Professional Documents
Culture Documents
Introduction
1
2
2 2
3 4 6
Teaching Practicum Coordinators Roles & Responsibilities Student Teachers Roles & Responsibilities Mentor teachers Roles & Responsibilities
Schedule Observation Teaching Reflection Portfolio
6 6 7
8 9 10 12
Description The Format Procedure Sample Teaching Portfolio Teaching Portfolio Checklist
Teaching Statement
12 12 12 13 14
14
14 14 15 15
mat
Group Reflection
15
17
17 17
18
Teaching Evaluation Form 18 Teaching Evaluation Rubric 19 To make the evaluation easier, teachers may refer to this teaching evaluation rubric to decide the score of each aspect in the teaching evaluation form. 19 People Skill Evaluation Form 21
Final Grades 22
22 22
23
Observation Form 1
23
Observation Form 2 Observation Form 3 Observation Form 4 Observation Form 5 Observation Form 6 Teaching Journal 1 Teaching Journal 2 Teaching Journal 3 Teaching Journal 4 Teaching Journal 5 Teaching Journal 6
Appendices
25 27 29 31 33 35 37 39 41 43 45
47
47 49
Introduction
A Message from the Coordinator
Dear student teachers and school English teachers, We are pleased to welcome you to the Teaching Practicum (TP) course (BS 491) or previously known as the PPL program of the English Department, Satya Wacana Christian University this semester. The purpose of this handbook is to serve as a guide for each one of us involved in the TP program this semester. We hope that you find the handbook helpful. Each student teacher should keep his/her handbook until the end of the program since the book has all the journal forms that should be filled in after each teaching and signed by both your supervisor and the teacher. Your journal entry from this book will also help you compile your teaching portfolio. We would like to thank Frances L. Sinanu, S.Pd. who compiled the first edition of this Teaching Practicum Handbook; Andrew Thren & Prof. Dr. Gusti Astika, M.A. who edited this handbook and also Teaching Practicum supervisors & Microteaching teachers who contributed their invaluable thoughts to the contents of this handbook. We conducted several revisions to this book based on their inputs. In this TP program, mentor teachers (also known in schools as Guru Pamong) and student teachers will be working closely together. The school/mentor teachers serve as a mentor to the student teachers, scheduling meeting regularly to discuss expectations, assigning responsibilities, suggesting and sharing lesson plans, observing, and evaluating the student teachers progress. The student teachers are expected to maintain reflective journals to share with their mentor teachers. Each journal should be written in this book immediately after each teaching and signed by the mentor teacher. Similarly, at the end of the program, each student teacher must assemble a portfolio that reflects his/her field experiences. The mentor teachers will evaluate the portfolio. In addition to the teaching experience at schools, the student teachers are also required to write a Group Reflection. Here the student teachers should raise an issue found/experienced in the respective Teaching Practicum site and each individual should contribute his/her experience in the issue. They will then compile those experiences into one report: Group Reflection, to be submitted to the TP coordinator. At the end of the semester, the mentor teacher will submit the filled-in grading book to the TP coordinator. In it is the 80% of the student teachers performance in this course. After receiving the grading book from the mentor teachers, the coordinator will then produce the final grade for each student teacher, adding the 20% from the Group Reflection grade to that from the mentor teachers. We encourage you to contact us if we can be of assistance to you during this student teaching process by calling us at +62-298-321212 ext 214 or 312120. Finally, we wish you a most rewarding and productive experience and we hope you are open to learning more about teaching and learning from your mentor teachers and school staff, your fellow student teachers and your students. Sincerely, Joseph Ernest Mambu, M.A. Teaching Practicum Coordinator
3. Applicants to the program are selected based on the above criteria and are placed in
the TP sites by the TP coordinator. The number of TP groups will depend on the number of the participating schools in each semester.
4. The student teachers will have more or less 14 weeks to observe the teachers, observe
their friends, and basically to practice their teaching and learning skills at the TP sites.
5. The student teacher is expected to conform to the same professional standards as the
regular teachers of the school. S/he should dress appropriately as teachers in the school do. S/he should also be present at school during office hours decided by the school. If some unforeseen circumstance should cause the student teacher to be late, the school and the teacher should be notified. If an illness causes an absence, the student teacher should notify the teacher a day before or as early as possible. The student teacher should also notify the TP coordinator of the absence.
6. Absences of more than three times in a row (both for office hours & teaching) will affect
the student teachers grade. Serious illness or unusual circumstances will be handled on an individual basis by the TP coordinator.
7. Each student teacher will be mentored by a mentor teacher at the TP site. The teacher
works with the student teacher closely and provides immediate assistance in lesson planning, teaching, and evaluating.
8. Before teaching, each student teacher should observe the teacher teaching at least
twice. The student teacher should also spend time to observe their peers teaching for at least 4 times. All observation reports are written in the forms provided in this book and should be discussed with the teachers/student teachers being observed after each teaching for the sake of his/her reflective teaching.
9. There will be NO university supervisors and thus NO supervisory visits for each student
teacher. All teaching and other performances at school will be under the mentor teachers supervision.
