SEA TEACHER BATCH 7 BLOG REPORT

SEA TEACHER BATCH 7 BLOG REPORT

Student Name             : Kisna Ulan Nita

Home University         : University Of Jambi

Receiving Schoool      : Mariano Marcos Labolatory High School

Blog Adress                : kisnaulannita.blogspot.com

1.      School : General Information and Academic Administration

1.1.       School Profile

 Institutional Profile

Brief History of the University

The Mariano Marcos State University (MMSU) was established on January 6, 1978 by virtue of Presidential Decree No. 1279 issued by the then President Ferdinand E. Marcos. The decree merged the then Mariano Marcos Memorial College of Science and Technology (MMMCST) in Batac and the Northern Luzon State College (NLSC) in Laoag City, and integrated the college departments of the Ilocos Norte Agricultural College (INAC) and the Ilocos Norte College of Arts and Trades (INCAT).

 MMSU’s mandate is to provide advanced instruction in the arts, agricultural and natural sciences, and technological and professional fields.

 MMSU’s 300-hectare main campus is located in the heart of the City of Batac, a peaceful young city conducive for educational and rural development. The university also has campuses in Laoag City, and in the towns of Currimao and Dingras. MMSU offers 66 degree programs at the undergraduate and graduate levels. Majority of these programs are accredited at various levels by an evaluation body for state universities and colleges. It is recognized by the Commission on Higher Education as Center of Excellence (COE) in Teacher Education, and Center of    Development (COD) in Agriculture, Biology, Forestry and Information Technology Education.  It has also been chosen as one of the few National Universities for Agriculture and Fisheries Education in the entire Philippines.

To date, MMSU has 11 academic units: Graduate School (GS), College of Law (COL), College of Medicine (COM), College of Agriculture, Food and Sustainable Development (CAFSD), College of Aquatic Sciences and Applied Technology (CASAT), College of Arts and Sciences (CAS), College of Business, Economics and Accountancy (CBEA), College of Engineering (COE), College of Health Sciences (CHS),  College of Industrial Technology (CIT) and College of Teacher Education (CTE). These are distributed in six campuses : main campus (Batac), campus 2- Laoag, campus 3- Laoag, campus 4-Currimao, campus 5- Dingras, and campus 6-Paoay. The main campus houses seven academic units: COL, COM, CAFSD, CAS, COE, CBEA, CHS; campus 2, CTE and GS; campus 3, CIT; and campus 4, CASAT. The two other campuses, campus 5 and 6, are satellite campuses of CAFSD and CIT, respectively.

Vision, Mission and Core Values of the University

Vision

A premier Philippine university by 2028

Mission

To develop virtuous human capital and sustainable innovations in a knowledge-driven global economy

Core Values

1.     Knowledge. Upholding knowledge as empowerment, we aim to develop intelligent individuals who can make informed decisions.

2.     Inclusiveness. We support and encourage diversity and collaboration, engaging in programs that promote growth and development for all sectors of society.

3.     Professionalism. Reared in a merit-based environment, we commit ourselves to the highest standards of ethics and professionalism.

4.     Spirituality and Social Responsibility. We are committed to providing holistic development that inculcates love and service to God, humanity, and the environment.

Statement of the 7-Point Agenda

A - Academic Excellence

C - Creative, Relevant and Innovative Research Programs

H - High Impact and Transformative Extension and Outreach Programs

I - Improved Revenue Generation and Resource Management

E - Expanded External Linkages and Partnerships

V - Vibrant and Engaging, Culturally-Focused University Campus

E - Effective and Efficient Management

Brief History of the University High School - Batac

The University High School – Batac was formerly the Batac Rural High School which grew into the Ilocos Norte Institute of Technology then became the MMMCST and later merged with the Northern Luzon College to establish the Mariano Marcos State University by virtue of P. D. 1279.

In 1975, in addition to the existing Laboratory High School, an Agricultural Science High School, was established by virtue of the Resolution No. 23, S. 1975 of the Board of Trustees of the then Mariano Marcos College of Science and Technology primarily to provide the best education in the sciences and to produce highly scientific and technological students as feeders to the college science oriented programs. Due to financial constraints, however, this Science High School was closed in 1982.

