5. Summary and Suggestion

5.1 Purpose of Practicum

The main purpose of ths teaching practice is to find new experiences. The goals I want to get from this teaching practice are:

1. To find out the education system that exist abroad especially in Philippines.

2. To find out the learning proccess in The Philippines.

3. To find out the characteristics of students in elementary school in Philippines.

4. To develop my teaching skill and pedagogy.

5. To encourage my english skill.

6. To find out the culture in the Philippines and the habits of the people there.

5.2 Procedure of Practicum

In the implementation of this practicum there are four steps that must be passed by the student teacher, among them are Orientation and class observation, teaching assintant, teaching in classroom, reflection and lesson learned.

• Orientation and Class Observation 

In this stage, the student teacher is introduced first with the parts that are in the school like the facilities in the school, the rooms in the school and the staff in the school. After that in the first week, the student teacher was required to observe the class set by the academic staff in the school.

• Teaching Assistant 

In this stage (second week), the student teacher was asked to help whatever the coordinator teacher needed and discuss the material which will be discussed in the next week. And then, while helping the coordinator teacher at that time we can also consult the lesson plan that we have made for teaching materials in the next week.

• Teaching in The Classroom

This third week is my time to execute the class. Based on preparations in the previous week, the teaching and learning process in this week can run well. Whatever this meal has prepared is the time to practice teaching in front of students.

• Reflection and Lesson Learned

In the last week, the fourth week the student teacher evaluated the overall performance that had been done in the previous week. And the student teacher discusses with the teacher coordinator about the lesson learned.

5.3 Outcomes of Practicum

The results obtained from this teaching practice is that I can improve my teaching skills. The second is that I can find out how far I can control the class and to know how to manage the time in the class verywell. The third, of course trains my patience in dealing with the characteristics of different students. And the last, I can be more confident in teaching students at school.

5.4 The Challenges of Practicum

The challenges I got from this teaching practice was many differences from some of the characteristics students have. Based on that, it becomes my challenge how to understand the body language of students who rarely communicate, knowing how to spell their names that are different words from the names of students in Indonesia. Besides that, eating in the Philippines is the most serious challenge during teaching practice there because the taste of food served there is not all in accordance with the taste in Indonesia. But there is something that is a fun challenge for me, going to school by public transportation and commute by ourselves is an unforgettable experience.

5.5 Overall Impression

Many impressions I got from this valuable experience. If delivered in its entirety it might not be enough with one or two words. But the most important thing is that I feel honored by the warm welcome from other people who are abroad. Besides that, I was very happy with the new experience I got during the teaching practice there.

5.6 Suggestions for Future Improvement

So that this activity can run even better for the future, my suggestion is to further strengthen communication between the coordinator receiving university and sending university coordinator, with all participant this program also before departure to the destination country. More mature in preparing the things is list all of needed for teaching in the destination country. Other than that, make sure that for every receiving university, it is expected to be able to provide buddys for each participant from the sending university.

4.Teaching Pratice

4.1 Procedures of Teaching

1. Teacher greets the student.
2. Teacher ask the student about the story.
3. Teacher ask the students about post picture in the book. There will be picture flashed and call out volunteers to arrange the scrambled photos on how they imagine the situation in the picture.
4. Teacher explain the students about prepositions of place (in, on, beside, across, above, between behind, and under)
5. Teachers ask the students how each preposition differs in the location it describes by giving further examples and illustrations.
6. Teacher ask the student to pay attention to the song that the teacher will play. There will be showed the examples of the preposition word. Then the teacher will give the questions to the volunteer.
7.  The teacher make the students into 3 group.
8. The students will play a game that student will hear the instruction from the teacher.
9. Teacher give student the exercises by answering the question based on the book.
10. Teacher close the lesson and advises the students to remember the lesson next week.

4.2 Time Management and Organizing Activities

Learning is carried out for 40 minutes in each subject. Within 49 minutes, students are not really full to study but there is an interval for break time. In the implementation of leatning, the set time has not been able to optimally. This happens because in learning students do not understand what is instructed by the teacher. So that when the learning is complete there are still activities that are still being carried out. 

4.3 Problem Solving

With the existence of problems in time management, then to anticipate this the teacher optimizes the time set. besides, learning activities are not too much to do.