SD Lab
SMP Lab
1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 1 3 1 4
112006013 112006044 112006177 112007036 112007038 112007054 112007057 112007080 112007112 112007124 112007138 112007159 112007192 112007704
LEA VICASARI WIDJAJA CICILIA CAHYONO AC. MANYAR WULANDARU DEBORA TIURLAN TAMBUNAN* NARAINDRA SANISKARA KALEB NUGRAHA RIVA AGUSTIN KUSUMANINGRUM HENDARTO YUSUF SETIAWAN SUSANTO VICORIO TALENTINO ANINDIA LOKITAVERA SRI WIDYANINGSIH PRICCILIA WULAN AGUSTIN RISMAWATI SUSETYANINGTYAS PATRISIUS WOGANANDA RUSMAWAN
SMA Lab
1 2 3 4 5 6 7 8 9 10
112007005 112007020 112007021 112007050 112007077 112007084 112007116 112007144 112007157 112007199
DOROTHEA RAHARDANI CYNTHIA NIKEN PRATIWI WAHYU NUR ENDAH PRATIWI * ESTER PURWAKA SARI PRISCILLA AGNA EKAWATI CHRISTA SUKMAWATI WIDAYANI UTAMI PRISTIKA PITANTRI BAGUS RADITYA OCTAVINA VIDYA SUPRAMANA
SMP Kristen 2
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1 2 3 4 5 6 7 8 9
ADAM ADITYA BAHARUDIN SEPTI WULANDARI ENDISA RINI INDRIYANI KURNIA BUDI RUMANTI NIDIA ARUM PUSPITA IKA TRI YULIANTI HUTAMI * MAYA ARINDA CHRISTIANI FX. PAULA ERA LINA HADOMI
SMAN 1
1 2 3 4
YULIUS HADYANTO * JOSEPHINE AGUSTINA VERONICA EVELINE CHANDRA CHRISTA AUDREA YOSEVANA T
LTC
1 2 3 4 5
ONNIEK LIEKE. O EFONE MEITY * SULISTYANING DWI PUJI ASTUTI YUNITA ANDRIASTUTI ADI PRATAMA
Bethany School
1 2 3 4 5 6 7 8 9 1 0
112006188 112007004 112007022 112007032 112007067 112007070 112007085 112007092 112007093 112007196
MARLEN ANGELA DAIK NOVI SUCIANI WIJAYA NANDA ADI GUNA AGATHA DEBORA BENEDIKTIN YUNIAR ANINDITA PUTRI * MONICA PERMATA SARI PRANOTO VINSENSA RADITA HARYUNANI MARIA DEWINTA RATRI SARI CATERINE DEVI WULANDARI LOIS KESIANA PEBRIANI
Salatiga Lab
1 2 3 4 5 6 7 8 9 1 0 1
112006009 112006032 112006038 112006078 112006182 112007023 112007026 112007102 112007113 112007128 112004128
AGATHA YUVENTIA CHRISTIANTO IVAN SETIAWAN SANJAYA RISVISKA YEYEN SAPUTRI MEILANI NDAOMANU ELVIRA MARYOLEN HERE ENDAH NUR FITRIYANI YUTTA NATASYA DYARENGGASTI * KIKI KURNIAWATI NI PUTU MEIRITA HIDAYANTI LUXY CAHYANING WULANDARI HERAWATI SANDININGTYAS
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3.
4.
5. Plan and design appropriate instructional materials and teaching aids to support each lesson. 6. Develop skills in selection and utilization of educational technology in classroom instruction. 7. Give evidence of the ability to evaluate students progress.
9.
10. Assist the mentor teacher in performing routine tasks in the classroom checking attendance, housekeeping, clerical tasks, etc.
11.
Assist the mentor teacher in maintaining adequate physical arrangements of the classroom for varying instructional modes during teaching. 12. 13. Participate in special school functions (if applicable). Become familiar with the school policies and regulations.
14.
Assemble a Portfolio as a neat summary of his/her reflection on his/her experiences during the Teaching Practicum Program.
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15.
Contribute ideas/experiences to be compiled together with those of other student teachers of the same group into one Group Reflection.
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Schedule
No
Date
Activity
Place
8 January 2011
22 January 2011
TP First Meeting
F 114
Observations
Teaching Practice
Official End of the TP program Teaching Practicum Sites Portfolio & Group Reflection due
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Observation
During the Teaching Practicum Program, each student teacher should conduct at least 6 observations: 2 times observing the teacher & 4 times observing their peers. Observing the teacher will give the student teacher some ideas of how to deal with the students at the school, their level, the classroom interaction and of course, teaching tips. On the other hand, peer observation can provide opportunities for teachers to view each others teaching in order to expose them to different teaching styles and to provide opportunities for critical reflection on their own teaching. The following are guidelines in a peer observation: 1. Each student teacher will both observe and be observed by their peers.
2. Pre-observation session. Prior to each observation, student teachers (the one who will
be observed & the one will be observing) will meet to discuss the nature of the class to be observed, the kind of material being taught, the teachers approach to teaching, the kinds of students in the class, typical patterns of interaction and class participation, and any problems that might be expected. The teacher being observed will also assign the observer a goal for the observation and a task to accomplish. The task involves collecting information about some aspects of the lesson, but does not include any evaluation of the lesson. Observation procedures or instruments to be used will be agreed upon during this session and a schedule for the observation arranged.
3. The observation. The observer would then visit his or her partners class and complete
the observation using the procedures that both partners had agreed on.
4. Post-observation session. The observer and the one observed would meet as soon as
possible after the lesson. The observer would report on the information that had been collected and discuss it with the student teacher being observed (Richards and Lockhart, 1991).
