Seameo : Sea Teacher batch 10th in The Cavite State University

 Hello friends! Welcome to my blog. My name is Febrianti Nurul Aulia, and everybody usually calls me Aulia. My major is English Education at Universitas PGRI Madiun. I wrote this blog as a means of disseminating the experiences I gained during the program. Hopefully it can be useful for those who read.

1. School: General Information and Academic Administration

1.1 School Profile

Cavite State University, located in Cavite, Philippines, is one of the leading universities in the region with a focus on developing education, research, and vocational skills. Founded as an agricultural educational institution, CvSU has grown into a university that offers more than several bachelor's, master's, and doctoral programs in areas such as agriculture, technology, social sciences, business, and education The university is also known for its vision of “Truth, Excellence, and Service,” and has about 11 main faculties in its main campus, Don Severino delas Alas, Indang. CvSU also consists of various campuses throughout the province of Cavite, which offer academic facilities and administrative support.  The university's Child Development Center provides a supportive learning environment for early childhood students, focusing on basic skills and social development.

Email : cvsumainosas@cvsu.edu.ph

1.2 Academic Support

At Cavite State University, academic facilities for educators and students are extensive, ranging from classrooms equipped with interactive learning media, libraries filled with children's literature, to playrooms designed to nurture children's creativity and motor skills. The faculty and academic staff always support the students and intern teachers in guiding and facilitating the teaching and learning process.

1.3 Teaching System

The teaching system at the Child Development Center uses a play-based approach and interactive learning. Each lesson is integrated with activities that involve the active participation of students, so that they can learn in a fun way. These teaching methods are curriculum-compliant and focus on the cognitive, emotional, and social development of children.

1.4 Materials and Other Learning Sources

Teaching materials include storybooks, interactive stationery, audio-visual materials, and educational games that support learning activities. In addition, teachers can use electronic devices such as computers and projectors to enrich students' learning experience. Color storybooks and learning videos are often used to illustrate concepts and make it easier for students to understand the material.

1.5 Measure and Evaluation System

The evaluation system at the Child Development Center involves periodic observation, assessment through play, and reflection of daily activities. Teachers conduct assessments based on students' progress in social skills, language ability, motor skills, as well as their adaptation to group activities. 

1.6 Curriculum

The curriculum K12 at the Child Development Center is structured to help children develop holistically, covering academics, social skills and emotional aspects. The program focuses on basic learning, including language recognition, numeracy, creativity, as well as personality development and social interaction.

1.7 Teaching Plan (My Major: English Education)

As an English Education major, I prepared a teaching plan tailored to the needs of the students at the Child Development Center. This plan includes introducing basic vocabulary in English, teaching basic communication through children's songs, and using short stories to help them understand the language and culture in a simple way. The teaching approach I used was activity-based that involved the students directly, such as word games and storytelling activities.

2. Pedagogical Content

1.1 Teaching Method

While teaching at the Child Development Center, I used methods that were adaptive to meet the needs of students in Grade 6 in both Matapath and Massaahan sections. My approach involves a combination of project-based learning and interactive discussions to help students understand concepts deeply and apply them. For example, in English learning, I use a role-play or simulation approach to train students' speaking and listening skills.

1.2 Learning Materials and Innovations

The learning materials I prepare include standard textbooks, worksheets, and interactive modules. In addition, I developed some creative learning aids, such as flashcards and visual storytelling, to attract students' interest. I also implemented game-based activities to help students understand the concepts in a fun way, and used video and audio media to enhance students' engagement in learning.

1.3 Sources of Learning and Technology

For learning resource she uses Textbook k12 English Education ( Basic and Beyond)

1.4 Authentic Assessment

My assessment involves various authentic methods, such as group projects, individual presentations, and daily assignments that reflect their understanding in a practical way. I also use grading rubrics for objective evaluation of these assignments. To evaluate students' understanding in conversational English, I conduct simulated conversations that reflect real situations, such as dialogs between customers and cashiers, to assess their communication skills.

3. Teaching Plan

1.1 Curriculum (CDC CvSU)

At the Child Development Center (CDC) at Cavite State University (CvSU), the curriculum implemented is designed based on competencies that aim to facilitate students' cognitive, social, and emotional development. The curriculum covers various disciplines such as math, science, arts and language skills, with a focus on advanced literacy and numeracy. In Grade 6, the approach is interactive and holistic, encouraging students to actively participate in analytical and critical thinking activities relevant to the context of everyday life. This provides students with a strong foundation for the next level of education, as well as the skills necessary to communicate effectively in English.

1.2 Teaching Plan Related to your major

As an English Education major, my teaching plan reflects the CDC curriculum and the specific needs of students in Grade 6. The main goal of this plan is for students to be able to use English in daily conversation well, as well as understand the basic structures of grammar. To achieve this goal, I implemented various practice-based learning activities, such as group discussions, conversation exercises and word games. This approach is designed to actively engage students, so that they not only listen but also practice directly.

In addition, I utilize diverse learning media, such as printed modules, visual media, and online learning applications, which make it easier for students to understand the topics taught. The assessment I apply is continuous and conducted through various methods, including individual assignments, quizzes, and oral exams. This aims to ensure that students not only understand the material taught, but are also able to apply it in real situations, so that they are ready to face challenges in the real world.

