as review of the previous lesson, motivation activities, presentation of the topic, classroom discussion, generalization of key ideas, and fixing skills activities. These stages helped organize the learning process and ensured that students could follow the lesson step by step.

During the program, I prepared lesson plans for several English topics, including Diagrams, Tables, and Charts, Direct and Reported Speech, and Journalistic and Non-Journalistic Texts. To support the teaching process, I also prepared PowerPoint presentations, activity sheets, and visual learning materials that helped students understand the lesson more clearly.

Before implementing the lesson plans in the classroom, I discussed them with my mentor teacher, who provided valuable suggestions and feedback. This guidance helped me improve the organization of my lesson and select appropriate activities for the students.

Through the process of preparing lesson plans, I learned the importance of careful lesson preparation, clear learning objectives, and well-structured classroom procedures in creating an effective learning experience for students.

Teaching practice was one of the most meaningful parts of my SEA Teacher journey at the University of Northern Philippines, Laboratory School. During the program, I had the opportunity to teach Grade 7 students for a total of five teaching sessions using three lesson plans. Each lesson plan was generally implemented over two meetings. In the first meeting, the lesson focused on presenting the learning objectives, introducing the lesson, and guiding students toward understanding the main concepts. The second meeting continued with skill-building activities, practice exercises, and assignments to reinforce students’ understanding. However, during the final demonstration teaching, the entire lesson was conducted in a single session.

The topics that I taught during my teaching practice included Diagrams, Tables, and Charts, Direct and Reported Speech, and Journalistic and Non-Journalistic Texts. To support the learning process, I used PowerPoint presentations and various classroom activities such as question-and-answer sessions, individual tasks, and group discussions.

Before teaching for the first time, I felt both nervous and excited. As it was my first experience teaching in another country and using English as the main language of instruction, I realized that the responsibility was quite significant. However, my observations prior to teaching helped me feel more confident because the students were very respectful toward teachers and actively participated in classroom activities.

During the teaching sessions, I found that the Grade 7 students were enthusiastic and responsive. They were eager to participate in discussions and often volunteered to answer questions. This active participation created a lively learning atmosphere and helped make the lessons more engaging.

Despite the positive experience, I also encountered some challenges, particularly in managing the class energy and ensuring that the lesson time was used effectively. Since the students were very active, maintaining classroom focus sometimes required additional strategies. Nevertheless, these challenges became valuable learning opportunities for me to improve my classroom management and instructional skills.

Overall, this teaching practice provided me with valuable insights into real classroom teaching. It allowed me to apply the teaching knowledge I have learned during my studies and helped me develop greater confidence as a future educator.

Final Demonstration Teaching was the final teaching activity conducted during my practicum at the University of Northern Philippines Laboratory School. This activity served as the concluding evaluation of my teaching performance throughout the SEA Teacher program. It provided an opportunity for me to demonstrate the teaching skills and pedagogical knowledge that I had developed during my teaching practice.

For my Final Demonstration Teaching, I taught the topic Journalistic and Non-Journalistic Texts to Grade 7 students. The lesson was implemented using a complete lesson plan and was conducted in one full session. The teaching process followed the structured stages of the lesson plan, including the opening activity, presentation of the learning objectives, explanation of the lesson, guided learning activities, and closing reflection.

During the lesson, I utilized PowerPoint presentations and interactive activities such as question-and-answer sessions, individual tasks, and group discussions to encourage students’ participation and understanding. These activities helped create an engaging learning environment and allowed students to practice identifying and analyzing different types of texts.

The Final Demonstration Teaching was observed and evaluated by my cooperating teacher as well as representatives from the university. The evaluation focused on several aspects of teaching performance, including lesson organization, classroom management, use of instructional media, communication skills, and the overall delivery of the lesson.

This experience became an important milestone in my teaching journey, as it allowed me to reflect on the skills I had developed throughout the program and strengthened my confidence as a future educator.

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