2. How do the objectives for todays lesson relate to the goals of the course?
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While observing: Class: Date: Rating Scale: 4-Outstanding; 3-Good; 2-Fair; 1-Poor (Teacher may refer to the rubric for detailed description of each score) Aspects A. B. C. D. E. F. G. H. Total Preparation Teaching Materials Language Use Communication Skills Lesson Presentation / Teaching Technique Classroom Management Use of Teaching Aids Mastery of the Materials ______/32 Points Room: Teacher: #of students:
Strengths:
Post Observation Questions: 1. To what extend did you achieve your objectives?
Teaching Reflection
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As part of the reflective teaching nature of the Teaching Practicum program, each student teacher should reflect on his/her teaching for his/her own teaching skills development. This can be done by keeping a journal of his/her teaching. The form is available in this handbook and should be written immediately after each teaching session. The journal should then be consulted to the teacher and supervisor for comments that could develop the student teachers teaching skills. The comments will also help the student teacher in re-writing the teaching journal in paragraph forms to be included in the teaching portfolio at the end of the program. Another way that supports reflective teaching is to do observations, both observing the teacher teaching and observing other student teachers. The observation forms are also available in this handbook. Observation should be done according to the guidelines above in which the pre and post questions part will promote the learning process of becoming a better teacher. From discussion in answering the pre and post questions, the student teacher could write a better teaching reflection. A sample of a teaching reflection is available in the appendices in this handbook.
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Portfolio
Description
As part of the Teaching Practicum program, student teachers are required to assemble and submit a teaching portfolio that reflects their teaching experiences to their supervisor for evaluation. A teaching portfolio is a sampling of the breadth, depth and quality of one's work, in order to convey one's abilities, strengths or style, and achievements displayed indirectly through descriptions, documents and various forms of evidence (http://sunconference.utep.edu/CETaL/resources/portfolios/intro.htm#why). The portfolio documents the student teachers teaching practicum experience. It is an important selfassessment tool that allows student teachers to reflect on and to document important aspect of their teaching practice. When appropriate, it is suggested that samples of student work be included to enhance the portfolio. The supervisor will offer assistance on how to assemble a portfolio and will also evaluates it at the end of the program.
The Format
Essentially, Teaching Portfolios contain two basic elements: evidence of teaching and reflections on that evidence. The evidence begins with what is normally listed on curriculum vitae: list of course, lists of responsibilities, etc.; however, it extends beyond to include a variety of activities which have had an impact on your teaching such as the teaching seminars, videotapes of your lectures and classrooms, etc. The addition of these other documents adds depth to your teaching curriculum vitae. The meaningful aspect of the Teaching Portfolio lies in your written reflective statement about the evidence of your teaching. In creating a Teaching Portfolio, the key questions are why teach and how you teach, that is, your teaching goals and your objectives for achieving those goals. Reflecting on these issues is a difficult task and is best tackled with others. The Teaching Portfolio shifts the emphasis of your teaching away from content and focuses it on delivery and learning. Why do you teach? How do you teach? Why do you teach the way you do? These are difficult questions which are why, ideally, Teaching Portfolios are the product of collaboration with mentor teachers, supervisor, other student teachers, students and others as input from these sources helps you clarify and refine your personal statements and reflective description.
Procedure
The procedure for constructing your Teaching Portfolio consists of six basic steps that give freedom to be unique and reflect the appropriate information necessary for specific circumstances. 1. Articulate a personal teaching philosophy 2. Gather your evidence 3. Organize your evidence 4. Write reflective and summary statements about the evidence 5. Share your draft with others and revise 6. Rewrite your resume/curriculum vitae and under teaching refer reader to your Teaching Portfolio.
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Teaching Statement
Definition
A teaching statement or a teaching philosophy is a narrative that includes Your conception of teaching and learning A description of how you teach Justification for why you teach that way The statement can Demonstrate that you have been reflective and purposeful about your teaching Communicate your goals as an instructor and your corresponding actions in the classroom Provide an opportunity to point to and tie together the other sections of your portfolio
Purpose
There can be many purposes. You can think of it as a way of introducing yourself as instructor to your colleagues. You can think of it as an exercise in concisely gathering together your beliefs about teaching and learning so that you can easily articulate them to your students, your peers, and future employer. The statement is also an introduction to your teaching portfolio thus setting the stage for the reader of that portfolio. Additionally, the Statement can be a means to professional growth in that it requires you to give examples of how you enact your philosophy, thus requiring you to consider the degree to which your teaching is congruent with your beliefs. You may realize that to fully enact your beliefs about teaching and learning, there is a lot of room for growth.