4.4 Classroom Management

Based on the result of observations, the member of the students in grade 3-Kolvenbach is 32 people include men and women. In managing classes especially student can be done well because there are not too many. In giving instructions, students are very good at responding and paying attention to the teacher. In explaining the material, atudents are always focused in front of the class. Although sometimes I don't walk to students who sit behind the class. The ficilities provided are quite good, with 6 fans equipped to make students comfortable in learning.  To find out how far student understand learning materials, I evaluate students. So that everything in conducive, I give time to do the evaluation for 10 minutes. Then, student who have finished working on the evaluation are asked to collect the result by relaying from back to front so as to minimize the time and situation in the class.

3. Teaching Plan

3.1 Curriculum

The Grade School adapts the K to 12 Curriculum Program. It is an innovative curriculum that aims to provide sufficient time for mastery of concepts and skills, develop life-long learners and prepare completers for secondary education, middle-level skills development, employment, and entrepreneurship.

3.2 Teaching Plan

There are some things that I have prepared in the teaching plan. The topic I have taught is about preposition in class 3. In this topic I use the game method and talking stick learning model. Beside that, I invite students to play a role by listening to the instructions given. Examples of instructions such as: "Students are at the door!" then students must run to the front door. In the instruction there is the word "In Front" which is one of the prepositional words. The following is one of the lesson plan that I used when teaching:

ATENEO DE NAGA UNIVERSITY

GRADE SCHOOL

Grade 3 - Kolvenbach

January 28, 2019

LESSON PLAN

A. Objectives

     By learning this materials, the students are expected to be able:

     1. To understand using prepositions of place in, on, at.

     2. Identifying prepositions of place in, on, at.

B. Subject Matters

     School                  : Ateneo de Naga University Grade School

     Subject                 : English

     Class/Semester     : 3/2

     Topic                    : Summer in Zambales

     Time Allocation   : 1 x 50 minutes

     Skills                    : Listening

     Material               : Prepositions song

     Method                : Communicative Language Teaching

       C. Steps
   Ø  Pre-Activity

-          Teacher greets the students by saying “Good morning/evening everyone?”.

-          Teacher ask the students to pray before begin the lesson.

-          Teacher check the students’s attendance by saying “Who is absent today?”.

-          Teacher ask the students about the last lesson.

Ø  Whilst-Activity

-          Teacher ask the students will recall the events in the story “Summer in Zambales”.

-          Teacher ask the students about the story “Summer in Zambales”. Call some volunteers to share their ideas.

-          Teacher ask the students about post picture in the book. There will be picture flashed and call out volunteers to arrange the scrambled photos on how they imagine the situation in the picture.

-          The teacher ask the student the following comprehension questions:

1.      Is it important for location to be specific?

2.      What word in the sentence help you to know the location of each character in the picture cut-outs?

-          Teacher explain the students about prepositions of place (in, on, beside, across, above, between behind, and under).

-          Teachers ask the students how each preposition differs in the location it describes by giving further examples and illustrations.

-          Teacher ask the student to pay attention to the song that the teacher will play. There will be showed the examples of the preposition word. Then the teacher will give the questions to the volunteer.

-          The teacher make the students into 3 group.

-          The students will play a game that student will hear the instruction from the teacher.

Ø  Post-Activity

-          The teacher gives feedback for the students by asking one student about their position in the class.

-          The teacher reviews the material given together by asking kind of preposition words.

-          The teacher concludes the material.

-          Teacher give student the exercises by answering the question based on the book.
-      Teacher close the lesson and advises the students to remember the lesson next week.

3.3 Learning Media

Word Cards About Preposition of Place

Roses for talking stick 

       Preposition Song

2. Pedagogycal Contents

2.1 Teaching Methods of The Teacher

According from teaching method of the teacher that I observed, the teacher used assigment method. This can be seen from the assignment of assignments to students at the end of learning. Then, the teacher used question and answer method. This method can develop student's knowledge and increase student's curiosity during the lesson. And the last, the method used by the teacher is game method. to This game can make students happy and excited, especially for Arts subject. They used their blank papper to create their hands on the papper. And then, one by one the students move the papper for wrote their feeling about the picture.

2.2 Learning Materials and Inovation of The Teacher

Learning materials and innovations that have been used are not just one. First, what they have used is a projector to display a fairy tale in the form of an image. Second, what has been used is a bell to calculate the time in learning that is presented in a game. And the last is a number of multiplication numbers that are modified on several cards. With the card, students can guess the contents of the multiplication by lifting the card and showing it to students.