Three years thereafter, the MMSU, under President Santiago R. Obien and the then PSHS Director, Dr. Cleofe M. Bacungan, realizing the significance of a Science Class in the MMSU University High School, joined hands in re – opening the Science High School in School Year 1985 – 1986.

A Memorandum of Agreement was drawn and was duly signed on August 2, 1986. This Science Class is still existing up to the present.

Our Vision

The High School – Science Curriculum is envisioned to provide training of the scientifically gifted youth who shall be the source of leaders and professionals in science & Technology.

Our Mission

   1. To provide gifted students a holistic education marked by excellence in science, mathematics, and technology, humanistic in spirit and nationalistic in orientation.

  2. To be the model high school in national class resources & comprehensive for education, research and development.

Our Goals

1. To develop and prepare students for Science & Technology careers.

2. To equip students with knowledge, skills, virtues to prepare them for a responsible leadership and citizenship.

Our Objectives

1. To identify, screen and assess gifted and talented children for science & technology.

2. To stimulate, develop and prepare students to enter careers in science and mathematics.

3. To provide the conditions for the development of a set of values acceptable to the individual and society.

1.2 Academic Support System

In MMSU LHS teacher will guide students to be more active in the classroom. Through discussion about the material students will ask to share their idea and also give their opinion related to the material. Their critical thinking will be increase by construct their knowledge with their experience and let them share it during teaching and learning process.

Teacher also will support their students in order to solved their problem during classes through provide them with question and answer section.

To evaluate and improve students abilities teachers will give them assignment and project it could be group work or individually

1.3 Teaching System

MMSU Labolatory High School mostly follow K-12 Curriculum program of depED (Departement of Education) for Grade 7, grade 8, grade 9, grade 11 and grade 12.
For grade 10 follow Science Curriculum.

1.4 Material and Other Learning Sources

Learning sources come from commercial publisher because the government does not provide anybook. They using Prescribes book, students can buy those book but it does not became mandatory for them. They also got the material book for learning in online and printed sources.

Teacher also make their own learning sources like instructional material whether its powepoint or booklet as long as it approve by the college.

1.5 Measurement and Evaluation System

In grade 7, grade, 8 and grade 9  have different percentage of the three learning evaluation.

These are : The written skill , perfomance task and quarter the assessment.

Grade 10 give 25 % for recitation, 30% for periodical exam or quarter the assessment, 25% for quiz, long quiz, examination or exercises, anything that is contain written exam and 20% for practical application.

1.6 Curriculum

 COMPONENT 1: Language Learning Process

For effective language acquisition and learning to take place, language teachers must be guided by the six (6) language teaching principles. These principles explain the natural process of language development.

1. Spiral Progression Skills, grammatical items, structures and various types of texts will be taught, revised and revisited at increasing levels of difficulty and sophistication. This will allow students to progress from the foundational level to higher levels of language use.

2. Interaction Language learning will be situated in the context of communication (oral and written). Activities that simulate real-life situations of varying language demands (purposes, topics, and audiences) will be employed to help students interact with others thereby improve their socialization skills.

3. Integration The areas of language learning – the receptive skills, the productive skills, and grammar and vocabulary will be taught in an integrated way, together with the use of relevant print and non-print resources, to provide multiple perspectives and meaningful connections. Integration may come in different types either implicitly or explicitly (skills, content, theme, topic, and values integration).

4. Learner-Centeredness Learners are at the center of the teaching-learning process. Teaching will be differentiated according to students’ needs, abilities and interests. Effective pedagogies will be used to engage them and to strengthen their language development.

5. Contextualization Learning tasks and activities will be designed for learners to acquire the language in authentic and meaningful contexts of use. For example, lessons will be planned around learning outcomes, a theme, or a type of text to help learners use related language skills, grammatical items/structures and vocabulary appropriately in spoken and written language to suit the purpose, audience, context and culture. Learning points will be reinforced through explicit instruction and related follow-up practice.

6. Construction Making meaning is the heart of language learning and use. Learning tasks and activities will be designed for learners in such a way that they will have time to reflect on and respond to ideas and information. Learners will be provided with sufficient scaffolding so that they will be able to reach their full cognitive, affective, and psychomotor potentials and become independent learners who are good consumers and constructors of meaning.