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Guidelines
A statement of ones Teaching Philosophy should briefly make clear why, how, and what you teach. This statement should be one to two pages in length. It is a personal statement on your teaching beliefs; it is not an article on teaching and learning. It should reflect your experiences and teaching practices. Below are some guidelines to start writing your, probably first, teaching statement. Read some samples of teaching statements. One is provided in the appendices but there are millions available on the internet. It is up to you to choose as an example for your situation. Do brainstorming or free writing on one of the following prompts: Whats important to you in your teaching? or Being a language professional means. Often, people produce a list of items we would encourage you to go through that list, marking or highlighting the ones that are most important to you and trying to think of ways those are implemented in your classroom teaching. If you need help with your brainstorming, it is recommended perusing though and considering the following questions; 1. If were to ask your students about your teaching, what would they say? (if you were one of your students, what would you say about your teaching?) 2. If I were to ask your supervisor about your teaching, what would they say? (if you were your supervisor, what would you say about your teaching?) 3. Think of an activity you used that you feel was both successful and a good reflection of you as the kind of teacher you want to be. What was it about the activity, and the way you implemented it, that made it so? 4. Think of an activity that bombed in the classroom. Why do you think it didnt work? How would you change it and/ or the way you presented it? Why? 5. How do you go about motivating students? 6. How do you feel about grading? How do you go about deciding what grades to give students? 7. What do you think are important attributes of successful language learners? 8. What do you do for own professional development? What do you hope to be able to do, as part of your job, for your own professional development? 9. What do you think makes an excellent teacher (in general)? An excellent language teacher? 10. What is something youve learned in your study that you would like to try to apply to your teaching? 11. How do you feel teachers can get better at what they do? 12. How do you think people learn second languages (successfully)? How does instruction help? 13. How can materials help? 14. How do you think people become good at conversation (or reading, or writing, etc.) in a second language? How does instruction help? How can, materials help?
Format
There is no required content of set format for your teaching statement, which makes it so challenging for most people to write one. You may choose to write in prose, use famous quotes, create visual, use a question/answer in prose, use format, etc. However, keep in mind it is generally.
It is generally 1-2 pages in length Use present tense, in most cases. Writing in first-person is most common and is the easiest for you audience to read. Most statements avoid technical terms and favour language and concepts that can be broadly appreciated. A general rule is that the statement should be written with the audience in mind. It may be helpful to have someone from your field read your
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statement and give you some guidance on any discipline-specific jargon and issues to include or exclude. Include teaching strategies and methods to help people see you in the classroom. It is not possible in many cases for your reader to come to your class to actually watch you teach. By including very specific examples of teaching strategies, assignment, discussions, etc. you are able to let your reader take a mental peek into your classroom. Help them to visualize what you do in the classroom and the exchange between you and your students. For example, can your readers picture in their minds the learning environment you create for your students? Make it memorable and unique. If you are submitting this document as part of a job application, remember that your readers on the search committee are seeing many of these documents. What is going to set you apart? What about you are they going to remember? What brings a teaching philosophy to life is the extent to which it creates a vivid portrait of a person who is intentional about teaching practices and committed to his/her career. Own your philosophy. The use of declarative statements (such as students dont learn through lecture or the only way to teach is to use class discussion) could be potentially detrimental if you are submitting this document to a search committee. You do not want to appear as if you have all of the answers and you dont want to offend your readers. By writing about your experience and your beliefs, you own those statements and appear more open to new and different ideas about teaching. Even in your own experience, you make choices as to the best teaching methods for different courses and content: sometimes lecture is most appropriate; other times you may use service-learning, for example.
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Group Reflection
Group Reflection Description
An important component of the student teaching experience is the Group Reflection. Student teachers in one TP site will have to find/raise an issue in the respective TP site. Each student teacher must contribute his/her ideas/experiences regarding the issue to be compiled together with those of the other student teachers into one group reflection. This Group Reflection must be handed in to the TP coordinator at the end of the TP program. This Group Reflection is expected to support the student teachers by strengthening their skills in reflecting on their experiences in lesson planning, material development, classroom activities, classroom assessment, classroom management, research & professional development and other issues in Language Teaching, as well as in compiling various ideas/experiences from different people in one report.
Instructions
1. In the TP first meeting, we will cast lots to determine which group(s) is/are responsible
for developing these possible topics for group reflections: (1) mentor teachers preferred teaching approaches/methodologies; (2) The use of L1 (or languages other than English) in EFL classrooms; (3) making sense of teaching collaboration; (4) school students responses to your teaching experiences; (5) a free topic. 2. Write your individual stories that reflect the big issue you obtain as a group. 3. Individual stories must be synthesized in such a way that they form a comprehensive and coherent story of the whole group. Group similar ideas together so the story as a whole group is easy to read. When ideas or individual stories jumble, the grade of synthesis is less than 5%. 4. Each individual story must also consist of the following information: a. Class being taught: b. Hours: c. Day: d. Date: e. Observed by: 5. Please attach transcribed recording of your classroom teaching experiences or interviews with mentor teachers or students, when necessary. You may also enclose the recording as part of the group reflection. 6. Submit both the hard copy (to Joss box no. 35) and soft copy (to jos.sala3@gmail.com) of your group reflection. The due date will be announced later. 7. Assessment criteria: (1) group synthesis: 10%; (2) individual stories: 10% total: 20%
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Evaluation
Your Teaching Practice grade will consist of your teaching evaluation and people skill evaluation. Below are the samples of the forms that will be used to evaluate your teaching and people skill by the mentor teacher at the TP site.
Rating Scale: 4 Outstanding; 3-Good; 2-Fair; 1-Poor (Teacher may refer to the rubric for detailed description of each score)
Aspects A. B. C. D. E. F. G. H. Total Preparation Teaching Materials Language Use Communication Skills Lesson Presentation / Teaching Technique Classroom Management Use of Teaching Aids Mastery of the Materials
Points
______/32
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Recommendations:
Teachers Signature: ________________________________ Date: __________ *Student Teachers Signature: ________________________________ Date: __________ *This is to certify that the student has read this evaluation.
