Teaching Practice

At my practice teaching in the subject Geography 10, I taught Philippine Geography to my Indonesian students since they expressed a keen interest in learning more about my country. To set an engaging tone for the class, I began with a preliminary activity called "Spin the Wheel." I handed out tickets with seat numbers to each student, and the wheel, which displayed all the seat numbers, was spun to randomly select participants. When a number was chosen, the corresponding student answered some basic or open-ended questions about the Philippines. This activity not only broke the ice but also encouraged active participation and excitement among the students.

After the activity, which my students thoroughly enjoyed, I smoothly transitioned into the lesson proper on Philippine Geography. I began by introducing the three main island groups of the Philippines: Luzon, Visayas, and Mindanao. For each island, I elaborated on its unique culture, iconic landmarks, and well-known tourist destinations. To ensure better understanding, I incorporated Indonesian translations on each slide of my presentation, which helped my students follow the lesson more easily. Their enthusiastic reactions and active engagement with the material demonstrated how much they appreciated the effort to bridge the language gap.

To conclude the class, I employed an authentic assessment to gauge their understanding of the lesson. I asked them to recite orally and respond to questions related to the discussion. This strategy allowed me to assess their learning effectively while giving them the chance to articulate their thoughts. I observed that most of the students were able to answer confidently, which reflected their grasp of the lesson.

To make the lesson engaging right from the beginning, I started with an icebreaker activity called "4 Pics 1 Word," which was connected to the subject matter. This activity encouraged the students to participate actively and think critically about the pictures presented. Once their interest was piqued, I smoothly transitioned into the lesson proper, ensuring that the energy and engagement from the icebreaker carried over to the discussion.

Given that the language barrier was still a challenge for my Indonesian students, I made sure to include Indonesian translations on every slide of my presentation to support their understanding. Additionally, my cooperating teacher was always ready to assist by translating my explanations when necessary, which helped bridge the communication gap. During the discussion, I explained the various factors that influence the distribution of plants and animals worldwide, such as climate, geography, and ecosystems. The students showed curiosity and interest in the topic, and the translations proved effective in keeping them engaged and informed.

To assess the students’ learning after the discussion, I conducted an oral recitation where they had to answer questions based on the lesson. I also administered a multiple-choice activity to further evaluate their understanding of the topic. These assessments allowed me to gauge their retention and comprehension of the material while giving them opportunities to express what they learned. Despite the language barrier, the students performed well, demonstrating interest and enthusiasm throughout the class. This experience was both challenging and rewarding, as it helped me refine my teaching strategies to accommodate diverse learners.