COMPONENT 2: Effective Language Use 

There are three major applications of the macro-skills of the language (Understanding of Cultures; Understanding Language; and Processes and Strategies). They are described as the knowledge and skill areas which are essential to effective language use demonstrated through the language macro-skills.  

1. UNDERSTANDING CULTURES. Learning language through text types and literary appreciation exposes learners to different cultures of the world, including one’s culture. Learners develop sociolinguistic and sociocultural understandings and apply them to their use of the language (Mother Tongue, Filipino, and English). Sociolinguistic understanding refers to appropriate language use. It is defined in this document as taking into account the social significance of linguistic forms and the linguistic implications of social facts. Language is a complex social practice that reflects and reinforces shared understandings about appropriate actions, values, beliefs and attitudes within a community. These shared understandings determine not only what is communicated and when and how it is communicated, but also who does the communicating. These collectively constitute the sociolinguistic features of language.  

Sociocultural understanding refers to knowing about the language speaking communities. It means taking into account the non-linguistic features in the life of a society. Learners broaden their frame of reference beyond their own social and cultural experiences. They gain insights into different values and belief systems and acknowledge the cultural contexts which underpin them. They make sense of the social fabric of the target language community. They understand that the natural and physical environments – as well as the social, economic, historical and political environments – influence the language speaking groups and their cultural traditions.  

2. UNDERSTANDING LANGUAGE. Learners apply their knowledge of the system of the language to assist them to make meaning and to create meaning. They come to recognize the patterns and rules of the language which emerge as they interact with a plethora of texts (literary and informational) to make meaning. They apply this knowledge and understanding to create their own spoken, written and visual texts. Differences in language systems are expressed in a variety of ways: for example, in grammatical differentiations, variations in word order, word selection, or general stylistic variations in texts. By comparing the system of the language with the systems of other languages, students understand that each language is different, but has identifiable patterns within its own system. 

3. PROCESS AND STRATEGIES. Learners select from a repertoire of processes and strategies by reflecting on their understanding of the way language works for a variety of purposes in a range of contexts. They deliberate on how they use language and apply different language strategies, depending on their purpose, context and audience. They use language as a way of coming to grips with new ideas, resolving difficulties or solving problems. They use strategies such as brainstorming and discussion as a way of developing ideas. They experiment, take risks and make approximations with language as a way of developing their language skills. They clarify what they need to know when seeking information for particular purposes. They use key-word searches and their understanding of the conventions of informational texts such as tables of contents, headings, indexes, forewords and glossaries as aids in locating information. They assess the usefulness of information for particular purposes. They treat information and ideas critically and evaluate information in terms of its reliability and currency. They make notes and graphic representations of information and combine information from different sources into a coherent whole by summarizing, comparing and synthesizing.

 COMPONENT 3: Making Meaning through Language

 Language is the major instrument in communication (oral and written) and the heart of which is      the exchange of meaning. Language learning should focus on guiding students make meaning through language for different purposes on a range of topics and with a variety of audiences. Students must be able to adapt to various situations where communication demands greatly vary. 

The skills, grammatical items, structures and various types of texts will be taught, and revisited at increasing levels of difficulty and sophistication. This design allows students to progress from the foundational level to higher levels of language use. 

The Language Arts and Multiliteracies Curriculum (LAMC) is composed of five (5) intricately intertwined and integrated sub-strands (listening, speaking, reading, writing, and viewing) that serve as building blocks for understanding and creation of meaning and for effective communication across curricula (Matrix 1).  

The revised curriculum re-organizes the Integrated Language Arts Curriculum according to the content standards that must be met by all students at the end of basic education.  This is not inconsistent with the proposed 5 sub-strands of the Language Arts and Multiliteracies Curriculum (LAMC) but fleshes out the areas that children need to learn and that teachers need to teach in greater detail.  Below is the matrix that presents the spread and alignment of the language and literacy domains with the 5 sub-strands.  