B.
Teaching Materials
C.
Language Use
Too many Indonesian or English to be appropriate, frequent mispronunciation ; slight interference with understanding
Good use of language; quite appropriate use of Indonesian and/ English, several mispronunciation ; a bit interference with understanding
Excellent use of language; very appropriate use of Indonesian and/ English (good code switchingmixing), minor mispronunciation s that do not interfere with
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D.
Communication Skills (incl. voice, eye contact, gestures/nonverbal cues and body movement
Voice is too soft to hear or too loud to be appropriate; no significant eye contact with students; too often looking at the floor, outside, or at the handouts. Teacher stands at the front of the class at all the time; gestures are inappropriate
Voice is a bit soft, but there is an improvement toward the end, eye contact is only made with certain students, especially those who sit at the front or in the middle row. Teacher makes some movements in the class, but only to the left or right on the blackboard. Some gestures are inappropriate
E.
The whole lesson is confusing not presented in a good order; no variation in activities/exercise s; transitions are done abruptly, without a closing of one activity and introduction to another ; too fast or too slow to follow
F.
Classroom Management
The choice of type of work brings into chaos or a lot of noises; teacher can hardly handle them; teacher doesnt involve students at all in the lesson; focuses on/points only few certain students (i.e. active ones)
Certain sections are not really clear; there is a little variation, but teacher cant carry the activities well; transitions are smooth at the beginning, but then some activities must be skipped and are not discussed at all; some activities are done longer/shorter than they should be Teacher gives attention and opportunities to some students who sit at certain row, e.g. in the middle; teacher offers students a few chances to get involved in the lesson, but students do not really respond
Voice is comfortable to listen to but inconsistent. Eye contact is made with almost all students in the middle of the class, but not with those who sit on the left/right or at the front/back rows; good movement around the classroom; a few gestures are not appropriate, but do not really affect the teaching-learning process Most sections are clear, but one/two explanations are difficult to understand; quite various activities; transitions are quite smooth, but the closing or introduction is not really interesting; quite good pace
understanding Good volume and control of voice for all the listeners in the room to clearly hear, make eye contact is spread equally to all students, natural movement around the class; relevant gestures and cues
Interesting, clear and good organization of the lesson; various and interesting activities; a good and interesting way to end one activity and introduce the next activities; appropriate pace, comfortable to follow
Teacher gives attention and opportunities to some students, but there is an improvement; teacher offers more chances for students to get involved in the lesson, and some of them respond
Teacher gives attention and opportunities to all students equally, including those who sit in the back row or the left/right front row; teacher offers a lot of chances for students to get involved in the lesson, and most of them respond enthusiastically
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G.
Limited AVA with limited purpose; limited use of blackboard; AVA and/or handwriting is/are too small to see/hear by all students, or too big to be appropriate, uncolored, not neat
Limited use of AVA with sufficient relevance that can only be seen/heard by students who sit in the front row; satisfactory use of blackboard; writing not neat/organized, but quite clear
AVA is integral, relevant, and can be seen/heard clearly by all students, quite attractive; good use of blackboard; writing is neat, organized, and clear
H.
Poor mastery of the language focus taught; cant answer students questions; make many errors; poor knowledge about the topic
Limited mastery of the language focus taught; make some errors in explanation; limited knowledge about the topic
Quite good mastery of the language focus taught; sufficient knowledge about the topic
Excellent use of AVA; AVA supports the language teachinglearning, can be seen/heard clearly by all students, neat and interesting; excellent use of blackboard; writing is very neat (from left to right), organized, and clear Excellent mastery and good knowledge of the language focus taught; excellent knowledge of the topic being taught; give additional and meaningful information
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Final Grades
Course Requirements
In order to pass the course, the student teachers should: 1. Comply with all teaching practice requirements at the assigned TP sites. 2. Initiate or get involved in some activities relevant to the TP sites. 3. Assemble a teaching portfolio according to the guidelines provided. 4. Compile a group reflection.
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Forms
Observation Form 1
Pre-Observation Question for the student teacher teaching (asked and answered before the observation) 1. What are your objectives for todays lesson?
2. How do the objectives for todays lesson relate to the goals of the course?
While observing: Class: Date: Rating Scale: 4-Outstanding; 3-Good; 2-Fair; 1-Poor (Teacher may refer to the rubric for detailed description of each score) Room: Teacher: #of students:
Aspects A. B. C. D. E. F. G. H. Total Preparation Teaching Materials Language Use Communication Skills Lesson Presentation / Teaching Technique Classroom Management Use of Teaching Aids Mastery of the Materials
Points
______/32
52
COMMENTS
Strengths:
Post Observation Questions: 1. To what extend did you achieve your objectives?
52
Observation Form 2
Pre-Observation Question for the student teacher teaching (asked and answered before the observation) 1. What are your objectives for todays lesson?
2. How do the objectives for todays lesson relate to the goals of the course?
While observing: Class: Date: Rating Scale: 4-Outstanding; 3-Good; 2-Fair; 1-Poor (Teacher may refer to the rubric for detailed description of each score) Aspects A. B. C. D. E. F. G. H. Total Preparation Teaching Materials Language Use Communication Skills Lesson Presentation / Teaching Technique Classroom Management Use of Teaching Aids Mastery of the Materials ______/32 Points Room: Teacher: #of students:
52
COMMENTS
Strengths:
Post Observation Questions: 1. To what extend did you achieve your objectives?
