Teaching Practice

In the lesson plan I created, there are 9 key points that outline the procedures for effective teaching. These steps are designed to ensure that the lesson is delivered in a structured and organized manner, facilitating the learning process while addressing the specific needs of the students. Its all including opening, core activity, and closing. Each point in the procedure plays a critical role in guiding the lesson flow, helping to keep students engaged and promoting an inclusive, supportive learning environment. These steps are essential in ensuring that the lesson is both effective and aligned with the educational goals set out in the curriculum.

A. Presenting the new lesson

B. Establishing a purpose of the lesson

C. Presenting example / Instances of the new lesson

D. Discussing new concepts and practicing new skills #1

E. Discussing new concepts and practicing new skills #2

F. Developing Mastery (Formative Assessment)

G. Finding practical applications of concepts and skills in daily living

H. Evaluating learning

I. Additional activities for application or remediation

In conclusion, the key learning points of the lesson plan are designed to guide students through the process of learning by introducing new concepts, providing examples, offering opportunities for practice, and assessing their progress. By ensuring that students understand the relevance of the lesson, apply their new skills in real-life contexts, and receive continuous support and feedback, the lesson plan aims to foster mastery and promote meaningful learning experiences for all students.

The allotted time for teaching a single topic is 1 hour, which means I need to make the most of this time to teach my students as efficiently as possible. Below is the time allocation I followed during my final demonstration to ensure that each segment of the lesson was delivered effectively, maximizing the learning experience within the given timeframe. My time management allocation is as follows:

• Opening : 5 minutes ( A. Presenting the new lesson & B. Establishing a purpose of the lesson )

• Core Activity : 45 minutes ( D. Discussing new concepts and practicing new skills #1, E. Discussing new concepts and practicing new skills #2, F. Developing Mastery (Formative Assessment), G. Finding practical applications of concepts and skills in daily living ) 

• Closing : 10 minutes ( H. Evaluating learning & I. Additional activities for application or remediation )

For classroom management, I implement a highly individualized approach with each student in the class, which consists of 5 autism students. The primary aim is to ensure that every student is able to grasp the lesson on Direction (Left and Right) in a way that is meaningful and comprehensible to them. This approach is especially crucial for students with autism, as they often require tailored methods of instruction that align with their unique learning needs and abilities. By engaging with each student individually, I can adjust the pace, style, and content of the lesson to best support their understanding and help them connect with the material in a personal way.

In terms of seating arrangements, I have chosen to organize the classroom in a U-shape. This layout offers several advantages, including providing me with a clear view of all the students at once, ensuring that I can observe each of them closely and provide immediate support if needed. The U-shape also encourages engagement, as it fosters an open and inclusive environment where students can easily see each other and feel more comfortable participating in the lesson. Furthermore, this seating arrangement allows for easy movement around the classroom, enabling me to move from one student to another without disruption and provide personalized guidance to each child as they work through the lesson. Overall, this setup helps create a conducive learning environment where all students feel supported and are able to engage with the lesson in a meaningful way.

I would say that the major challenges I faced during my teaching experience can be broadly categorized into 2 points: adjusting to the learners and adapting my teaching methods, particularly in light of cultural differences. Both of these aspects required significant reflection and flexibility, but they also contributed greatly to my personal development.

The first challenge pertains to adjusting to the learners, which is a dynamic process that requires constant attention and adaptability. Each time I work with a new group of students, especially those with autism, I must start from scratch and learn to understand each child's individual needs, behaviors, and learning styles. Children with autism, in particular, can exhibit a wide range of characteristics, and their responses to teaching strategies can vary greatly. This variability means that I must remain open-minded, flexible, and patient, recognizing that there is no one-size-fits-all approach. It is crucial for me to be receptive to feedback and open for discussion and improvement, as this allows me to continually refine my methods and ensure that I am providing the best possible support for each child. By maintaining this mindset, I am able to create a more inclusive and effective learning environment that is tailored to the unique needs of my students.

The second challenge I faced was adapting my teaching methods to align with the curriculum and the educational context of the Philippines, which quite different with Indonesia. One of the most differences are in language and culture. The limited time I had to make these adjustments was challenging, but it also presented an opportunity for growth. I had to align the needs of my students with my own teaching skills and adapt my methods to ensure that I could deliver lessons effectively. While these differences initially posed a challenge, they ultimately provided me with a valuable learning experience. The process of adapting to these new conditions allowed me to expand my knowledge, refine my teaching practices, and become more adaptable.

In the end, these challenges, though initially difficult, have proven to be highly enriching. They have broadened my perspective, helping me become more flexible and resourceful in my approach to teaching, while deepening my understanding of the diverse needs of students in different educational contexts.