robinrhobzhood.files.wordpress.com€¦ · web viewclassroom is the main setting for learning in...

6th sea teacher projectPre-service Student Exchange Project

Student’s Personal Detail

Name : ROBIN R. PAGLINAWAN

Date of Birth (DD/MM/YYYY) : May 30,1998

Passport Number : P7899987A

Home University : Mindoro State College of Agriculture and Technology

Major of Study : Mathematics

Host School : Universitas Jambi

Level of School Taught : Junior High School

Subject Taught in School : Mathematics-Pascal Triangle

Observation on the School Organization

1. School Profile

Name of School : SMP Negeri 7 Kota Jambi

No. School Statistics : 201100401007

NPSN : 10504627

School Type : A 2

School Address : Jln. Jend. A. Thalib, Kecamatan Telanaipura

Kota Jambi Provinsi Jambi

Telephone/HP/Fax : 0741 - 62098 Fax. 0741-62098

E-mail/Website : [email protected]

http://smp7jambi.sch.id

School Establishment Date : 02 Sepember1978

School Accreditation Value : A (93) Year 2018

School Predicate : National Adiwiyata School 2016

: National Best Healthy School 2016

(National LSS) 3 National Management of BOS Fund 2015

http://smp7jambi.sch.id/


SCHOOL VISION

Superior, Devoted, Cultured, independent, Environmental and Global Insight

SCHOOL MISSION1.Improve graduation standards to be accepted at domestic and foreign flagship

schools.

2. Developing the contents of the 2013 curriculum by enriching the culture of Jambi and developed countries.

3. Improving scientific, character and ICT-based process standards

4. Increasing the competence of educators and education personnel

5. Increasing educational facilities and infrastructure

6. Improving the quality of school institutions and management

7. Increasing education financing standards sourced from government, society, people old and DUDI (Business and Industry World)

8. Improve ICT-based assessment standards.

9. Having a character in behavior to develop the morals and culture of Jambi

10. Improving environmental and global insight.

11. Improve religious teachings in schools for all school residents.


Academic Support System

Classroom is the main setting for learning in the school. That is why classroom needs to be a conducive learning environment for the students. Based on what I have seen in the classrooms in SMP 7 Negeri Kota Jambi, they are lack of learning information in the classrooms like bulletin boards about different subjects. Some specific examples are trivia and brain teasers that can be found in the bulletin board. Quotes that can motivate every student in their everyday living. They are lack of that. But the most important thing that I have seen in this school is the cleanliness of the classroom. Every classroom in this school are very clean on where it can be comfortable environment for every student. This is one of the classrooms in this school:

As you can see the classroom is very neat and clean. Students are comfortable to where they are seated.

Teaching System

Teaching and learning is a lifelong process. We can say that we are an effective teacher if we are able to touch the student’s life. If we are able to give them some advice if they need it. Teaching should always have some fun for the students to be motivated to learn every time you teach. Ma’am Tidi is the math teacher of SMP Negeri 7 on which you can see that she is giving some support for the students to be able to catch up with the topic they are taking with.


Material and other learning sources

Learning resources are very important in learning. As I observe in this school SMP 7

Negeri Kota Jambi, they have a lot of learning resources, they have a library with a lot of books for learning that can be use by the students in their studying. They also have free wifi that every student can be use in researching and finding some information that cannot be found in the books.

Curriculum

Since I am teaching the class of grade 8 in SMP 7 Negeri Kota Jambi, I just get their curriculum for Grade 8. Their interest curriculum includes four (4) competencies namely, spirituality, social attitudes, knowledge and skills. It just like the same in our school, the only different is we only have 3 competencies which are affective for behavior, cognitive for knowledge and psychomotor for skills. The intra is achieve with the same process which is of learning, curricular and/or extracurricular activities.