52
Observation Form 3
Pre-Observation Question for the student teacher teaching (asked and answered before the observation) 1. What are your objectives for todays lesson?
2. How do the objectives for todays lesson relate to the goals of the course?
While observing: Class: Date: Rating Scale: 4-Outstanding; 3-Good; 2-Fair; 1-Poor (Teacher may refer to the rubric for detailed description of each score) Room: Teacher: #of students:
Aspects A. B. C. D. E. F. G. H. Total Preparation Teaching Materials Language Use Communication Skills Lesson Presentation / Teaching Technique Classroom Management Use of Teaching Aids Mastery of the Materials
Points
______/32
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COMMENTS
Strengths:
Post Observation Questions: 1. To what extend did you achieve your objectives?
52
Observation Form 4
Pre-Observation Question for the student teacher teaching (asked and answered before the observation) 1. What are your objectives for todays lesson?
2. How do the objectives for todays lesson relate to the goals of the course?
While observing: Class: Date: Rating Scale: 4-Outstanding; 3-Good; 2-Fair; 1-Poor (Teacher may refer to the rubric for detailed description of each score) Room: Teacher: #of students:
Aspects A. B. C. D. E. F. G. H. Total Preparation Teaching Materials Language Use Communication Skills Lesson Presentation / Teaching Technique Classroom Management Use of Teaching Aids Mastery of the Materials
Points
______/32
COMMENTS 52
Strengths:
Post Observation Questions: 1. To what extend did you achieve your objectives?
52
Observation Form 5
Pre-Observation Question for the student teacher teaching (asked and answered before the observation) 1. What are your objectives for todays lesson?
2. How do the objectives for todays lesson relate to the goals of the course?
While observing: Class: Date: Rating Scale: 4-Outstanding; 3-Good; 2-Fair; 1-Poor (Teacher may refer to the rubric for detailed description of each score) Room: Teacher: #of students:
Aspects A. B. C. D. E. F. G. H. Total Preparation Teaching Materials Language Use Communication Skills Lesson Presentation / Teaching Technique Classroom Management Use of Teaching Aids Mastery of the Materials
Points
______/32
COMMENTS
52
Strengths:
Post Observation Questions: 1. To what extend did you achieve your objectives?
52
Observation Form 6
Pre-Observation Question for the student teacher teaching (asked and answered before the observation) 1. What are your objectives for todays lesson?
2. How do the objectives for todays lesson relate to the goals of the course?
While observing: Class: Date: Rating Scale: 4-Outstanding; 3-Good; 2-Fair; 1-Poor (Teacher may refer to the rubric for detailed description of each score) Room: Teacher: #of students:
Aspects A. B. C. D. E. F. G. H. Total Preparation Teaching Materials Language Use Communication Skills Lesson Presentation / Teaching Technique Classroom Management Use of Teaching Aids Mastery of the Materials
Points
______/32
52
COMMENTS
Strengths:
Post Observation Questions: 1. To what extend did you achieve your objectives?
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Teaching Journal 1
Class Room Topic A.V.A Goals Objective s Procedure Day Duratio n Date Time
My teaching strength
52
My teaching weakness
Things I would change were I to teach the same topic/use the same materials again
Signature:
Date:
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Teaching Journal 2
Class Room Topic A.V.A Goals Objective s Procedure Day Duratio n Date Time
My teaching strength
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My teaching weakness
Things I would change were I to teach the same topic/use the same materials again
Signature:
Date:
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Teaching Journal 3
Class Room Topic A.V.A Goals Objective s Procedure Day Duratio n Date Time
My teaching strength
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My teaching weakness
Things I would change were I to teach the same topic/use the same materials again
Signature:
Date:
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Teaching Journal 4
Class Room Topic A.V.A Goals Objective s Procedure Day Duratio n Date Time
My teaching strength
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My teaching weakness
Things I would change were I to teach the same topic/use the same materials again
Signature:
Date:
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Teaching Journal 5
Class Room Topic A.V.A Goals Objective s Procedure Day Duratio n Date Time
My teaching strength
52
My teaching weakness
Things I would change were I to teach the same topic/use the same materials again
Signature:
Date:
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Teaching Journal 6
Class Room Topic A.V.A Goals Objective s Procedure Day Duratio n Date Time
My teaching strength
52
My teaching weakness
Things I would change were I to teach the same topic/use the same materials again
Signature:
Date:
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Appendices
Teaching Statement Sample
Below is a sample of a teaching statement from a Spanish teacher.
