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Finally, my Final Demo day arrived! I was assigned to teach the class, and I felt extremely nervous not because I was unprepared, but because of the language barrier. I kept overthinking whether I could pull it off. However, thank God, I successfully made it! It happened on Tuesday, December 3, 2024, in the Kindergarten 2 classroom.
Finally, my Final Demo day arrived! I was assigned to teach the class, and I felt extremely nervous not because I was unprepared, but because of the language barrier. I kept overthinking whether I could pull it off. However, thank God, I successfully made it! It happened on Tuesday, December 3, 2024, in the Kindergarten 2 classroom.
A. Procedures of Teaching
A. Procedures of Teaching
Before creating my lesson plan, my resource teacher asked me to decide on the topic I would discuss for my final demo. After some consideration, I chose Secondary Colors, as it is both engaging and age-appropriate for the pupils. I also followed the school’s lesson plan format to ensure consistency. I prepared meticulously for the lesson, incorporating various activities and strategies to make it interactive and meaningful. Here's a detailed account of how my final demonstration unfolded:
Introduction:
I began the lesson with a warm and enthusiastic greeting. I reintroduced myself to the pupils, explaining that I would be their teacher for the hour. I wanted to make them feel comfortable and excited about the session. To establish rapport, I smiled and used simple, clear language, ensuring they could follow me despite the language barrier.
Energizer:
To capture the pupils’ attention and prepare them for the lesson, I started with an action song. We danced to the well-loved "Chicken Dance," which made the class lively and fun. This not only energized the pupils but also helped them feel more engaged and ready to participate in the activities ahead.
Review:
Before introducing the new topic, I conducted a review of their previous lesson. Using a PowerPoint-based game called "Color Matching," I encouraged the pupils to match objects with the correct colors. The interactive nature of the activity allowed the pupils to recall what they had learned previously while enjoying the game. I noticed how excited they were as they took turns participating, which motivated me further.
Lesson Introduction:
I introduced the topic, Secondary Colors, by playing a short nursery rhyme titled "Mixing Colors" by Super Simple Songs. This song creatively explained how secondary colors are formed by mixing primary colors. The catchy tune and colorful visuals captivated the pupils’ attention, making it easier for them to grasp the concept.
Following the song, I formally introduced the lesson using a PowerPoint presentation. I showed different pictures of secondary colors and demonstrated how they are formed by combining primary colors. For example, I explained that mixing blue and yellow creates green, red and yellow create orange, and blue and red create purple. To make the discussion more interactive, I asked the pupils questions like, "Where do you see this color?" and "Can you name a fruit or vegetable that has this color?"
I also incorporated examples of fruits and vegetables to make the lesson relatable. When I showed them pictures, I asked, "Do you like eating this fruit or vegetable? Why or why not?" This encouraged the pupils to share their thoughts and learn about the benefits of eating healthy foods.
Activity (Fixing Skills):
After the discussion, it was time for an interactive game to reinforce the lesson. I used a color wheel featuring the secondary colors purple, green, and orange. I placed three boxes on the floor, each labeled with one of the secondary colors. The pupils took turns spinning the wheel, and when the pointer stopped on a color, they had to jump into the box that matched it. Before starting the activity, I demonstrated how it should be done to ensure everyone understood the instructions. The pupils were very excited and enthusiastic as they took their turns. This activity not only reinforced their understanding of secondary colors but also allowed them to move and have fun.
Group Activities (Evaluation):
For the evaluation, I divided the pupils into five groups, each with a specific task to assess their understanding of secondary colors:
Group 1: Mixed primary colors using paint to create secondary colors and painted their worksheets with the colors they made.
Group 2: Colored pictures of fruits and vegetables with the secondary colors they had just learned.
Group 3: Sorted images of fruits and vegetables according to their colors, helping them associate the colors with real-world objects.
Group 4: Mixed primary colors to create secondary colors, then painted fruits and vegetables with those colors on their worksheets.
Group 5: Traced outlines of fruits and vegetables, then colored them using secondary colors.
Each group was actively engaged, and it was heartwarming to see their creativity and teamwork. I walked around to assist and encourage them, ensuring that every child had the opportunity to participate.
Conclusion (Parting):
As the session came to an end, I expressed my heartfelt gratitude to my cooperating teacher for her invaluable guidance throughout my preparation and demonstration. I also thanked the pre-service Thai teachers who helped translate my instructions into Thai, bridging the language gap between me and the pupils. To wrap up, I thanked the pupils for their enthusiasm and active participation. We ended the session with a group photo that included my resource teacher, the pupils, and myself. It was a memorable moment that marked the culmination of my hard work and the support of everyone involved.
b. Time Management and organizing activities
b. Time Management and organizing activities
I was given 1 hour to teach my lesson, from 9:00 to 10:00 AM.
Introduction and Energizer: 5 minutes
Discussion: 25 minutes
Game: 15 minutes
Worksheet Activity: 20 minutes
Closing: 5 minutes
C. Problem Solving
C. Problem Solving
The common problem I observed is that my pupils are very shy and hesitant to participate, especially since I am new to them and they are not yet accustomed to my presence. To address this, I used stickers as a positive reinforcement tool. This approach encouraged them to engage during my demonstration. They began to raise their hands eagerly when answering questions and volunteered when I asked for their input. Another challenge I faced is the language barrier. As Thai is their national language, most of them have a communication barrier in understanding and speaking English properly. This is why I ensured that all the instructions I gave on the PowerPoint presentation and all the words and sentences are translated into Thai. This not only benefited my pupils in understanding concepts better than before, but also made it possible for my cooperating teacher to join in and explain anything that my pupils might not understand.
D. Classroom Management
D. Classroom Management
During my final demonstration, I effectively managed the classroom by starting with a positive and engaging atmosphere. I greeted the pupils warmly and used an energizer, the "Chicken Dance," to capture their attention and prepare them for the lesson. Throughout the discussion, I kept the students involved by using visual aids, songs, and interactive questions, which helped maintain their focus. When conducting the game, I provided clear instructions and demonstrated the activity, ensuring all students understood and participated. For the worksheet activity, I divided the class into small groups with specific tasks, allowing me to circulate and offer support. I also used positive reinforcement to encourage active participation and ended the session with a group photo to create a sense of accomplishment. My classroom management combined structure with flexibility, keeping the pupils engaged while ensuring a smooth flow of the lesson.
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