2.3 Sources of Learning And Technology Used By The Teachers

Sources that have been used by the teacher are books that have been provided by the school. Almost all subjects have used textbooks that have been provided. In addition, learning resources that have been used are the environment around students. For example, like their own hands that have been drawn and then shown to their friends.

2.4 Authentic Assessment Used By The Teachers

The authentic assessment that was done by the teacher was by working on the student worksheet that was in accordance with the topic that day. Worksheets that have been used such as filling in the multiplication presented in an image that must be colored if it has found the answer. This is one of the authentic assessments in solving mathematical problems.

1. School: General Information and Academic Administration

1.1 School Profile

Ateneo de Naga Grade School was located in Pacol, Camarines Sur Province. Ateneo dw Naga University Grade School was beginning June 2014. On June 4, 2014 it opened its doors in Pacol to six classes of grades 1, 2 ang 3 pupils. It also has a satellite branch of the Ateneo Child Learning Center (ACLC) for pre-school children in the vacinity.

Contact of Ateneo de Naga Grade School

Grade School Landline: (054) 473 - 7952)

Fax No.: (63 54) 473 - 9253

E-mail: miss.support@gbox.adnu.edu.ph

The Ateneo de Naga Grade School Mission and Vision

The Ateneo de Naga Grade School Mission and Vision

The Vision

The Ateneo de Naga GradeSchool is a Catholic and Jesuit institutionthet forms young men and women for others who will love and serve Bicon and country through excellent instruction, Ignatian formation, competent and nurturing pedagogues, and state of the art facilities.

The Mission

1. The Grade School of the Ateneo de Naga University is committed to the integral formation of its pupils. 
2. As a Filipino school, it forms children who love Bicol and country and take pride in their culture and heritage.
3. As a Catholic school, it nurtures in the children the desire to know and follow Christ and be faithful to the teachings of the Catholic Church.
4. As a Jesuit school, it is committed to provide children experiences that are inspired by Ignatian tradition of excellence, values and spirituality.

Goals of an Ateneo de Naga Grade School Education

1. To lead the student to recognize that God loves each of them distinctly in and through their life circumstances as well as in their gifts, talents, and abilities of body, mind, heart, and spirit.
2.  To develop in them a love for learning, a healthy self-discipline, and a passion for excellence.
3. To imbibe in them sensitivity for the needs of others, compassion for the suffering around them, and a strong bent to do what they can to make life better for those who have less in life.
4. To inculcate in them a spirit of discernment which shall enable them to think and act in ways that propagate the works of justice and mercy in the world.  

Grade School Organization

Administration

• Principal: The Grade School Principal manages the operations of the Grade School. The Grade School Principal reports to the Academic Vice President.
• School Registrar: The School Registrar takes charge in formulating/drafting forms; keeping, profiling, submitting and retrieving academic records of pupils pertinent to enrolment, performance (including attendance, promotion or retention, awards, etc.); developing Directory of Pupils; serving as Liaison Officer between AGS and DepEd and other agencies.
• Chaplain: The Chaplain manages the implementation of the spiritual and religious activities of the school. He reports to the Grade School Principal.
• Librarian: The Librarian manages all operations that involve the librarian.
• Guidance Counselor: The Guidance Counselor helps the administration take charge of the school programs that promote the welfare and development of students.

Faculty

• Classroom Advisers: The Classroom Advisers serve as the pupils’ parents in school. They have direct and immediate responsibility over the class assigned to them for the entire school year. They assist the pupils in their studies and establish and maintain discipline in class.
• Subject Teachers: The Subject Teachers facilitate the pupils’ acquisition of knowledge, skills and values as they provide meaningful and enjoyable learning experiences aided by the widest possible range of resources for learning.
• Relief/Substitute Teacher: The Relief or Substitute Teacher serves as the substitute teacher and/or the proctor during the times a teacher is absent due to unavoidable circumstances. He/she takes the role of an Office Staff/Assistant when no teacher is absent.

Staff

• Administrative Assistant: The Principal’s Administrative Assistant performs office-related works, assists in the efficient delivery of different school operations such as taking and keeping minutes of meetings, receiving and filing communications, faculty records and employments concerns; acts as Supplies Officer and Custodian and other functions given by the Principal
• School Nurse: The School Nurse attends to the medical needs of the students and the necessary measures to ensure the students' well-being.
• Teacher Assistants: The Teacher Assistants help in classroom management and preparation of instructional materials, and assist the pupils in their personal needs.

