After he gave the task of meniggalkan he classrooms and Student Worksheet teacher teachers are on the table. We all know that there are all the answers in a BOOK the teacher. Finally my friends secretly viewed Worksheets Students belonging to the teacher and mention the answers from question to question that has to be worked on, in the midst of that activity, the teacher we pass next to the class, because her window as high as our class teacher 's desk, so my friends mentioned the answer looks from the outside. He quickly headed to class then the class meniggalkan to the teacher, not long after anyone called me to the teacher. There I feel
At one time during the workshop, the teacher asked us to briefly explain the decision-making that I engaged in that resulted in the academic action that brought me to the workshop today. She asked us to reflect with our group on the first choice point that brought me to this present moment. And, so I reflected.. I had explained to my group that last quarter I was just so overwhelmed and incredibly stressed out about doing well in my STEM classes, so that I could finally declare. The thing was, I had switched my major a few times, resulting in me being two quarters behind to declare.
In every teacher education program, it is expected for every student to do practice teaching. It is important for the fourth year students to have practice teaching wherein they can implement/put into practice the theories and strategies they have learned and initiate it into the real world of the school. Haigh, Pinder, McDonald (2006) noted that if student-teachers were active on the actual practice teaching experience and with the constant guidance from their associate teachers, they would learn the art of teaching, Gan (2013) said otherwise. Gan (2013) found out that the pre service teachers’ practicum experience was not that good as they encountered difficulties applying the theory they learned in their program in the actual classroom teaching. During the teaching practicum, student teachers basically benefit from lesson observation, the cooperating teacher and practicum school, university supervisors supervision, communication with other school members and the peer teachers.
I, first, met frustration in 10th grade when I scored D in first essay in my life and it was when I first realized I needed to try harder than what I did in the past. By recommend from my counselor, I decided to take first regular English class in 10th grade; I still got help from ELD class but having regular English class with my 2 years of English knowledge, it was very challenging. Nevertheless, there’s no “give up” in my vocabulary. During class, I could maintain same pace with my classmates by helped from my pink electronic dictionary and at home, I frequently stayed up late to preview the lecture for tomorrow or studying English. As a result, I finished English 10 with A, and the status between my classmates and I totally changed.
Miller (2007) has different steps that he clearly simplified to explain critical rationalism. Firstly knowledge is about noticing the problem. A teacher can address this by finding out barriers that learners are experiencing in her classroom, ask for assistance about the circumstance of the community. As Miller (2007:2) clearly stated the second step is brainstorming solutions to solve the problems faced with, most township schools have non-teaching stuff, people who help around the school, the teacher can ask the principle to arrange a meeting with them to discuss different problems she/he has realized in the classroom concerning the learners and ask them to suggest some solutions to this matter. The last one is clearly is evaluation of the solutions.
Besides observation, questionings and feedback, when asked to talk about other assessment tools that teachers use in their classroom, most of the teachers expressed their confusion. Almost all the teachers said that they used quizzes and short tests to check their students. Teacher D, for example, said: I usually assign whole class multiple choice quizzes and have my students raise their hands to indicate their answers. From that, I can immediately see how well my students understand the lesson. It is time-saving and suitable for my teaching context.
I feel like I have learned a lot for Patrice in this semester. He has tough me how to be a better public speaker by being a good listener and telling the class to be a good audience, I also learned how to be a better student Patrice is a good teacher he teaches us that to be a good student the teacher has to teach with tough love. He tells us the truth he came up to me the first week of class after I gave him the first reflection paper I thought I was done and I did a good job. After I got the paper bake he asked me “can I see you after class” he was very upfront with me he gave me a second chance to fix my mistakes he told me I could do better. I also advocated for myself I failed my midterm, and I told him everything and even asked for extra credit opportunity he gave me the hard truth another example of tough love was when he asked me “what you would do in this sitchwation you become the teacher,” I told him what I would do he said I was being to hard on my self he told me to do my homework study harder and go to the extra credit opportunity.
I’m only successful to cover one subtopic for today’s session. So, I’m not following my lesson plan that includes two subtopics need to be covered. Most of the students can understand what I taught them but it must be in slow pace learning. Moreover, I need to help them to recap back and memorize what they have learnt in math. For the next class, I need to talk loudly because students at the back can’t hear my voice clearly.
Figuring it out, I always attempt to deliver a lesson in charming ways in order to catch my students’ attention to participate actively during class; make it fascinating as possible as I can, such as delivering a lesson trough drawing pictures, imitating native speaker when reading and listening process, and offering some English teachings method and strategies like army method, PPP, TPS, discovery learning and so forth. Yet what I have done so far, however, seemed “somewhat good”. It can be gauged so clearly by 60 percent of the students do not take part actively during class. So far I realize that the way I taught English almost certainly remain the same. I might introduce several teaching methods or strategies, meanwhile, the tasks given never even changed a bit yet (filling the blank, rearranged a sentence, and multiple choice).
I feel that discipline and independence is essential in becoming an intern, as most of the time self-revision of certain information pertaining to the patient condition will be self-directed. In the past, being a student learner only requires mostly listening and understanding the materials which are presented by the lecturer. After being an intern, I need to spend more time to do extra reading in addition to the lecture materials while the clinician facilitate the learning process. I also need to learn to simplify and explain what I learned in class to the patient without using any scientific terms instead of only understanding the materials on my