1.7 Teaching Plan Of your Major

I. Objectives

II. Subject Matter

     a. Topic, 

     b. References, 

     c. Learning Instructional Material

III. Learning Procedure

    a. Teaching Activity and Student activity

    b. Motivation

    c. Activity 1

    d. Lesson Proper

    e. Generalization

IV. Evaluation

1.8 Others

MMSU was large university which located in several place in Ilocos Norte :

-) Batak Kampus

-) Currimao Campus

-) Laoag Campus 1

-) Laoag Campus 2

-) Dingras Campus

2. Pedagogical Contents

1.1 Teaching Methods of The Teacher That You Observed

In teaching learning process when the teacher came to the class before proceed to an in-depth explanation for the lesson, teacher gave them motivation or activity likes game. This activity mostly done by group with collaborating each others. The purpose was to given students the encouragement and prior knowledge related to the material that they will learned.

The teacher will told them the correlation between the activity that they have done before with lesson that will be taught later. After that the teacher comes to the explanation about the lesson or material that will be taught. Teacher described the material and have discussion with students. Teacher also will asked students who knows about the answer of this topic, recalling students memories in question and answers section. After that came to generalization and before the classes ended students will have a quiz as their evaluation.

1.2 Learning Materials and Innovation

Material of learning comes from sourcebook and than teachers will make a lesson planned as teachers guided. In MMSU LHS there are 2 blackboard one is using marker and one another used chalk. Some of the teacher used those blackboard while teaching in order to support teacher’s explanation. Teachers will wrote such example of sentence or drawing something. But mostly the teacher used projector and powerpoint. For additional activity teacher add games as students motivation in class.

1.3 Sources of Learning and Technology

Beside used coursebook from school, learning sources are also taken through the internet and PDF book

In teaching and learning process teacher mostly using a projector and powerpoint when explaining material to the students also speakers when displaying videos

1.4 Authentic Assessment

Quarterly assessment, first quarter, second quarter, third quarter and fourth quarter assessment in one school year.

Quarter part of periodical exam, final and mid term exam.

K-12 For Grade 7, grade 8, grade 9 higher percentage on the perfomance task

For different curriculum different grading system that happened on grade 10

in grade 10 value periodical exam, higher percentage 30%

1.5 Others

I like the way teacher teaching their students here in MMSU LHS, the teacher are very creative. They also know how to makes innovative game, how to make students became active. And in every classes here students had their own group. Those group are works and manage well during learning process.

3. Teaching Plan

1.1 Curriculum

1.2 Teaching Plan Related To Your Major

Detailed Lesson Plan in English Grade 8

I. Objectives

            At the end of the lesson, the student should have:

1. Introducing and knowing about story of Ramayana

2. Got their knowledge and value in story of Ramayana

                          

II. Subject Matter

A. Topic

Story Of Ramayana

B. References
1. Book of Grade 8
2.http://education.asianart.org/explore-resources/lesson-or-activity/epic-literature-ramayana-story-rama-lesson

  https://www.deviantart.com/sleepytenny/art/RAMAYANA-Play-Script-634211909

C. Learning Instructional Materials
- PowerPoint Slides
- Cartolina
- LCD Projector
- Laptop
- Work sheet for task

                      III. Learning Procedure

Teacher’s Activity	Student’s Activity
A.    Motivation Good morning, Eight Charles, you might a little bit wonder why I come alone to this class? Ya, because today I will be your teacher. And once again I will introduce my name to you, my name is Kisna Ulan Nita and just call me teacher Kisna, nice to meet you all Before we start our class, we should have prayer first, now who want to lead the prayer? Ok. come in front of class Before I explained about our material today story of The Ramayana, I would like to have story telling first.	Good morning teacher will lead the prayer Yes, ma’am
Story Telling Scene 15: Rama's Doubts [SITA] sits in a corner. She gets nervous when she hears footsteps. [RAMA] enters and [SITA's] fright turns to happiness as she rushes to hug her husband. SITA: Rama! Oh, Rama... You came for me! But [RAMA] regards her coldly. [RAMA] breaks [SITA’s] hug. RAMA: Now that Ravan is slain, you are now free to choose your path in life. You may stay in Ceylon, or you could accompany Lakshman. You could also go to Bharat if you so desire. [SITA] frowns. SITA: What is wrong, my love? RAMA: Sita, you were held captive by Ravan for a whole year. How would I be assured that you are still pure? [SITA] steps back in disdain SITA: You do not have faith in me. Beat. SITA: Very well. [SITA] turns to [LAKSHMAN]. SITA: I bid you to make an enormous fire. We shall settle this with a trial by fire. Scene 16: Sita's Trial SITA: This trial of fire is being performed in order to prove my purity. I am pure. I shall walk on this fire and if ever I am lying, then may the flames consume me. But if I am not, then I will step out unharmed. [SITA] steps into the flames and comes out unharmed. [RAMA] and [SITA] hug. RAMA: Oh Sita... Forgive me for doubting you.
Ok! The story already finished. Now we still have our next activity we will playing game. Are you feel excited ?	Yes, ma’am