1.2 Academic Support System

Knight of Christ: It aims to help the students to acquire a deeper knowledge and understanding of their Christian faith; guides them in the practice of their faith through liturgical and para-liturgical services; and teaches them to follow Christ life of loving service to others.

Publications/English Club: It aims to help the students to develop their writing skills, particularly in news and feature writing, and in doing other aspects of journalistic work such as editing, proofreading and lay outing. It also aims to develop in them self- satisfaction for they can experience having their work published and appreciated by others.

Children’s Theater (GLEE) Club: It allows the students to experience the wonderful world of theatre as they are trained to act, sing and dance and showcase these talents through a school play.

Sports Club: It provides the students opportunity to learn fundamentals of a sport; sharpen their skills in the game they are playing; and develops the spirit of sportsmanship.

Science and Technology Club: It aims to help the students to appreciate the wonders of Mother Nature and Technology by exploring, discovering, and investigating. It also aims to develop in them the love and care for the environment.

Scouting: It aims to help the students to develop good character, physical fitness, civic-consciousness and citizenship and skills necessary for handling emergency situations. Through these, students learn the crafts and skills through outdoor and camping activities and learn to be of service to others.

Arts and Crafts Club: This aims to help students develop their creativity and artistic skills in using recycled materials and other materials by using them in the fashioning of models and other artistic outputs.

Math Club: This gives opportunity for students to learn mathematics in a more relaxed atmosphere. Math and problems solving concepts and skills are developed through games, puzzles, riddles, simulation, manipulatives and models. It also allows members to be exposed to various technologies from abacus, calculators to internets.

1.3 Teaching System

The Ateneo Grade School Department adapts the K to 12 Grading System. Assessments come in two types, formative and summative. Formative assessment may be seen as assessment for learning so teachers can make adjustments in their instruction. It includes performance in seatworks, homeworks, reviews, drills, exercises, games, recorded but not graded quizzes, etc. Though not included in the computation of grades, formative assessment must be recorded to keep track of learner’s progress. Summative assessment, on the other hand, may be seen as assessment of learning, which occurs at the end of a particular unit. This form of assessment usually occurs toward the end of a period of learning in order to describe the standard reached by the learner. Summative includes three components: Written Work (WW), Quarterly Assessment (QA) and Performance Task (PT). Summative assessment for each component comes only after substantial formative assessments have been conducted. The following are the steps in computing for the Quarterly Grades:

• Raw Scores (RS) from all student work are addeed up. This result in the Total Score (TS) for each component, namely Written work, Performance Task, and Quarterly Assessment.
• The Total Raw Score (TRS) for each component is converted to a Percentage Score (PS) by dividing the TRS by the Highest Possible Score (HPS).
• Percentage Scores are then converted to Weighted Scores (WS) by multiplying PS by the weight assigned in each component (WC) in each particular subject. As shown in the table below.
• Weighted Score (WS) = Percentage Score (PS) x Weight of Component (WC)

Components/ Subjects	Languages (Eng, Fil, MTB)	AP	EsP/ LE	Science	Math	MAPEH	TLE
Written Work	30%			40%		20%
Performance Tasks	50%			40%		60%
Quarterly Assessment	20% (10% each for MQA and FQA)

• The sum of the Weighted Scores in each subject is the Initial Grade (IG).
• The Initial Grade then will be transmuted using the given Transmutation Table (See Appendix A) to get the Quarterly Grade (QG).
• The QG for each learning area is written in the report card of the student.

1.4 Material and Other Learning Sources

1. Textbook
2. Their environment
3. Projector
4. Instructional media

1.5 Measurement and Evaluation System 

The Ateneo Grade School Department adapts the K to 12 Grading System. Assessments come in two types, formative and summative. Summative includes three components: Written Work (WW), Quarterly Assessment (QA) and Performance Task (PT). Written Work (WW) ensures that students are able to express skills and concepts in written form.  It may include quizzes, unit or long tests, essays, written reports or outputs whose items are distributed across the Cognitive Process Dimensions. There shall be at least five (5) scores/marks for Written Work component every quarter or grading period. Performance Task (PT) allows learners to show what they know or are able to do in diverse ways. They may create or innovate products or do performance-based tasks. It includes skills demonstration, group presentations, oral work, multimedia presentations, research projects and other written output which allows learners to create or innovate in diverse ways. It gives students opportunities to demonstrate and integrate their knowledge, understanding and skills about topics or lessons learned in a specific real-life situation by performing and/or producing evidence of their learning. There shall be at least one (1) PT in every quarter. However, if there is just one PT in one quarter, it should contain complex or multiple learning targets and it must be given only limited or proportionate credit. Quarterly Assessment is divided into Mid-Quarter Assessment (MQA) and Final Quarter Assessment (FQA). These are in the form of tests that synthesize all the learning skills, concepts, and values learned. The Mid-Quarter Assessment (MQA) covers the first half of the quarter.  In the primary grades, MQA is given to five (5) subjects only, namely: Math, English, Filipino, Science and Araling Panlipunan. The Final Quarterly Assessment (FQA) covers the second half of each quarter. It is given in all subjects.