Topic : Identify different types of pronouns.

Topic : Indefinite pronouns

4. Observation on Teacher(s)

1.1 Planning for Teaching

In observing the teachers' preparation for teaching at the Child Development Center, I noticed that the planning was structured and detailed. Teachers start by developing specific learning objectives and then set out the steps they will take to achieve these objectives. They also pay attention to the needs of individual students, including adjusting learning methods and styles to suit the uniqueness of each class.

1.2 Preparing Lessons and Materials

After planning, teachers proceed with preparing relevant and interesting learning materials for students. They use various learning resources, such as textbooks, visual media and other learning aids to support students' understanding. Some teachers also use technology in presenting materials, such as projectors and digital props, which help make learning more dynamic and interactive.

1.3 Teaching Class

When teaching in class, teachers at CDC CvSU demonstrate skills in creating a conducive learning atmosphere and supporting active participation from students. They use various teaching methods, such as interactive discussions and educational games, which are able to make students more interested and engaged in the lessons. Teachers also provide encouragement and positive feedback, which aims to increase students' learning motivation.

1.4 Measurement and Evaluation

In terms of evaluation, teachers at CDC use a variety of methods to measure students' understanding and progress. Assessment is not only done through written exams, but also through practical tasks, projects, and observation-based assessments. Each assessment is tailored to the expected competencies, so as to provide an accurate picture of students' learning achievements and areas that need improvement.

5. Teaching Practice

1.1 Procedure of Teaching

In my English teaching practice at the Child Development Center, I developed a teaching plan that includes the stages of learning from opening, core activities, to closing. Before starting to teach, I consulted with the accompanying teacher to ensure that the methods and materials I would use were suitable for the students' needs. The teaching steps I apply begin with an introduction that attracts students' attention, followed by an explanation of the main material, practical activities, and interactive discussions. At the end, I always set aside time to conduct a short evaluation as a closing, where students can reflect on the day's learning.

1.2 Time Management and Organizing Activities

Time management is one of the main focuses in my teaching activities, especially to ensure that each stage of learning gets enough time. In practice, I allocate time for each part of learning proportionally, such as 10-15 minutes for topic introduction, 30 minutes for core activities, and 10 minutes for closing and evaluation. In organizing the activities, I ensure that the learning activities flow well, so that students do not feel rushed or out of time.

1.3 Problem Solving

During my teaching practice, I faced various challenges, such as some students who had difficulty understanding the material or there were distractions during the learning activities. To overcome this, I used flexible and solutive approaches, such as providing additional explanations for students who needed them and designing additional activities to overcome student boredom. By applying quick and effective problem-solving strategies, I strive to create a classroom atmosphere that remains conducive and supportive of learning.

1.4 Classroom Management

Classroom management is an important aspect of successful teaching, especially in maintaining student focus and order during learning. I use classroom management methods such as giving clear instructions, organizing students' seating, and giving appreciation for their active participation. In addition, I implement simple but firm classroom rules to ensure that students respect the learning environment. With this approach, I manage to create a classroom atmosphere that supports maximum student engagement.

6. Summary and Suggestions

1.1 Purposes of Practicum

This teaching practicum aims to provide hands-on experience in the real world of education, while developing effective teaching skills. The program is designed to allow me to apply the theories I have learned in college to real teaching and learning activities. In addition, this practice aims to improve interpersonal and professional skills, especially in adapting to the various needs of students in the classroom.

1.2 Procedure of Practicum

The procedure of this practicum begins with teaching planning, which involves consulting with the cooperating teacher to determine appropriate methods and materials. Once the planning was complete, I proceeded with the preparation of lesson plans as well as the preparation of teaching media and materials. In the implementation process, I taught in front of the class, while the mentor teacher observed and provided feedback. At the end of the session, reflection and evaluation were conducted to assess the effectiveness of the teaching and look for areas of improvement.

1.3 Outcomes of Practicum

This practicum provided me with many benefits, including improved teaching skills, ability to manage the class, and adaptability to various learning situations. I also learned how to overcome challenges in the teaching process, both individually and collectively. From the students' side, the results of this practicum are seen in their increased participation during teaching and learning activities and their improved understanding of the material taught.

1.4 The Challenges of Practicum

During the teaching practicum, some of the main challenges I faced were time management and classroom management. Organizing time so that every part of the lesson is well covered is sometimes difficult, especially when students need additional explanations. Another challenge was dealing with the students' different levels of understanding. To overcome this, I had to adapt my teaching approach to the needs of each student.

1.5 Overall Impression

Overall, this teaching practice experience was very valuable and provided new insights into the world of education. I feel more confident in teaching and managing the class after going through various stages of learning and guidance from the mentor teacher. This experience also enriched my understanding of the real challenges a teacher faces and gave me an idea of how to best handle those situations.

1.6 Suggestions for Future Improvement

I hope that the next batch can come to Cavite State University and I hope that in the future students from Indonesia will have a great opportunity to participate in the SEA TEACHER program and can gain valuable and unforgettable experience and knowledge.

Documenttations

Class Matapath grade 6th

Class Masahaan grade 6th

THANK YOU, MARAMING SALAMAT PO