Activity 1 HEROES CARD Before we proceed our lesson we will have first game, Now in this class you have five group, for this activity I need one of the vice of each group to come here in front of the class. We have here snakes and ladders, the rule is you have to roll the dice and you will get the number with a corresponding card. Take the card and open it, and inside you will see the picture of heroes you have to give your description about the heroes. Very good students, your are good in describing about heroes. Because what we will learn today is related to heroes. As pictures that show in the card about Batman, superman and others do you know what a hero is often trying to do ? That’s good in order to be hero, there must be an antihero, like in Batman opposing with Joker Now let’s focus on Ramayana, Ramayana is a hero that is celebrated by millions of people all over manifestation, embodiment of Hindu god, Vishnu. Lesson Proper	Okay mam They trying to bring peace and order to the world Yes ma’am
Before we entered to the explanantion about the story of Ramayana. We should know who is the author of Ramayana. Do you know who is the aouther? Great answer students. Now let’s look on the slide of powerpoint this was a short biography of Valmiki. •         Valmiki does not the name that his parents choose for the poet. His real name was Ratnakara, son of Sage Prachesata •         He was born along the banks of the Ganges in ancient India to a sage by the name of Prachesata. •         Valmiki was the Composer of the first Sanskrit poem (the Adikavya) known the world over as the epic Ramayana Now after that we move to next explanation about characters in the story of Ramayana. This was several characters in the story of Ramayana : •         Rama •         Sita •         Rahvana •         Lakshmana •         Dasarata •         Kausalya •         Kalkeyi •         Bharata •         Hanuman  That was several characters in Ramayana. Now we will come to the next explanantion about our topic today. Part 1 : The Early Life Of Rama -          The Births Demons Throws Into Chaos, led by king Ravana, and Eventually the God Vishnu incarnates as Rama -          Since Teenager Rama Was Mentors by Wismamitra -          Bow at The Bridgeroom tournament of Sita, Winning Her For His Wife Do you know students the reason why God Vishnu reincarnates as Rama? Oke, that right. Next we continued our explanation Part 2: Rama’s Exile -          Rama’s Aging Father Wishes to Crown Rama as His Successor -          Rama is Exiled and Sent to The Forest With Sita and His Younger Brother Lakhmana Do you know students why Dasaratha banished Rama to the forest? Excellent. So that’s the reason why Dasaratha banished Rama to the forest, honestly Dasaratha do not want to do that. Oke, now we move to next expalanation Part 3: Abduction of Sita -          One of The Demons Changes Into an Enchanted Deer to First temp Sita and Than Lure Rama -          Ravana The Demon King Of Langka, Carries off Sita to His Capital Finally Sita wat catched by Ravana, who knows the reason and how ? Yes, that’s true, it’s also because Sita was steps out from the circle that has been drew before by Lakshmana Now we come to the last part of our explanation today. Part 4: Destruction of Lanka and Sita’s Rescue -          After Many Adventures and Battles, Rama and His Forces Kill Ravana Subdue The Demons and Rescue Sita -          Before Rama is Reunited With Sita, He Orders Her to Undergo a Trial by Fire to Prove That She Remained Faithful and Pure During Her Long Captivity That’s all for our explanation about our topic today story of “The Ramayana” Feel free to ask questions, or you have something to share about this story. Generalization Ramayana is about heroes that bring peace to the world. We know there are a lot of meaning and message that we can get through learning about heroes. In the story what did Rama do ? That’s right student. Do you imagine that in the future you will become a hero? You will help others. Like  a teacher, teacher also are heroes because students need teacher, like a person needs a light in the darkness I was a dreamer. Then my teacher helps me to become what I am, an achiever.	The author of Ramayana is Valmiki God Vishnu comes to the world with different forms to save the world from destruction It’s because Kalkeyi. After Kalkeyi saved the life of Darata in battle, he offered to  grant anything she would ask for him Its becaused Rahvana disgusted as a permit, Pity with the permit, Sita steps out of this protected space to gave the permit food. Save not only Sita but the whole world from the evil Ravana
Evaluation Complete the short story format of the Ramayana. 1.      Characters mention (5) 2.      Setting of place mention (2) 3.      Conflict 4.      Climax 5.      Resolution