MY LESSON PLAN

Teaching Plan


This is my self-made lesson plan using the format of the school I was assigned (SMP 7 Negeri Kota Jambi)

LESSON PLAN

School: SMP Negeri 7 Jambi City

Subject: Mathematics

Topic: Pascal Triangle

Main Material: Number Pattern

Sub Material: Pattern of Pascal Triangle Numbers

Allocation of Time: 45 minutes

A.Core Competencies

1. Appreciate and appreciate the teachings of the religion he adheres to

2. Respect and appreciate honest behavior, discipline, responsibility, caring (tolerance, mutual cooperation), polite, confident, in interacting effectively with the social and natural environment within the reach of association and existence

3. Understanding knowledge (factual, conceptual, and procedural) based on his curiosity about science, technology, art, culture related to phenomena and visible events

4. Trying, processing, and presenting in the concrete sphere (using, parsing, assembling, modifying, and making) and abstract domains (writing, reading, counting, drawing, and composing) according to what is learned in schools and other similar sources in point of view / theory

B. Basic competencies

NO Basic competencies Indicators of Competence Achievement

1. 1.1 Shows the attitude of praying before and after doing something

Demonstrate the attitude of praying before and after doing something

2. 2.1 Curiosity, confidence, and interest in mathematics and having a sense of trust in the power and usefulness of mathematics, which is formed through learning experiences

2.2.1 Shows curiosity in investigating number patterns 2.2.2 Demonstrating confidence to express opinions during the learning process


3. 3.1 Determine the pattern in the sequence of numbers and array configuration objects

3.1.6 Determine the pascal triangle number pattern 3.1.7 Specifies the pattern in the object configuration row

4. 4.1 Resolve problems related to patterns in the sequence of numbers and array configuration objects

4.1.7 Resolving related problems with a pascal triangle number pattern

The attitude values that are instilled / grown include: accuracy, honesty, never give up

C. Learning Objectives

After learning students can:

1. Determine the pascal triangle number pattern

2. Understand the rules for making a pascal triangle number pattern

3. Resolve problems related to pascal triangle number patterns

4. Presenting the results of the discussion about pascal triangle number patterns in front of the class.

D. Learning Material

Regular

Pascal Triangle Number Pattern

The following number structure is known in China around 1300. The number structure is called Pascal Triangle, after the French mathematician Blaise Pascal published this pattern in 1653. Numbers arranged using the Pascal triangle pattern have a unique pattern. This is because numbers with the Pascal triangle pattern always begin and end by number 1. In addition, in the arrangement there is always a number that is repeated. The rules for making Pascal's triangle pattern are as follows.

For more details, note the following Pascal triangle pattern.

a. The number 1 is the initial number at the top.

b. Save the two numbers below it. Because the initial and final numbers are always number 1, the two numbers are 1.

c. Next, add up numbers that are side by side. Then, save the result in the bottom middle of both numbers.

d. This process is carried out continuously to the requested number structure.


For example, 6 boxes, each of which consists of 2 rows and 3 columns, such as the boxes hatched above. Numbers in the first row, if summed then the result is the number in the second

row.

Sum of Numbers in Each Row in Pascal Triangle

The sum of the numbers in each row in the pascal triangle, will get the results that show the sequence of numbers. Pay attention: sum of numbers in each row in the following pascal triangle.

From the number of the numbers in each row of the pascal triangle number above, it can be stated that:

In the pascal triangle number pattern, the sum of numbers in the nth row is Sn=2n−1


Example:

What is the number of the numbers in the triangle pascal on the 10th row.

Settlement:

Number of numbers is

Sn=2n−1

S10=210−1

S10=29

S10=512

So, the number of pascal triangles in line 10 is 512.

2. Enrichment The shape of the number in the triangle is shown in the following Figure.

The numbers contained in Pascal's triangle have a certain pattern, that is, two

adjacent numbers are summed to get the numbers in the next row. The numbers


that are obtained along the lines a and b in the Figure above form a sequence

with the following rules.

1 = 1

1 + 2 = 3

1 + 2 + 3 = 6

1 + 2 + 3 + 4 = 10

Thus, lines 1, 3, 6, 10, ... are row of numbers in Pascal's triangle. Pascal's triangle can be used to

determine coefficients in terms of lots (x + y) n with n natural numbers. For example,

PROBLEM

1) With the help of the pascal triangle, describe (x + y) 5.

Assessment rubric on enrichment

Table 1: Enrichment assessment rubric

Questio

n

Alternative solution

Assessment

rubric

Score

1 With the help of the pascal triangle, describe (x + y)5.

100


From the triangle pascal, it has been known the binomial translation coefficient, so:

Maximum Score 100

3. Remedial

Remedial material in the form of material determines several numbers of numbers in the pascal triangle pattern.