Teaching Spanish is my life. I have been told that I am a born teacher, but this is not the case. If anything, I was born a learner, and along the way I learned how to teach. In fact, my teaching style and techniques are evolving daily as I learn through professional development, by studying my peers, and most importantly by listening to my students. To me, a large part of teaching is figuring out how people learn. I am passionate about education because I am a constant learner myself. I believe that a key element in the foreign language classroom is keeping the students motivated. My personal style of teaching brings enthusiasm, cultural elements, and technology into the classroom to increase learning motivation. I teach with a contagious smile and open personality that helps me to interact with my students as I guide them through their learning process. Teaching my native Spanish language enables me to draw upon my own culture and personal experience as a foreign language learner as I teach my students to effectively communicate with me in my own language and, perhaps more importantly, to gain an appreciation for another language and culture. My objective as a teacher is to motivate my students toward a level of independence where they develop a desire to learn and think for themselves. To reach this end, I rely upon many activities that involve a total physical response (TPR) by the students. Instead of just reading about salsa and listening to the music, my students dance the steps and sing the songs, engaging in the action as they learn both Spanish language skills and elements of Hispanic/Latino culture. Through this type of active participation, students learn and form their own opinions and base of knowledge. I define my approach to teaching foreign language as rationalistic since I encourage critical thinking and a desire among my students to communicate.
In my quest to develop independent thinkers, I also strive to promote cross-cultural awareness and appreciation. A native of Argentina, I try to bring as much of my culture into the classroom as possible. For example, students are introduced to Argentinas national drink, el mate, and learn the ritual way to enjoy it as a group, drinking from the same vessel using the same straw. I represent only one person from my country, however, and for this reason I have turned to technology to allow students to experience other aspects of my culture for themselves. I developed a WebQuest activity, included in my teaching portfolio in section three, to let the students become responsible for their own education and interact with the Argentine culture via the internet. With less reliance on me the teacher and more emphasis on group participation and collaboration, the WebQuest allows the students to come up with their own questions and conclusions about the culture as they navigate online chats with live Argentines, read current newspapers, and listen to popular music, all of their own choice. At the end of the quarter, students role play a skit, imitating a traditional Argentine family using the knowledge and understanding they have accrued with their own critical thinking. The results are often amazing, showing a unique perspective of my culture that I can always recognize as my own.
I believe that effective teachers understand what knowledge their students already have, and find a way to tap into that knowledge and build upon it everyday. To me, technology is one of
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the most important tools an effective teacher can use in the classroom to address different learning styles, to create a productive learning environment, and to increase student motivation. I always request to teach at night, because this is the only time I am guaranteed to have a multimedia room for every class. I developed a special Web CT website for my Spanish 104 class that enables students to participate in a live Spanish chat room with their peers, see videos of their own classroom presentations, use discussion boards, send email, find copies of handouts and power point presentations, and see pictures of my family. I believe that my enthusiastic, cultural-technological approach to teaching Spanish enables students to acquire language skills in a manner that keeps them interested and motivated, and requires their own critical thinking of discussion points which makes their learning their own. The results I have seen in my students are quite positive. Many see me outside the classroom, and even though they are no longer my students continue to communicate with me in Spanish. Others have decided to study abroad in Latin America, or have attended Argentine soccer matches in the U.S. just to learn more about my culture. My students never forget how much I love to teach them, and the passion and energy I devote to their education is often translated into their passion to think and learn, and that is why teaching Spanish is my life. Taken from: http://ftad.osu.edu/portfolio/philosophy/ruggiero.html (retrieved Aug 25, 2006) Below is a sample of a teaching statement from an ED graduate.
My Teaching Philosophy
Fransiska Oktavia A graduate of the English Department Satya Wacana Christian University Teaching... teaching... and teaching.... This word is related to my study. When I entered English Department, I did not know that I had to become a student teacher for my practicum program. Actually, I like English, but I don't like teaching. If I want to graduate and get my "SARJANA" degree, I have to follow all requirements. One of the pre-requisites is to take "TEACHING PRACTICUM PROGRAM" or "PPL" in the certain school. Before I do my PPL, I have to take some pre-requisite courses like: Curriculum and Material Development, TFEC (Teaching Fun English for Children), TEFL (Teaching English as a Foreign Language), Language Testing, TLS (Teaching Learning Strategy), and Micro Teaching. In Micro Teaching, I got some additional information and knowledge how to teach well, how to create a good lesson plan, how to create an interesting material and activity, how to deal with students, and how to manage the classroom. I knew that I had to consider many things in order to do my teaching successfully. All knowledge and some advice from my teacher that I got in my Micro Teaching class prepares and helps me a lot in doing my PPL. Finally, I start to love teaching and I am ready to face my PPL world. In my opinion, teaching is like "making a beautiful dress". To produce a beautiful dress, you have to know some aspects and follow the steps, like how to make a design based on the costumer's need, how to make a good pattern, how to choose a good material, how to cut well, how to sew neatly, and how to add beautiful ornaments appropriately. It is the same as teaching; before you teach, firstly, you have to know your students' need. If you know it, you can make a good lesson plan for your teaching. After that, you have to choose an appropriate material and activity with your lesson. If all things have been prepared well, now, it's time to show who you are. Don't forget that a teacher is the same as a tailor. Although you have a good design and pattern, you will not get satisfying results if you don't explore your skill to sew it well. Although you have prepared all things well, you will not get maximum results if you don't follow the proper steps. Besides, teaching always needs skills and practices. In teaching, you have to explore your skills by practicing to deliver your lesson well. How to do it, let's check these important things in teaching practice:
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1. Master all materials that you have in your lesson; you have to prepare yourself as well as you can. 2. Create some interesting and attractive activities (e.g. games, vocabulary box, news in the wall, etc) for your students that are still related to your material. 3. Create Audio Visual Aids as creative as you can to attract your students attention and make them understand the material easily. 4. Create a comfortable and an enjoyable atmosphere in the classroom, so your students can feel the pleasant lesson. 5. Have a good communication and interaction with your students; in this case, DON'T regard yourself as a teacher who has the absolute power, but TRY to be their learning companion and their friend. The important thing is you should know your purpose to teach. Every teacher has different purposes. I also have my own purpose: "I want to be their learning companion. I help my students to get as much knowledge as they can, so that they can share and use their knowledge in the future." When you fail in the first time, DON'T quit but KEEP TRYING! Do you still remember the proverb "Nothing Ventured Nothing Gained"? So, keep trying and practicing until you win.
