Teaching Practice

 Procedures of Teaching

     During my teaching practice, I handled three teaching sessions. Two sessions were conducted on November 25, 2025, focusing on the English subject with the topic “Parts of the Body” for IA ICP (7:15–8:25 a.m.) and IB ICP (9:15–10:25 a.m.). The third session was conducted on December 10, 2025, covering “Philippine Culture” for IC (8:00–9:00 a.m.).

      Each lesson followed a structured procedure. I began with a motivation activity, such as greetings, simple questions, songs, or action-based activities, to capture the learners’ attention and activate their prior knowledge. In the Philippine Culture lesson, the motivation included teaching the learners to dance the “TIKLOS” Philippine folk dance, which helped spark interest and prepare them for the topic.

    This was followed by the presentation of the topic, where I clearly introduced the lesson using my PowerPoint presentation and examples appropriate to the learners’ level.

    During the discussion, I explained the lesson in a simple and engaging manner. For the Parts of the Body lessons, I demonstrated vocabulary through pointing, actions, and repetition drills to help students associate words with different body parts. For the Philippine Culture lesson, I discussed basic cultural elements such as language, traits and attitudes, clothes, festivals, and traditional games using pictures and videos with short explanations that the students could easily understand.

    After the discussion, a generalization was conducted to help students recall the important points of the lesson. This was followed by fixing skills, where students participated in guided group practice activities such as oral repetition and simple games to reinforce learning.

    The lesson ended with an evaluation, where students answered questions to assess their understanding of the lesson. Each class was concluded with a brief recap of the topic and positive feedback to encourage student participation and learning.

 Time Management and Organizing Activities

     Time management was carefully considered in all three teaching sessions. Each class period was divided into clear segments: introduction, lesson proper, practice activities, and closure. I ensured that no single activity took too long, allowing the lesson to flow smoothly.

     For the longer English classes (1 hour and 10 minutes), I allotted sufficient time for drills, interactive activities, and student participation. Activities were organized from simple to more challenging tasks to maintain student interest and avoid confusion. In the one-hour Philippine Culture class, I focused on concise explanations and engaging visual activities to maximize learning within the limited time.

     Although there were moments when students became very enthusiastic, I adjusted pacing when necessary to ensure that all planned activities were completed on time.

 Classroom Management

     Effective classroom management was observed throughout the teaching practice. I established simple classroom rules at the beginning of the lessons, such as listening when someone is speaking and raising hands before answering.

     To maintain order, I used positive reinforcement, such as praise and encouragement, to motivate students. Clear instructions were given before each activity to minimize disruptions. I also used non-verbal cues, such as hand signals and eye contact, to regain students’ attention when needed.

     Seating arrangements and group participation were managed properly to ensure that all students were involved. The classroom environment was respectful, interactive, and conducive to learning.

 Problem-Solving While Teaching and Staying in the Designated School

    During my practicum, I encountered several challenges that required quick thinking and adaptability. One major challenge was the language barrier, as some students had difficulty understanding English, and communicating with colleagues was sometimes difficult due to limited proficiency in Bahasa Indonesia. To overcome this, I used simple vocabulary, visual aids, gestures, repetition drills, guided practice activities, and tools such as Google Translate to clarify instructions and ensure understanding.

    Classroom management was another challenge, as students occasionally became overexcited during interactive activities. I addressed this by giving clear instructions, setting time limits, using attention signals, and providing positive reinforcement to maintain order and focus.

    Cultural differences also presented a challenge. Variations in classroom norms, expectations, and student-teacher interactions required me to be patient, flexible, and culturally sensitive. I adjusted my teaching strategies to respect these differences while maintaining effective learning.

    Finally, lesson comprehension posed a challenge, particularly in the Philippine Culture lesson, as some students were unfamiliar with certain concepts. To address this, I simplified explanations, provided relatable examples, and included experiential learning activities, such as teaching and practicing the TIKLOS Philippine folk dance, to make learning more interactive and meaningful.

    Through these experiences, I developed stronger problem-solving skills, enhanced my adaptability, and reinforced my ability to connect with students in diverse cultural and linguistic settings. These challenges ultimately contributed significantly to my personal and professional growth as a future educator.

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     The teaching practice enhanced my confidence and teaching skills. It allowed me to apply teaching strategies in real classroom situations and develop patience, flexibility, and responsibility as a future educator. The experience was meaningful and beneficial to my professional growth.