REMEDIAL PROBLEM

1) Determine the number of numbers in the 5th row in the pascal triangle number

pattern?

2) Determine the number of numbers in the 7th row on the pascal triangle number

pattern?

Remedial assessment rubric

Table 2: Remedial question assessment rubric

Question Alternative solution Assessment

Rubric

Score

1 Number of numbers is

Sn=2n−1

S5=25−1

S5=24

S5=16

So, the number of pascal triangles in line 5 is 16.

50


2 Number of Number is

Sn=2n−1

S7=27−1

S7=26

S7=64

So, the number of triangular pascal numbers on line 7 is 64.

50

Maximum Score 100

E. Media / Tools, Materials, and Learning Resources

Media / Tools: Group Discussion Sheet Bottle Caps, Shirt Button, and Gravel Stone

Material: Stationery, blackboard

Learning Resources: Book Eighth Grade Students Odd Semester 2013 Curriculum.

F. Learning Models and Methods

1. Learning Approach: Scientific Approach (Scientific) 2. Learning Model: Discovery Learning 3. Learning Methods: Discussion, Questions and Answers and AssignmentsG. Learning Activities

No Activity

Activity Description

Time

Allocation

Teacher Student

1. Preliminary Orientation:

1) The teacher greets2) The teacher asks one of the

Orientation:

1) Students answer greetings.2) Students pray led by the

10 minutes

Demonstrate discipline, before and after the learning process by always praying


students to lead the prayer before starting the lesson.3) The teacher greets students by asking for news today.4) Teachers attend students by asking students who are not present5) The teacher presents the material to be studied which is about determining the pattern of pascal numbers.6) The teacher conveys the learning objectives, namely:1. Determine the pascal triangle number pattern2. Understand the rules for making a pascal triangle number pattern3. Resolve problems related to pascal triangle number patterns4. Presenting the results of the discussion about pascal triangle number patterns in front of the class.1) The teacher informs how to learn to be taken (question and answer, accompanied by discussions conducted in groups). 2) The teacher divides students into several groups, namely 6-8 groups 3)The teacher shares the discussion

sheet with the group

class leader.

3) Students answer the greeting from the teacher.4) The class secretary answers questions from the teacher.

Students listen to what the teacher is saying.

Apperception:

The teacher reminds the previous material that is the material in the pattern of square numbers and rectangular number patterns

Apperception:

Students listen to the teacher's explanation.

Motivation:

The teacher gives relevance that:

This number pattern material will

help students in everyday life, for

Motivation:

Listen to the relevance given by the teacher.


example to determine the

coefficient in a polynomial number.

2. CorePhase 1:Stimulation (Giving Stimulation / Warming)

1) The teacher asks students to

observe the problem in the group

discussion sheet (observing)

(attached 1)

2) The teacher explains the material

of the pascal number pattern based

on the problems listed in LDK.

(Observing).

1) students observe the

problem in the group

discussion sheet (observe).

2) Students observe the

explanation from the teacher.

10 minutes

Phase 2:

Statement

problems

(question /

problem

identification)

1) The teacher gives each group

time to discuss.

2) The teacher controls the

discussion activities by traveling to

each group.

3) The teacher acts as a facilitator.

1) Students carry out

discussions by identifying the

problem given (observing,

asking, and reasoning) 2)

Students ask questions related

to material that is unknown

(ask).

5 minutes

Phase 3: Data

collection (data

collection)

1) The teacher walks around

observing student discussions and

helps a little if there are groups who

find difficulties.

2) The teacher asks students to

search for information (reading

material books on pascal triangle

number patterns) to obtain an

1) Students discuss working on LDK (reasoning).

2) Students search for information (reading material books on pascal triangle number patterns) to obtain an understanding of the pascal (reasoning) triangular number pattern.

10 minutes

Always work together well to get maximum results


understanding of the pascal triangle

number pattern.

Phase 4: Data

processing (data

processing)

1) The teacher gives instructions

for processing information / data

obtained by students by filling in

the prepared discussion sheet. 2)

The teacher asks each group to

prepare the results of the discussion

to be presented.