4. Teaching Practice

1.1 procedures of teaching

-> Greeting from the teacher

• Greeting from the students
• Prayer
• Check attendent list
• Activity 1 as motivation for students in the form of games
• Explanation about the value of games
• Explaine about the material to the students
• Discussion
• Question and answer section
• Generalization
• Evaluation

1.2 Time Management and Organizing Activities

• Teacher come to the class (greeting, prayer, attendant list) 5 minutes
• Activity 1 (games for motivation students, value of the games) 10 minutes
• Explained about materials (topic of teaching, discussion, question and answer section) 30 minutes
• Activity 2 (games for checking their understanding) 5 minutes
• Generalization and evaluation (sum up the material and quiz/woorksheet) 10 minutes

1.3 Problem Solving

Become a teacher sometimes we faced a difficulty during teaching and learning process. Teacher should have good communication and innovative way to teach their students. In case of problem solving we should realized that how the the students learned, if there are something wrong we should guide them, change it to become effective.

Our student learning outcomes can be evaluated through several written or oral tests that occured in the classroom. If some students have difficulty understanding the material, the teacher can invite them to discuss together and ask which parts they do not understand and what was obstacles are.

1.4 Classroom Management

In cases of classroom management we as teacher needs to understand our students. See how the situation and condition in the classroom when we come to the class. Give them warm-hearted greetings and share positive vibes to them. After all during classes when we deliver material to them, trying to guide them to having good attention and focus during teacher explained the material because  it is one of excellent way to avoid the difficulties in understanding the material. Attention does not mean that they are keep calm without saying anything during classes they might be a little bit busy but they still keep their focus.

Our time to teach students in MMSU LHS only 1 hour, we must use the time as effectively and efficiently as possible. When they have begun to lose their focus on learning the teacher must have one of the innovative ways to return their attention to the material that was presented and then as much as possible some time invite them to communicate with the material that we discussed at that time

1.5 Others

It was really good idea when my teacher training instruction told me about one way to makes students felt happy during classes by knowing students name. It happened there, whenever students rises their hands , when they want to gave their answer or  share opinions its better to asked their name first and it will makes them felt like happy because the teacher want to know his name.

I also saw in this school focus on discussion with the topic and also the lesson is the important part during teaching and learning process.

5. Summary and Suggestion

1.1 Purpose of Practicum

My motivation to join this program, due to my curiosity about what is exactly another countries look likes, how the cultures, the nature of daily life and the important thing is how other countries got their education to improve their qualities of students there.

Having practice teaching in another countries will become great experiences for me, how I will handle the class, deliver material and meet students there, how their responses to me. Actually this is really good challenge for us who want to improve their skill  and understanding in teaching. Because we will meet different people, different idea, and its good to sharing together with them. sometimes we also can collaborate each other.

Through this program I want to explore about the education in where I will place, It very usefull to know how they teach their students in school, and also I want to have some discussing topic about education, culture, daily life and good habit.

As we know that, go abroad is such amazing chance learn in another countries, will have many positive impact.  This is also good way to increased our ability in speaking English and have a practice there.

1.2 Procedures of practicum

- First week

The first time came to the school with my friends as a secondary team we are went to the school MMSU LHS (Mariano Marcos Laboratory Senior High School) before we meet our TTI (Teacher Training Instructor) as our mentors. We waiting for some minutes in the office at school  and there we had several conversation with the teacher inside the office.

