Embarking on my official endorsement from the Universitas Kristen Indonesia International Office to Sekolah Harapan Prestasi was a moment filled with a mix of nerves and excitement. Stepping onto the school grounds, I carried a blend of emotions as I prepared to engage with the students.
Given the responsibility of teaching two classes, specifically Grade 7 and Grade 8 English using the Cambridge curriculum, I experienced a surge of excitement, particularly with the topic assigned for eighth grade—literature, specifically "The Adventures of Tom Sawyer'' by Mark Twain. The prospect of delving into the world of literature presented both a challenge and an exhilarating opportunity. As I crafted my Short Term Plan, I conscientiously integrated the school's curriculum into my teaching approach, drawing confidence and ease from the guidance provided by my cooperating teacher. Armed with learners' books and a teacher's guidebook, I meticulously structured my plan to ensure its comprehensiveness and appropriateness. The creation of a vibrant and visually appealing presentation on Canva complimented my teaching strategy.
PROCEDURES OF
TRAINING
Similarly, for the seventh-grade class, centered around the song "Big Yellow Taxi" by Joni Mitchell, I followed a similar preparatory process. Crafting a short-term plan, referring to the teacher's guidebook, and creating a visually engaging PowerPoint presentation all contributed to a well-prepared approach for effective teaching.
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PowerPoint Presentation for Eighth grade
When it was time to conduct the classes, I initiated the sessions with warm greetings and a brief introduction, allowing students to become familiar with my background. Establishing ground rules, I encouraged students to communicate in English during class, fostering an environment conducive to learning. Motivational activities preceded the discussions, providing a preview of the topics at hand.
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PowerPoint Presentation for Seventh grade
Teaching the Seventh and Eighth grade
During the discussion, I adopted a learner-centered approach, allowing students to use their laptops to explore topics at their own pace. This method aimed to empower students to think independently and engage in self-directed learning. Class discussions were encouraged, culminating in generalizations to reinforce learning. Post-discussion activities, such as assignments, were assigned to meet the course requirements. Expressing gratitude after class became a routine, fostering a positive and appreciative learning atmosphere.
To gauge understanding and encourage critical thinking, I concluded each class by asking students what they had learned and why the content was relevant in the real world. This reflective approach aimed to reinforce the practical application of knowledge and encourage students to connect classroom learning with their everyday lives.
TIME MANAGEMENT &
ORGANIZING ACTIVITIES
During my tenure at Sekolah Harapan Prestasi, my daily schedule is structured from 7:00 AM to 14:40 PM, encompassing various responsibilities and class sessions. Despite having only one primary class per day, my commitment extends beyond instructional hours as I actively assist my cooperating teacher and occasionally lead class sessions.
On Mondays, my involvement includes facilitating a seventh-grade class from 11:20 AM to 12:40 PM. Tuesdays commence with a seventh-grade class at 7:00 AM to 8:20 AM and an eighth-grade class from 13:20 PM to 14:40 PM. Wednesdays involve a session with eighth-grade students from 9:00 AM to 9:40 AM. Thursdays serve as my designated day-off, devoid of any scheduled classes. Fridays are busy, starting with a seventh-grade class from 7:00 AM to 8:20 AM, followed by an eighth-grade class from 8:20 AM to 9:00 AM, and concluding with another eighth-grade class from 10:00 AM to 11:20 AM.
My Class schedule at Sekolah Harapan Prestasi
As the end-term examinations commence, my schedule undergoes a modification. A new timetable designates my role in facilitating examinations for both seventh and eighth-grade levels. This collaborative effort involves working with different teachers at Sekolah Harapan Prestasi, offering support during the examination process. The designated time frame for these examination-related responsibilities spans from 7:00 AM to 11:30 AM.
My schedule at Sekolah Harapan Prestasi for facilitating the end-term examination
Given the limited time I have at Sekolah Harapan Prestasi, I am mindful to ensure that each day is utilized as a valuable opportunity. This approach underscores my commitment to making a meaningful contribution and maximizing my impact during my tenure at the school.
CLASSROOM
MANAGEMENT
As a pre-service teacher, recognizing the significance of classroom management, I proactively prepared for the unique challenges of teaching an international class. Understanding the diverse linguistic backgrounds of my students, I emphasized the importance of speaking English during my class to ensure effective communication and comprehension. Additionally, to foster a structured and orderly learning environment, I implemented the practice of students raising their hands during recitation. This not only encourages a respectful and organized classroom atmosphere but also facilitates smoother interactions and ensures that each student has an opportunity to participate.
In addition, I consistently reinforce the importance of maintaining focus and settling down to pay attention during my class. Recognizing the natural inclination of students to socialize and engage in conversations, I encourage them to redirect their attention to the lesson at hand. By establishing this expectation, I aim to create a classroom environment where active listening and participation take precedence, fostering an atmosphere conducive to effective learning. This gentle reminder not only reinforces the significance of attentiveness but also contributes to minimizing distractions and promoting a more focused and productive learning experience for everyone in the class.
By proactively addressing these aspects of classroom management, I aimed to create an inclusive and conducive space for meaningful academic engagement and successful learning experiences in my international classroom.
PROBLEM-SOLVING
WHILE TEACHING
Facing self-doubt and nervousness during teaching is a common challenge, but I've found effective strategies to overcome it. I acknowledge that seeking constant validation from observers can contribute to anxiety, so I consciously stay positive and focus on the value I bring to the students. To manage nervousness, I've adopted a unique approach of placing coins in my shoe as a symbolic gesture for good luck, providing a subtle reminder to stay confident and composed during lessons.
Additionally, anticipating a potential language barrier, especially being a pre-service teacher from the Philippines in an international setting, I proactively tackled the issue by learning Bahasa Indonesia. Attending language classes facilitated by Ma’am Amanda and engaging in daily interactions with people from Indonesia significantly enhanced my language proficiency. Acquiring the basics for daily conversations not only eased communication challenges but also fostered a more inclusive and enriching teaching experience. This proactive approach to language learning has proven invaluable in establishing connections with students and navigating the cultural context of teaching in a new environment.
Facing challenges with grammar, particularly in a setting where English is the medium of instruction, is a common hurdle. To address this concern, I have implemented a multi-faceted approach. Firstly, I engage in consistent self-study, focusing on English grammar rules and structures. This involves regular practice, utilizing grammar resources, and seeking feedback to identify and rectify specific areas for improvement.