1) Students discuss to fill out

worksheets (reasoning). 2)

Each group determines the

division of tasks in the

presentation.

10 minutes

Phase 5:

Verification

1) The teacher guides each group to

re-examine each step that has been

made. 2) The teacher appoints the

group randomly to write the answer

on the board. 3) The teacher asks

the group representative to explain

the LDK answer in front of the

class.

1) Students review each step

that has been made. 2) The

designated group moves

forward to write the answer

according to the task in the

LDK (communicating)

10 minutes

Phase 6:Generalization (draw conclusions / generalizations)

1) The teacher gives good feedback

on group presentations. 2) The

teacher and students draw

conclusions using their own

language and understanding of the

results of discussions about pascal

number patterns (communicating).

3) The teacher gives a posttest

question to students.

1) Students listen to feedback

from the teacher.

2) Each group writes the

conclusions made.

3) Students do a post test.

20 minutes

Get used to being responsible and caring about the tasks that have been given


3.

Cover

1) The teacher and students draw

conclusions from the learning that

has been done. 2) The teacher and

students reflect on the learning that

has been done. 3) The teacher

presents the scope of the material

for the next meeting, namely the

Cartesian field. 4) The teacher asks

students to pray together and say

hello.

1) Students listen to the

teacher's explanation. 2)

Students provide criticism and

input on the learning process

that has been done. 3) Students

pray and say hello.

5 minutes

H. Assessment of Learning Outcomes

1. Type / assessment techniques: oral and written tests

NoAspects observed / assessed Assessment Technique Assessment Time

1 Knowledge: ability to

determine pascal number

patterns.

Assignment 1 (doing

exercises)

Core activities

2. Form of instruments and instruments (attached 2)

Knowing, Jambi,……………..

Head of SMPN7 Kota Jambi Student Teacher

ZAIDAWATI,M.Pd ROBIN R. PAGLINAWAN

NIP. 196609111988032004 C15-9378

Attachment 2

1. Social and spiritual attitudes

a. Assessment Technique : Observation

b. Assessment Instrument : Observation Sheet


Tabel : Instrumen penilaian sikap peserta didik

No

Attitude

Name

Ope

nnes

s

Lea

rnin

g Pe

rsev

eran

ce

Cra

ft

Res

pons

ible

Dis

cipl

ine

Coo

pera

tion

Frie

ndly

Res

pect

for

Pare

nts

Hon

esty

Kee

ping

Pro

mis

es

Con

cern

Tol

eran

ce

12345678910…

Information:

The attitude rating scale is made with a range between 1 to 5

1 = very less;

2 = less consistent;

3 = start consistently;

4 = consistent; and

5 = always consistent.

2. Knowledge and skills

a. Problem indicator

Tabel : Indicator of Knowledge


No Indicator of Knowledge Problem Form Question

1 Determine the number of numbers in the pascal triangle number pattern

Description 1 and 2

Tabel : Indicator of Skills

No Indicator of Skills Problem Form Question

1 Resolve problems related to triangle

number patterns

Description 3

Instrument :

1) Determine the number of numbers in the 12th row on the pascal triangle number pattern?

2) Determine the number of numbers in the 15th row on the pascal triangle number pattern?

3) With the help of a pascal triangle, describe it (x + y) 4

b. Assessment Rubric:

Tabel : Assessment Rubric

Question Alternative Settlement Assessment

Rubric

Score


Sn=2n−1

S12=212−1

S12=211

S12=2.048

So, the number of pascal triangles in line 12 is 2,048.

Correct 30


Sn=2n−1

Correct 30


S15=215−1

S15=214

S15=16.384

So, the number of pascal numbers in the 15th row is 16,384.

3 With the help of a pascal triangle, describe (x + y) 4.

From the triangle pascal has been known the binomial translation coefficient, so that:

(x+ y )4=x4+4 x3 y+6 x2 y2+4 x y3+ y 4

Correct 40

Maximum Score 100


Activity sheet

The activity I used to my students:

GROUP DISCUSSION SHEET

Subject Matter

Number Pattern

Basic Competencies

The purpose of learning activities

The objectives of this learning are,

among others:

GROUP :

MEMBERS :

CLASS :


1. Determine the pattern in the sequence of numbers and array configuration object.

2. Resolve problems related to patterns in the sequence of numbers and array configuration objects.

1. Determine the pascal triangle number

pattern

2. Understand the rules for making a pascal

triangle number pattern

3. Resolve problems related to pascal

triangle number patterns

4. Present the result of the discussion about

pascal triangle number patterns in front

of the class

Learning instructions:

1. Read and understand the information available!

2. Listen when your teacher explains!

3. Ask the teacher if there are things that are not

understand yet!

