Teaching Procedures

My Teaching Procedures

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My final demonstration teaching experience at SMA Negeri 1 Kendari City was a remarkable and transformative journey. I had the privilege of immersing myself in a new educational and cultural environment, which presented numerous opportunities and challenges. In this section, I will enumerate the specific teaching procedures I followed, my time management strategies, how I organized activities, the classroom management policies I adopted, the problem-solving measures I took, and my efforts to learn Bahasa Indonesia within a limited timeframe.

My teaching procedures were built upon a solid foundation of effective pedagogical practices. I recognized the importance of clear learning objectives, which guided me in creating well-structured lessons. I ensured that each lesson had a clear introduction, body, and conclusion. My teaching emphasized active engagement, encouraging students to participate in discussions, ask questions, and collaborate on projects. I employed a variety of teaching methods, including lectures, group activities, and multimedia presentations, to cater to diverse learning styles. Formative assessment was a key component of my teaching, as it allowed me to gauge student understanding and adapt my instruction accordingly.

15 Minutes

Pre-Teaching

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This was the first part of my teaching process. The pre-teaching part consists of the opening activities that I initiated in order to fully allow the students' physical and mental presence to be conditioned and settled down before we actually began the lesson.

First, I emulated what my CTs had been doing every time at the beginning of their class: the opening routine. I gave signal to the class monitor to start their opening greeting and prayer. After all the students are in their proper seats, I then checked and recorded the class attendance. During my final evaluation, all students were present. This was a good thing because I was also able to assess whether all of the students could still remember their previous topics during the apperception period. My recall question was, "Have you learned about the kinds of text before?" This was followed by the linking question: "When you describe a particular person, place, or object, what text does it refer to?" to which the students were able to answer correctly with our topic for the day - Descriptive Text. Afterwards, I proceeded to show the learning objectives for the day using my prepared PowerPoint Presentation.

Images courtesy of Pak La Ode Ndoali

Screenshots taken from my PowerPoint presentation on Descriptive Text

60 Minutes

Whilst-Teaching

Images courtesy of Pak La Ode Ndoali

This was the main part of my teaching process. The whilst-teaching section contained the core activities and active transferring of information to the students. It consisted of six different parts in the sequence which are the Stimulation, Problem Statement, Data Collection, Data Processing, Verification, and Generalization.

Before the activities, I first gave a thorough discussion on the topic of Descriptive Text. I gave its definitions, general structure, language features, and examples.

For the Stimulation or Motivation part, I divided the class into four groups. Afterwards, I distributed the student worksheets to each of the groups.

For the Problem Statement part, I was able to test the students' listening skills through reading an incomplete descriptive text. The students' task then was to listen carefully to what I would be reading and then identify the possible words that would make the incomplete statements complete.

During the Data Collection part, I gave the class an ample amount of time to brainstorm with their groupmates and to write on their worksheets the possible correct words that they heard from the listening activity to complete the missing words in the text I provided them.

For the Data Processing part, I gave the students last few minutes to work in their groups and to finalize their answers by analyzing the correctness of the words they heard.

During the Verification part, I reread the listening script one last time in order for the students to verify the result of their brainstorming with their groupmates by trying to reunite their ideas about the accuracy of the words they listed.

Finally, I allowed the students to conclude their activity by rewriting the text completely on their worksheets. Afterwards, I called for one reader representative from each of the four groups to read in front of the class their answers by group.

Screenshots taken from my PowerPoint presentation on Descriptive Text

15 Minutes

Post-Teaching

This was the final part of my teaching process. In this section, my students and I finally concluded the lesson for the period. I asked for three volunteers who could give a summary of what had transpired during our class. I also asked the students if they had any more questions about our topic or wanted to share their reflections from the lesson.

Afterward, it took some time to provide feedback on the short listening activity that the students per group accomplished. Five minutes before the class ended, I informed the students about the new learning material to explore at the next meeting. I also assigned them a simple homework, which is for them to find another descriptive text and classify which one is the identification and description part based on the text contents.

Before leaving the class, I signaled the class monitor again to initiate the closing routine. The students greeted us goodbye, and I also said goodbye to everyone, including my CTs and two evaluators from Lazuardi Ibnu Sina. That became the end of my final evaluation at SMAN 1 Kendari.