After several times we seated in the office some of us are called one by one based on our major to meet our mentors. 

Me and 2 of my friends Ris and Diyah our mentors was Mam Bacister. Some of us have duty to teach in grade 7, 8, and 10.

Then we do observation. We came to the classes we were saw how the teachers are taught the students and also how are the students responses. Our observation also to know how they learned, their responses and also their activeness. We entered grade 7 first and than continued by grade 8, and 10.

- Second, third until the last week

In the second week was my first time to had teaching pair together with student teacher from CTE she also became my Friends her named Jasmine. It was make me nervous before started teaching. but Jasmine and other always supported me. and it was motivated me to became confident. previous day before we started teaching pair mam Bacister came to all of us and told us that we will had our teaching pair with student teacher from CTE. Than we make our name each other in piece of paper, rolled it and than we took those paper. When I opened mine the name appeared was Jasmine. She is one of cheerfull and smart girl. I was happy for that. Knew my partner was her. Our subject topic to teach  was about Dangling Modifire. We taught in grade 8  Charles.

After having my teaching pair then its my turn to taught individually, I will taught grade 8 with subject topic of literature. I taught story about "The Ramayana".
While delivered my material I was using some of media called Snake and ladders. I made this media through several sources that I read from book. I gave this media named "Heroes Card" I was nervous and also excited because this was became my first time to teach individually in front of students.

After finished taught in Grade 8, I still have another challenge to taught in Grade 7. I was excited for this and my topic was about grammar. Its quite difficult for me to taught grammar, before make a lesson plan I should read and looking for several sources to make me really understood the material.

After all at the end of our week in the school we have evaluation time from our TTI (Teacher Training Instruction). She given to us many advice and suggestion. It really usefull for us.

1.3 Outcomes of Practicum

I often saw people who had been in abroad had teaching practice or students exchange there, all of them almost have a dream to change their own country. If they already finish their duty there, they would back to their own country to sharing about their experiences, knowledge and also inspiration. I want to do that, I want to make the young generation in my country realized that all of them is an agent of change. They must be brave to take a chance, to pass the challenge and do something for brand new day. To make our country proud with the generation in it.

One thing that I never forget to do always giving thanks to God, without God everything must being hard to pass. I take this chance, I believe to myself, sure I can. Everything because God. God given me strongest and braveness to joined and took this program.

This is a good chance for everyone who want to change their life, have new journey and seeking for new experience.

Overall after I finished my teacher practice in Philippines I felt grateful, because I had learned and got many things through this program, I learned how to be a teacher but not only become a teacher for students but also become a second parents for them. In MMSU LHS most of the teacher taught student very well with creative and innovative idea, how teachers makes them became active, how the teachers also divided them into several group and all of the members in those group are work cooperative to helping each other to got a point and the important things students there have a good attitude. They respect and love their teacher so much.

I learned many things from that hopefully my teaching skill will improve through this programme and be better. This was great opportunity for people who wants to improve their skill and also qualities of their teaching.

1.4 The Challenge of Practicum

The challenge cames from myself first. Our focus in this activity as Sea Teacher was teaching. The challenge is that how can I fight with feeling of nervousness that arises, can I keep my braveness, and how I will later deliver material  in the class. But it can be handle as long as we try to be persistence in our effort. And still believe in our dreams, make it happen and keep praying to God.

1.5 Overall Impression

Overall with my pleasent I would like to Say thank you for SEAMEO and all coordinators because through this programme I felt so lucky. My dreams is not only stay silent in my own country but step on, and flying to another countries to adds my experience and knowledge that will be very usefull and have many positive impact and also it will gives other people inspiration and enthusiasm that there is nothing and impossible in this life. They also have opportunity to improve their life and explore more about cultures, daily life and especially education in another countries.

1.6 Suggestion for Future Improvement

Keep continue this program, because this program has many positive impact for us as a students especially who wants to become a teacher. 

As a students teacher I felt this program really helpfull for me. To improve my ability and also my skill in teaching in front of the class. This program will help us also to be creative and increase our critically thinking.