4. Work on the question given!

5. Time allocation: 40 minutes


1. Observe the number pattern in the following figure.

2. Are there any number patterns you have found? Fill in the blank box following the

pattern you found.

3. With the pattern you have found, fill in the following blank box.

4. Pay attention to the numbers that you have completed in activity 1 no.3, look at the

number pattern that is arranged in italics. Write down the sequence of numbers.

Answer:

a. ................................................................

ACTIVITY 1

Note:The above number pattern is called Pascal’s Triangle


b. ................................................................

c. ................................................................

d. ................................................................

5. Look at the following line pattern.

1

Compare that with the pascal triangle that you have learned.

Are there any number patterns that you find? Compare that with the line you have done in

activity 1 no. 4

ANSWER SHEET:…………………………………………………………………………………………..

…………………………………………………………………………………………..

1 1 1 1 1 1 1 1 1 1

1 2 3 4 5 6 7 8 9 10

1 3 6 10 15 21 28 36 45

1 4 10 20 35 56 84 120

1 5 15 35 70 126 21

0

1 6 21 56 126 252

1 7 28 84 210

1 8 36 12

0

1 9 45

1 10

1


…………………………………………………………………………………………..

…………………………………………………………………………………………..

OBSERVATION ON THE TEACHING AND ASSISTING ACTIVITIES

Teaching Activity

Teaching in different country is so much interesting. If your students are sweet and very active, you may feel that you dream to teach this kind of class when I go back to our country. I didn’t find any hindrance in teaching aside from the language barrier. The language is the most problem of all of us. Even though the students can understand English not all of them can speak in that language on which it caused for them to be shy in asking to whatever they want to ask. Also, they cannot express want they really want to say since some of them are not fluently can speak in English. But as a student teacher, I should know at the first time that it might be the problem of all of us. That is why I think of a way on where I can deliver my lesson and they can understand it, and it is through investigation in a group discussion.

This picture shows the students discussing and answering a group activity


Assisting Activities

At first it is very hard to understand what the teacher is talking about, but since I know what are topics in mathematics I am slowly catching up what the teacher is trying to say. In the picture about, it is Ma’am Tidi, the Math teacher and teaching the Grade 7 students. One of the students answering the board work about fraction and translating it to percentage. I observe that the students in that class are good in mathematics because they are all able to participate during the board works and even in their seat works they can answer the problems very well.

This report is intended to share all of my experiences in other country, Indonesia. At the first, I’d like to share about the program which helps me to achieve my dream to go abroad. Here is it.

What is SEA Teacher?

The SEA Teacher Project or the “Pre-Service Student Teacher Exchange in Southeast Asia” is a project that aims to provide opportunity for pre-service student teachers from universities in Southeast Asia to have teaching experiences (practicum) in schools in other countries in Southeast Asia.


Based on the SEAMEO seven priority areas for the eleven SEAMEO Member countries to work together to improve the quality of education in Southeast Asia, “Revitalizing Teacher Education” is one of the priority areas in building and strengthening capacity of teachers in the region.

Objectives of the Project

1. To enable pre-service student teachers to develop their teaching skills and pedagogy

2. To encourage the pre-service student teachers to practice their English skills

3. To allow the pre-service student teachers to gain a broader regional and world view

Lessons Learned

Students: Should prepare lesson plans, materials and health insurance in advance prior to travel Gain more confident & increase social skills Able to improve their teaching pedagogy

Facilitation process:

Coordinators play an important role. Mentors who understand the process. Various channels of communication: Line and WhatsApp

That’s the short information about SEA Teacher.

Next, how could I be chosen to be part of SEA-Teacher?

This story actually shows me how the progress will never lie to the result.

The first time I heard about program for students exchange to Indonesia because my seniors were sent to Indonesia. I was asking them what kind of program it was and what were the keys to be able to pass the selection. From that kind of questions, it has opened my eyes to make it to be my goal.

