Teaching Practice

The curriculum at MMSU Laboratoy High School emphasizes a student-centered learning process or what is usually called student-centered learning. So that in the learning process the teacher only acts as a facilitator who facilitates students to think critically, find solutions and solve problems. The things that are done must of course be based on the lesson plan that has been created so that learning activities take place in an orderly and systematic manner. 

Effective teaching starts with clear communication and creative engagement strategies. Using a reward system can be a great motivator; for example, incorporating unique rewards like foreign currency grabs students' attention and makes learning more memorable. Encouraging open participation, asking thoughtful questions, and connecting with students on their level cultivates a collaborative environment. But it’s also essential to maintain a balance between engagement and structure, guiding students on the expected process and pacing for each activity.

To smoothly transition from a 20-minute presentation of material to a 30-minute student assessment, it's important to keep the lesson engaging and make sure students are prepared before they move on to the assessment portion. Below is a plan that bridges the two sections; 10 minute presentation of material and 10 minute of student assessment that include discussion between the students.

In any lesson, time management is key to covering all necessary components without rushing. Allocate a clear time frame for each activity, and ensure students know how long they have. For instance, when giving students a group task, specify they have "10 minutes to find adjectives on the screen," setting clear expectations and keeping them focused. Prioritize your lesson goals and decide how much time should go toward discussion versus activities, ensuring you cover core objectives without running over time. 

1. Establish Clear Routines and Expectations

At the start of every class, I would create a structured routine and clearly communicate the schedule of activities. I would visually display the day’s plan on the board or provide handouts, so the students know what to expect. I’d include specific times for quieter activities like reading or independent work.

2. Use Non-Verbal Cues for Classroom Management

I’d use non-verbal signals to manage the class, for example I could raise my hand as a sign for quiet, or use a visual cue like flashing the lights or holding up a sign with a “quiet” symbol. I’d also use timers or chimes to signal transitions between activities. It allows me to communicate without contributing to the noise. Non-verbal cues are clear and easy for students to recognize, reducing the need to speak loudly in a noisy environment, which can be particularly difficult for me to handle.

3. Leverage Technology for Communication

I would use technology, such as an interactive whiteboard, to project instructions, assignments, and key points visually rather than relying solely on verbal directions. I could also use a sound-level monitoring app that shows students when their volume is too high through a visual indicator (e.g., a traffic light system).

4. Implement a Quiet Area or Break Times for the Class

I’d designate a “quiet corner” in the classroom where students can go for independent reading or low-volume activities. I’d also plan moments of quiet time after louder activities, allowing both students and myself to reset. This provides me with periodic breaks from the noise while also teaching students the importance of balancing energetic activities with calmer, quieter periods. It helps me maintain a manageable sensory environment and gives students a structure to follow.

5. Use Positive Reinforcement to Encourage Quieter Behavior

I’d focus on using positive reinforcement to encourage students to keep their noise levels down. For example, I might reward groups or individuals for staying focused during quiet times or for following non-verbal signals effectively. Rewards could be extra free time, or praise.

To maximize the learning process to take place effectively and efficiently, it is the teacher's job to be able to know the situation and conditions of the students and in my opinion this is what the teacher must do in order to easily manage the class.

1. Make preparations. As a teacher who wants to teach in class, you should have prepared various kinds of needs ranging from learning media, learning materials, lesson plans, evaluations for students and methods that will be used. This preparation is very important so that the learning process takes place in an organized and smooth manner.

2. Before starting the learning process, it is a good idea for the teacher to make a learning contract. That is, there are rules that must be obeyed by teachers and students during the learning process. For example, during the observation week I was given the opportunity to meet with the class I would be teaching. On that day we decided what rules must be adhered to together with the aim that the learning process runs well.

3. Before starting class, try to attract students' attention first. There are many ways this can be done, for example I raise my voice when starting the lesson and walk in the middle of them when explaining the material, make jokes, etc.

4. Must understand the situation and conditions of students. There are times when students become bored in class so they don't pay attention to the teacher's explanation. Therefore, the step we can take is to do icebreaking. I always do this to keep them relaxed and focused on the material being presented

5. Always give students the opportunity to ask and answer questions. For example, I always ask them which parts they don't understand or I immediately ask them for their response as to whether the part was understood or not.

6. Provide an interesting evaluation but still fit the objectives in the lesson plan. For example, I gave them an evaluation in the form of a crossword puzzle to check whether they really understood the material being taught or not.