1.6 Curriculum

The Grade School adapts the K to 12 Curriculum Program. It is an innovative curriculum that aims to provide sufficient time for mastery of concepts and skills, develop life-long learners and prepare completers for secondary education, middle-level skills development, employment, and entrepreneurship.

1.7 Teaching Plan

The teaching plan that I will do is to use the game method. Basically elementary school students are happy with playing games. then by using this method, learning that takes place will be fun. The learning media that I will use are talking sticks, word cards, projectors and student textbooks. The media can be used randomly in several meetings. The material that I will teach is about English especially on the topic of prepotition time and preposisition place.

Grade School of Ateneo de Naga University

January 15, 2019

After we met with the Father of the President of Ateneo de Naga Univesity, we went to the grade school of Ateneo de Naga University at noon. Mrs. Jeanette accompany us to go there, because she already been headmaster at grade school. So, after we arrived there we acquainted with all staff in that school. We saw the building in the grade school and the high school. In front of the building, I saw the four Pillars like in the collage Ateneo.

In Front of Grade School Ateneo

January 16, 2019

In the Wednesday morning at 06.30 am, Maam Jeanette fetch us to go to Grade School Ateneo de Naga University. The schedule today is meet with Academic Coordinator, and her name was Maam Joe. After we arrived in the school, I already meet with her. In her room we talking about what subject we will teach in the grade school, what grade we wiil teach. And for my teaching practicum I choose English subject, because that is one of the subject that I like. So, in that day Maam Joe told me about the cooperating teacher. The cooperating teacher's name is Princess Baldo. But, for meet with the cooperating teacher, I have to wait for a minute because she still classes in the grade 3. During I waitting her, I go to the library grade school of course to borrow some book about English subject in grade 3. I got three books, one of them can used just for the teacher. And the librarian give the guide book teacher also. After I borrowed the book, I just look arround the school till I meet with my cooperating teacher.

Walk Arround in Ateneo de Naga University, Philippines

Januari 14, 2019

Today was Monday. In the morning at 8.30 am we visited Ateneo de Naga University collage. Maam Lut fetch us from the boarding house went to the collage. We arrived there about 9.45 am, because our boarding home was near from the collage. In the collage we met the student who the Ambassador from the collage, his name was AR. He was accompany us to walk arround the collage. Many places there are. First, we went to saw the biggest curch in the collage. After that we saw the building that used for Economic student there. 

AR, Ambassador of Ateneo

The Biggest Curch in ADNU

Economic Student Building

After at all, we continued our trip in the collage to visited the center library in Ateneo de Naga University. There are many kind of books and places for reading some books. In the library was very clean without the trash. In Ateneo de Naga University, there were senior high school and the collage. So, the library can be used by high school and collage.

In Front the Library

2nd floor Library

2nd floor Library

January 15, 2019

Ok, now I will continue my trip in collage yesterday. Actually, yesterday we should be met with the Father of the President in Ateneo de Naga University. But, because his schedule was changes so we will meet with him today on Tuesday. But, before we meet with him we went to the history room of Ateneo de Naga University. There are many history about Ateneo, for example like old picture, old tie, old type machine, etc.

In Archieve of AdNU

Finally, after walk arround the collage we met with the Father of the President in the collage. We talking all about the culture between in Indonesia and Philippines. Beside that, we talking about education and how long we teaching practicum during in the Ateneo. At the end, we give him some present from Pakuan University.

Took a picture with the Father of the President ADNU.

After that, we went to grade school with maam Jeanette. Before we left from the collage, I saw the public transportation in the collage and it seem familiar in the Philippines, it called Jeepniy. I took a picture with it. hehe

Traditional Public Transportation, Jeepniy.