Day by day, time passed by until the day that I had been waiting for came. The International Office of Jambi University announced that there was the selection for students exchange to Indonesia under SEAMEO for the sixth time. For these reasons, I had been working and practicing everything related of this selection, hoping that I would be chosen. Practice and pray are always be the keys for all the dreams. Finally, I made it. God answered my prayer. Yes, I was chosen. I couldn’t hold my tears. I was crying over and over again. Having been waiting for so long and finally it’s my turn to go to Indonesia!!!

Then, my arrival to Indonesia. At first, I was afraid and thinking on what will happen to me when I arrived to that country. To summarize my insights about Indonesia specially in Jambi, let me divide it to several parts.


1. Social and Cultural

Life in Indonesia begins early in the morning busy streets at 7:00 am is a proof. If it is unlikely to see people walking because they used motorcycle going to somewhere. As I go to school, one practice had made me admire them more is that how they show respect to their teacher whenever they may meet.

Foods, language and lifestyles are the aspects of Indonesian culture that fascinated me so much. From the way they welcome people or having a day out, each is not complete without offering the water for the guest or presenting their traditional foods.

Hospitable, enthusiastic and happy people, that’s how I described these people. I never felt in a way that I am different. Even the students and teachers in the school are very enthusiastic. They never felt me that I am an outcast, rather their actions shown affection and appreciation to my presence there.

2. Academic

SMP Negeri 7 Kota Jambi proven me how excellent the quality of education in Indonesia. Knowing that junior high school students study using the same curriculum. Student were used to have exercise and examinations, but they didn’t see these as burden but rather a way to comprehensively understand the lesson.

Spiritual

A daily ritual prayer of faith done five times a day, they called it “salat”. I was amazed of how Indonesians showcased their faith with their dedication in praying and practicing their religion in whatever circumstances they are in. their commitment in the faith they believe in, that whatever maybe, if it is praying time, they must pray that time.


REFLECTIONS:

With almost a month of being with people of diverse culture, one’s flexibility and dynamics are the first things being challenged. As a future teacher who will face students of diverse principles and personalities is indeed a great task. Experiencing it first-hand taught me to be more dynamic and to adjust myself. But, I found out that introducing new ideas each day will catch student’s attention and enthusiasm. Involving them in class discussion rather than solely feeding them all the concepts is far more effective because engaging them in mind-teasing activities like investigations will motivate them to actively participate and collaborate in the class. These are the things I will always remember when I am already in the field of teaching.

Time runs everything, each passing second is a waste when not used wisely. That’s the essence of lesson planning allotment of time for each part of the lesson is crucial. I learned of managing my time by giving the students what they need in the class I have. Because I see time as a precious gold, I don’t find it convenient to give a long period of time to my students just to answer a five-item exercises but instead, I would consider its difficulty and also, I will adapt peer tutoring or collaboration which depends on the need of the subject matter.

These are the things I have realized during my observations and teaching classes. As a future educator who will teach mathematics, I will not make the students feel like it is a burden specially during practice exercises. Instead I would encourage them more to help one another, to teach one another so that no one will be left behind.

Experiencing such a great opportunity is a great privilege for me to become a future mentor. Through this, I could adapt the Indonesian way of teaching strategies and apply it during my teaching. A combination of the best Filipino and Indonesian practices will surely make me an effective and efficient Mathematics teacher.

MY CONCERN:

A need to practice the use of English to be proficient user of this which is one of the requirements in the global market. This will also form an extensive and efficient linkages and networking across the cross-cultural nation of ASEAN community. I believe that with the implementation of this within a year or two, students can be able to express themselves in English without being shy and they will also become a proficient user of the language.


DOCUMENTATIONS AND

REFLECTIONS WEEKLY


WEEK 1

Being here in other country, I felt being blessed and grateful because it is one of a lifetime experiences which helped me to do my best and prove that being

The day we, the SEA Teachers welcomed in Universitas Jambi.

Some of the Indonesian’s food in Jambi.

Sir Johannes together with his students in SMP 7.


