My SEA-weet Teaching Practice!

In compliance with one of the requirements of the SEA-Teacher Project, on November 15, 2023, I had my final teaching demonstration, where I had to be evaluated by the SEA-Teacher Coordinator of Udon Thani Rajabhat University (UDRU). Teacher Wan scheduled my final teaching demonstration from 11:20 AM to 12:40 PM during her class at M3/2. I was assigned to teach the students how to change a direct statement to an indirect statement. Since Teacher Wan advised me to implement an approach and strategy of my choice, I decided to integrate a student-centered approach with the use of game-based and collaborative strategies. Since I was only given 45 minutes to do my demonstration, I tried to simplify the topic so that students could understand and comprehend the lesson despite the short period of time. 

I started my class with the “Bring Me” game, which is a famous icebreaker in the Philippines where students have to bring the items I mentioned in front. They were not actually familiar with the game, which is why I explained to them that in the Philippines, it is a famous leisure activity at special events such as birthday parties. However, to ensure they are motivated to play, I prepared prizes. Luckily, they enthusiastically participated, which built momentum as I started the presentation on the topic.

After the game, I explained to them that the game actually had a connection with the lesson I was about to introduce to them. Every time they bring me an item, I ask the student who gave me the item to describe it. After the student describes it, I repeat it using a direct statement. At first, students’ faces were in awe because they did not expect that it was possible that the simple game we had could possibly have a connection with our lesson. The good thing about it is that they were given an idea about the topic, which I believe helped when I introduced the notable difference between a direct and an indirect speech.

Moreover, after familiarizing them with the difference between direct and indirect speeches, we had another game called “Raise Your Cards!” where they had to identify whether a statement was direct or indirect. Thankfully, students got all the correct answers. Since students were already familiar with the structure of the two statements, I then explained the three steps to change a direct speech to an indirect speech. After the discussion, I called two students to go in front of the class and let one of them describe the other one, and the other one to covert what he or she said in an indirect form. Surprisingly, the students did a great job. As much as I wanted to give more examples, the time was not enough, so I told them to answer the exercises in their book. 

In addition, as a token of appreciation, I gave them the chip bags I had prepared that contained Filipino sweets and snacks. The students were so happy to receive it and were excited to check what was in it. I ended the class by praising them using the multilingual praise I usually employ in my demonstration classes in the Philippines, where every time students do well, I ask them to commend themselves by enthusiastically saying: Nalaing, Magaling, Susu Na Ka/Krub!

Furthermore, I encountered no major problems during my teaching demonstration because students responded positively to the activities and discussions. After my demonstration in M3/2, Teacher Wan told me to repeat the lesson in M3/5. Luckily, the approach and strategies were also effective for them.