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Science - Grade 4 Date: 10 August, 2004 Time: 50 minutes Specific skills: Observing Drawing conclusions Field Report Teaching activities: 1. Pre-teaching activity (10 MINUTES) The students brainstorm examples of plants and flowers. They also discuss the colors of flowers and why they are colorful. 2. Based on the picture of a plant provided, the students observe the structure of a plant. They discuss the names of each part of a plant. (10 MINUTES) 3. The students are divided into groups of 4, and given a chance to observe plants around the school in groups. During their observations, they take notes. They draw the picture of the plant that they observe. (15 MINUTES) 4. In groups, the students report their observations in a form of a poster. They label each part of a plant, based on their class discussion. They color the picture. (15 MINUTES) Teaching reflections: When I entered the class, the students were so noisy that I should quiet them down by counting 1 to 10 and raising my hand. As soon as the students heard me and saw my hand, they were quiet. On the consequence, I needed extra time to start my lesson. It took me about 15 minutes to do the pre-teaching activities. Next time, I need to allocate more time in my lesson plan, as Primary School students needed more time to adapt between lessons.. We had a nice class discussion, as most of the students participated in it. Even, they were willing to share their experience about growing plants. When we started labeling names of a plant, one student couldnt read my handwriting on the picture of a plant. She was wearing glasses. Perhaps next time, I should pay attention on the size of my handwriting, or I should move some students who had problems with their visions to the front. Grade 4 students were very enthusiastic with the observation period as it was a chance for them to explore and had a first hand experience with the lesson. However, during the observation, some students were distracted with other things, like some of them were more interested in ants, caterpillars. Therefore, Bu Anne, my supervisor, suggested that I should keep on checking my students work, for instance by asking questions to them. Most of Grade 4 students in the class were apparently visual learners with spatial and kinesthetic intelligence. They learned through pictures and they were good artists. They produced clear and colorful poster that they displayed in their class by the end of the lesson. The class was a bit noisy, as some students walked around without permission, when they had to borrow stuff from their friends. Therefore, as Bu Anne suggested, I should make clear working rules for the students before the activity began.
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Below are two journal entries from an ED graduate. Notice that her progress is visible.
Teaching Journal 2
Class X 6 Room Language Lab Topic A.V.A
Fransiska Oktavia
Wednesday Date February 21, 2007 2 x 45 Time 10.20 - 11.50 minutes Information Reports > > > Discovery Channel (Animal: Sharks) Board, Movie CD
Day Duration
My teaching strength In the 2nd teaching, I feel more relaxed and confident. In addition, my voice is loud enough. I still walk around to check my students' work and help them when they get difficulties. My teaching weakness My explanation sometimes jumps from one to another and I cannot handle the class when the students are very noisy and very active. Things I would change were I to teach the same topic/use the same materials again I want to give additional material that can help the students more in making report. Also, I want to bring the appropriate A.V.A for my students so they can understand the lesson easily. Comments from the teacher # To avoid jumping in explaining the material, you need to make a "cheating note" that contains all things you want to give. # Your 2nd teaching is a little bit better than the 1st. You've made some changes like keeping your voice stable and being more confident. These things make your teaching more interesting and alive. Signature: Dwi Widiyanti, S. Pd. Comments from the supervisor Try to list things you can do when students are noisy. Then try one by one in the real classes to find which one is more appropriate for students and with your style. Maybe you need to organize your lesson better. If necessary, try to deliver it at home before you do it in class. Signature: Gita Hastuti, S. Pd. Date: March, 2007 Date: March, 2007
Teaching Journal 6
Class X 4 Room Language Lab
Fransiska Oktavia
March 23, 2007 10.15 - 11.30
Friday Date 2 x 40 Time minutes Topic A Narrative Text > > > "The Princess and The Pea" A.V.A Board, Movie CD My teaching strength
Day Duration
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I have prepared the materials well so that I can handle the class. My voice is loud enough, so it can make the students hear clearly about my explanation. I can cover my lesson when the technology cannot operate well. My teaching weakness I do not have plan B to cover the time that still remains because of an unpredictable thing that happens. Things I would change were I to teach the same topic/use the same materials again I should prepare plan B to support and help my teaching (especially when something that I cannot predict happens).
Comments from the teacher # You must have "a sudden plan" if unpredictable things may happen. # Actually you have developed in many aspects. Most of all you have taught well as a compound but never walk without your shadow. It means that although you've made a plan (lesson plan) but still make a backing up plan. Signature: Dwi Widiyanti, S. Pd Comments from the supervisor Unpredictable things usually happen especially when you deal with technology. How to handle that? You need great preparation, good mastery of the material and several alternative plans. If you do them, you'll be able to handle any possibilities. Good Luck! Signature: Gita Hastuti, S. Pd Date: March, 2007 Date: March, 2007
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