Teaching Plan (English) & Teaching Practice

 Curriculum 

The curriculum structure used by the future school consists of language, math, science, art, technology, morals, and sports.

Teaching Plan (English) 

 

Teaching Practice  

My teaching  Practice schedule during my time at Future School.

 

In my teaching practice, I was scheduled to teach the same class (9D) four times with two different teachers. For learning materials, each teacher gave me a book that they usually use to teach in that class. There are two books that I get, namely student books and workbooks. The day before the teaching practice, I submit the lesson plan both to the original teacher of the subject and to the supervisor to ensure the material to be delivered is appropriate or not.

Teaching Process  

Before doing teaching practice, I had discussions with the supervisor from Dong Thap University and the teacher who teaches the subject that I will teach in class. It aims to make the teaching practice process in class run smoothly, and there is no mistake in delivering the material. After discussing the learning material and making a lesson plan, the supervisor and teacher of the original subject provided suggestions on the lesson plan that I have made, and when teaching, it is necessary and required to follow the steps in the lesson plan.   

 

 

 

 

 

Time Management and Organizing Activities 

The teaching and learning process for one subject is 45 minutes, with the 45 minutes covering the initial activities (preparatory activity), closing activities, and evaluation. In the lesson, there are teacher activities and student activities, which are two interconnected activities, and the following is the amount of time I use in class.
1. Preparatory Activity: 5 minutes
2. Lesson Proper: 30 minutes
3. Closing Activity and Evaluation: 10 minutes

Classroom Management and Problem Solving 

During the learning process, I am assertive to ensure that each student follows the lesson and understands the learning material well, reprimanding students who are noisy and providing opportunities for students to ask and answer questions.  The problems I faced when teaching and observing in class were when I asked students to read the text in the text book, then when dividing groups to work on exercises. To deal with these problems, I pointed out or mentioned the student's name to read the text so that students wanted to read it, then asked students to work in pairs when doing the exercises.