My cooperating teacher is Pak Sri. He actively engages the students to the lesson when he is inside the classroom. I observed that his voice was loud and clear to encourage the students to participate in the classroom discussion. The following observation report below showcases the observations in the teaching and learning of the students from Grade 12 in SMAN 10 Samarinda. 

The educational resources frequently employed for Chemistry courses in schools primarily revolve around the core textbook, either Chemistry 12 or Chemistry 3. Specifically, the go-to resource is "Kimia, untuk Siswa SMA/MA Kelas XII." According to my SEA Teacher companion, this serves as the principal instructional material distributed to students. Moreover, the cooperating teacher structures his PowerPoint presentations by this textbook, ensuring that his instructional materials are in sync with the defined learning objectives. 

The school seamlessly incorporates ICT Integration throughout its educational environment. Each classroom is equipped with state-of-the-art projectors, eliminating the need for teachers to transport their own devices. This advanced technology allows educators to effortlessly deliver lessons using dynamic tools, including PowerPoint Presentations. Furthermore, teachers employ engaging Online Interactives such as Kahoot, Quizziz, and Simulations from PhET Interactives to enhance the learning experience.

Beyond individual classrooms, the school has a specialized computer room dedicated to providing a comprehensive and immersive ICT curriculum. This facility ensures that students receive in-depth instruction and hands-on experience with the latest technology. The commitment to ICT integration at every level reflects the school's forward-thinking approach to education, fostering a tech-savvy and innovative learning environment.

For summative assessments, the traditional Pen-and-Paper approach is commonly employed, utilizing methods such as Multiple-Choice, True or False, and various other formats. What particularly stands out to me are the Formative assessments, where students showcase their work to the entire class. I've observed the remarkable organization and interactivity during the question and answer segment.

In the context of the Philippines, there seems to be a tendency for students to be somewhat reserved when it comes to questioning their peers. An unspoken norm appears to discourage extensive inquiries to avoid reciprocal questioning. However, I've noticed a refreshing openness to constructive criticism among students here. They readily raise their hands and engage in asking questions without hesitation. This willingness to seek clarification contributes to a more dynamic and collaborative learning environment.