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Procedure of Teaching
The first thing I do before teaching is to create a lesson plan. Lesson plans are created to provide clear teaching guidelines and serve as a foundation and control tool for teachers in ensuring that learning is effective, structured, and meaningful for students. In making a lesson plan there are several common important things that I have to include: content standard, performance standard, learning competencies, method, learning objectives, learning procedure (preparation, presentation, generalization, application, evaluation), learning assessment, learning content, and assignment/agreement.
Projectile Motion Game Balls
PowerPoint Presentation for Physics Demo Teaching
After completing the lesson plan, I first asked for feedback from my special mentor, Ma'am Nicole Rose Bomogao (Bro Nicole). Then, I submitted it to my cooperating teacher, Ma'am Oberos Patricia B. for suggestions on making the lesson effective and enjoyable for students and make any necessary adjustments. After my cooperating teacher reviewed my lesson plan, I prepared teaching materials like a PPT, ball, basket and gathered everything needed for the teaching demo.
Time Management and Organizing Activities
Final Demo Teaching: 12 STEM F
Final Demo Teaching: 7 STEM B
In the final demo teaching, I taught in Grade 12 STEM F and 7 STEM B by implementing the teaching as I had made in my previous lesson plan. I only taught in two classes because on the day there was a typhoon that required the school to be closed for four consecutive days. For Class 12 STEM F, I taught for 45 minutes, and for Class 7 STEM B, I taught for 30 minutes. Therefore, I needed to manage my time effectively in each learning session. Here’s how I organized my time during each lesson:
Motivation (10 minutes): In this activity, I began the lesson with a game to attract students' attention. I awarded prizes to the winners to boost engagement. After the game, I explained how it connected to the topic we would discuss that day.
Presentation (10 minutes): I first explain the basic concepts, then continue with an in-depth explanation of the topic to be discussed. I also present images and formulas that will be used in the next meeting.
Application/evaluation (10 minutes): The basic concepts that I have conveyed previously are applied in daily activities or life. For example, I teach about Projectile Motion, and the application is given through PhET Simulation, where students can observe changes in the distance traveled by objects with different angle variations. In this part, I also provide problem solving to train them in solving math problems in everyday life.
Generalization (5 minutes): I asked students questions about the topics studied that day and encouraged them to convey conclusions from the material discussed to ensure they understood it well.
Assignment/agreement (5 minutes): I give encouragement to students and motivation so that they try harder in learning. I also encourage them to continue understanding today's material by studying harder at home, so that the concepts that have been learned in class can be deeper and more solid. In addition, I repeat the previous topic by only providing keywords regarding the topic being studied.
Classroom Management
Based on result of my observations, as a physics teacher at that time, I carried out class management by first pray before starting the class, greeting, check their attendance, and gave them learning objectives. I started the activity by playing a game designed to attract students' attention and create a fun learning atmosphere. Before starting, students were given the rules first to clarify and avoid cheating. After the game was over, we gave students questions, inviting them to think about the relationship between the game and today's learning topic. The purpose of this game is so that students do not feel bored, but rather more interested and motivated to follow the lesson enthusiastically.
The Ball Toss Challenge Game: 12 STEM F
IMG_6752.mp4Charades with Class 7 STEM B
After the delivery of the material was finished, I gave questions to the students to test their understanding. I invited the students who raised their hands first to answer. If no one was willing or raised their hands, I would randomly appoint one of the students to answer the question, so that all students remained actively involved in the discussion.
Closing a lesson effectively helps reinforce the key points, briefly review the main points or concepts covered during the lesson. I asked the students to summarize what they learned, which reinforces understanding.
Problem-solving While Teaching and Staying in the Designated School
Projectile Motion Equation Explanation
Guessing Lab Equipment
Every time I taught, I always gave students questions that were designed in the form of problem-solving and analysis. These problem solving questions are not only in the form of calculations, but also involve image analysis and simulations, where I include questions that encourage students to think critically. In addition, I also add game elements to make students more interested in working on the questions. For example, when teaching in Grade 7 STEM B, I give games such as charades and guessing the picture about laboratory equipment that has been studied previously, with a response time limited to 30 seconds. If there are students who forget or do not remember the answers, I see this as an opportunity to re-explain concepts that are not yet well understood.
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