TEACHING PRACTICE

1. Procedures of Teaching

             In every class that I handled, I used the Whole- Brain Teaching Approach. This approach is an excellent pathway for me to catch the attention of the students and to make them on- tasked in every activity that I provided for them.  The first thing that I did was to establish rules for the students to follow. In every rule, there was an action to be done. The actions described the rules which made the students internalize them. The rules that I made were:

1.                                 LISTEN!
2.                                 FOLLOW DIRECTIONS QUICKLY
3.                                 RAISE YOUR HAND FOR ASKING PERMISSION TO SPEAK

          Every time I say Rule no. 1, the students were conditioned to say and act “LISTEN” and for Rule no. 2, the students act out and say “FOLLOW DIRECTIONS QUICKLY”, and Rule No. 3, “RAISE YOUR HAND FOR ASKING PERMISSION TO SPEAK”. In this strategy, I didn’t have any problems in maintain the students’ attention and participation.

       After establishing rules, I followed the lesson plan that I prepared for them.

2. Time Management and Organizing Activities

         During my teaching practice, I didn’t have any problems in terms of time management and organizing activities. Though I provided so many activities for my students, I always see to it that I monitored the time properly. I was somewhat strict with my students about time because I wanted to finish every activity. When I told them to do the task in 5 minutes, they must be finished. The key to success in time management is to plan and plan and plan then allocate appropriate time for each activity to be done.

         This strict-teacher-like-attitude that I have made me made me look like a soldier. One of my evaluators gave me an advice not to be too strict with my students because it could make them stressed inside the classroom.

3. Problem- Solving

    One of the problems that I encountered upon teaching was students’ lack of vocabulary and flexibility in the use of words. When I was teaching one of the subject- verb agreement rules: when you encounter neither..nor, either…or, the verb must agree with the CLOSEST or the NEAREST subject. The students’ grasp of the word CLOSE was isolated to its one definition. The word close for them was the opposite of open. They didn’t know the other use of that word so because of that instance, before I speak or say something, I always explain vocabulary words or sometimes, I let them search for it in the dictionary.

4. Classroom Management

          As a teacher, classroom management must always be in the front line. the rules that I established for my students were successful because before we started the class, we always practiced the rules. When some students were not listening, I just walked and stopped near the inattentive students however, I still continued discussing my lesson. In this strategy, I could make my students feel my presence and listen attentively in the classroom discussion. Another strategy that I applied was lightly tapping students’ shoulder to get their attention. In this regard, I didn’t have to interrupt the discussion while getting rid of the off- tasked students.

            In Mattayom 2 students, there were students who liked to play hand fight or finger fight during the discussion. What I did was to make them present in class about the activity that I gave them. So, at the end of the day, they were able to listen and they no longer play and do some unnecessary activities.