Mathematics teacher is much needed in this time because many students are just focusing on other subjects and they forgot that mathematics is important too. In this week, I learned that being in an international school is quite difficult because some of them doesn’t know how to speak in English and have a difficulty to understand the universal language. I give salute to all the teacher who are currently teaching in international schools where they are studying the language, culture, and environment of the place. I realized that being in this country, it may be hard, but it is unforgettable because you will also know how to speak Bahasa Indonesia and learn their culture. In this week, I experienced many good things because they accommodated us kindly. They welcomed us warmly, it makes us overwhelmed and more blessed because they are always with us, it is such a very unforgettable moment. To cover up this week, it may be tiring but very exciting and memorable experience. And I can’t wait for the next days to come and cherish all the moments that will happen.

WEEK 2

The first class I had observe with my cooperating teacher, Ma’am Yun.

Ma’am Yun explaining the pattern of the Pascal’s triangle.


King is the one translating to me what Ma’am Yun is talking because she is discussing using Bahasa

Language.

This week is all about observing in different classes of my cooperating teachers. It is very interesting to see students really participating in the classroom discussion, maybe because they are in the special class. And when I observed in the class in the lower level, I can compare that it just like the same in the classroom setting in the different schools in the Philippines.

In this week, I learned that as a future teacher I should always be ready on what will happen when I am in the actual setting of teaching. I also learned specially to my teacher that long patient and understanding are really needed when you are teaching in the low-level classes.

CONCERNS:It was very hard to catch up with the lesson if you are using different

language in teaching. Since my teacher is using the Bahasa language I need a translator for me to understand what the teacher is talking about. But luckily, since it is mathematics subject, I can be able to understand sometimes what my cooperating teacher try to do with her students.

WEEK 3During this week problem and challenges are real. We are asked by the immigrant officer

of our “VISA” but since the host school didn’t ask for that as a requirement, we cannot teach anymore in the school we are assigned. The immigrant officer confiscated our passport. Because of that, we can’t go anywhere without our coordinating teachers and buddies. Luckily, the head of the Universitas UNJA find an alternative solution for that problem and that is we are going to have our assisting teaching and observation in UNJA. Also, we are able to join to online lecture about bilingual language by sir Fredie.

This is an online lecture headed by sir Fredie about bilingual language.


Me as the participant of the online lecture about bilingual language.

Sir Robi having a class discussion to the First-Year students. This is the sample picture of our observation in UNJA on how the teachers teach there. What method and what teaching strategies they are using.

Gathering of students in UNJA in their gymnasium for a convocation program


WEEK 4Last week of our staying in Jambi, Indonesia. Every memories and experiences will be

unforgettable. I hope that it will not be the last but rather to continue the program in order for the other future SEA Teacher to experience to teach in other country even it is quite hard but challenging.

This is the week I have my evaluation with my evaluator Sir Sufri. I am very excited to teach that time because my students will be the math major students of the 5th semester. I know that they are good in Math, that is why I also feel of having nervous. But its okay since it is part of being a teacher. Having a mistake is okay because we learn from our mistakes. Since I prepared very well for my evaluation, everything is done successfully, I am very happy that even there is a language barrier, the students learn from me. They are also very cooperative and very active in having their group discussion.

Every thing is really going to be end. This is the week we say goodbye to our students in SMP Negeri 7. I am very sad because I am going to miss their smiles, for they are very sweet and lovely. But this is it…it’s done… We have then closing ceremony in UNJA. Everyone is very emotional having our speech on what we have learned, the challenges we faced and the happiness we have been together. Thank for this project SEAMEO!!! After the closing ceremony, we pack our belongings and buy some souvenirs to our love ones in our country. And the day of our departure to go home comes. It is the time to say goodbye to all enthusiastic and hospitable people in Jambi, Indonesia. “No, don’t say goodbye but rather see you again” it is the praise Bang Robi said. I am very happy that I have met them all and hope that we will still going to meet in some other time and even in some other place…


After Evaluation. They are the students of UNJA Pasar together with their instructor, Sir Sufri


DURING ACTIVITIES!!!

STUDENTS OF SMP 7-TALENTED CLASS


THANK YOU VERY MUCH

SEAMEO FOR THIS

UNFORGETTABLE EXPERIENCE!!!

robinrhobzhood.files.wordpress.com€¦ · web viewclassroom is the main setting for learning in...

Documents