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Dorothea Rahardani112007005

2-2010/2011

FACULTY OF LANGUAGE & LITERATURESATYA WACANA CHRISTIAN UNIVERSITY

TEACHING PRACTICUM HANDBOOK

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Introduction 1

A Message from the Coordinator 1

About Teaching Practicum 2

Objective 2

Policies & Procedures 2

List of Participating Schools 3

Placement and Grouping 4

Roles & Responsibilities 6

Teaching Practicum Coordinators Roles &

Responsibilities 6

Student Teachers Roles & Responsibilities 6

Mentor teachers Roles & Responsibilities 7

Schedule 8

Observation 9

Teaching Reflection 10

Portfolio 12

Description 12

The Format 12

Procedure 12

Sample Teaching Portfolio 13

Teaching Portfolio Checklist 14

Teaching Statement 14

Definition 14

Purpose 14

Guidelines15

15

For

mat 15

Group Reflection 17

Group Reflection Description 17

Group Reflection Objectives 17

Evaluation 18

Teaching Evaluation Form 18

Teaching Evaluation Rubric 19To make the evaluation easier, teachers may refer to this teaching evaluation rubric to decide

the score of each aspect in the teaching evaluation form. 19

People Skill Evaluation Form 21

Final Grades 22

Course Requirements 22

Final Grade Breakdown & Scale 22

Forms 23

Observation Form 1 23

Teaching

Practicum

Handbook

Semester 1

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Teaching Journal 1 35

Teaching Journal 2 37Teaching Journal 3 39




Appendices 47

Teaching Statement Sample 47

Teaching Journal Sample 49

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Introduction

A Message from the Coordinator

Dear student teachers and school English teachers,

We are pleased to welcome you to the Teaching Practicum (TP) course (BS 491) or previouslyknown as the PPL program of the English Department, Satya Wacana Christian University thissemester. The purpose of this handbook is to serve as a guide for each one of us involved inthe TP program this semester. We hope that you find the handbook helpful. Each studentteacher shouldkeep his/her handbookuntil the end of the program since the book has allthe journal forms that should be filled in after each teaching and signed by both yoursupervisor and the teacher. Your journal entry from this book will also help you compile yourteaching portfolio. We would like to thank Frances L. Sinanu, S.Pd. who compiled the firstedition of this Teaching Practicum Handbook; Andrew Thren & Prof. Dr. Gusti Astika, M.A. whoedited this handbook and also Teaching Practicum supervisors & Microteaching teachers whocontributed their invaluable thoughts to the contents of this handbook. We conducted severalrevisions to this book based on their inputs.

In this TP program, mentor teachers (also known in schools as Guru Pamong) and studentteachers will be working closely together. The school/mentor teachers serve as a mentor to thestudent teachers, scheduling meeting regularly to discuss expectations, assigningresponsibilities, suggesting and sharing lesson plans, observing, and evaluating the studentteachers progress.

The student teachers are expected to maintain reflective journals to share with their mentorteachers. Each journal should be written in this book immediately after each teaching andsigned by the mentor teacher. Similarly, at the end of the program, each student teacher mustassemble a portfolio that reflects his/her field experiences. The mentor teachers willevaluate the portfolio.

In addition to the teaching experience at schools, the student teachers are also required towrite a Group Reflection. Here the student teachers should raise an issue found/experienced inthe respective Teaching Practicum site and each individual should contribute his/herexperience in the issue. They will then compile those experiences into one report: GroupReflection, to be submitted to the TP coordinator.

At the end of the semester, the mentor teacher will submit the filled-in grading book to the TPcoordinator. In it is the 80% of the student teachers performance in this course. Afterreceiving the grading book from the mentor teachers, the coordinator will then produce thefinal grade for each student teacher, adding the 20% from the Group Reflection grade to thatfrom the mentor teachers.

We encourage you to contact us if we can be of assistance to you during this student teachingprocess by calling us at +62-298-321212 ext 214 or 312120.

Finally, we wish you a most rewarding and productive experience and we hope you are open to

learning more about teaching and learning from your mentor teachers and school staff, yourfellow student teachers and your students.

Sincerely,

Joseph Ernest Mambu, M.A. Teaching Practicum Coordinator

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About Teaching PracticumObjective

Teaching Practicum (BS 491) is a required course of the English Department, Satya WacanaChristian University, in which the students will be able to apply their knowledge that they havelearned in their courses at schools. The program is aimed at preparing well-trained English

teachers.

Policies & Procedures

The following guidelines serve to help the student teachers, the teachers, and the Supervisorsduring the program:

1. Teaching Practicum is the capstone experience in the English Department, Faculty ofLanguage & Literature, Satya Wacana Christian University. The Practicum requires

students to teach at least 6 times at various schools in Salatiga, assemble anindividual portfolio, and compile a group reflection. Student teachers are supported andevaluated by mentor teachers and Teaching Practicum coordinator during the program.

2. Admission to the TP Program requires:

a total number of 110 credit hours or above

a cumulative grade point average (GPA) of 2.00 or above

the completion of all prerequisite courses:

1. Introduction to Language Education (BS 222)

2. Teaching English as a Foreign Language (BS 240)

3. Teaching Learning Strategies (BS 312)

4. Teaching Fun English to Children (BS 322)

5. Language Testing (BS 342)

6. Curriculum Material Development (BS 452)

7. Micro Teaching (BS 490)

the approval of the students Academic Advisor

3. Applicants to the program are selected based on the above criteria and are placed inthe TP sites by the TP coordinator. The number of TP groups will depend on the numberof the participating schools in each semester.

4. The student teachers will have more or less 14 weeks to observe the teachers, observetheir friends, and basically to practice their teaching and learning skills at the TP sites.

5. The student teacher is expected to conform to the same professional standards as theregular teachers of the school. S/he should dress appropriately as teachers in the schooldo. S/he should also be present at school during office hours decided by the school. Ifsome unforeseen circumstance should cause the student teacher to be late, the schooland the teacher should be notified. If an illness causes an absence, the student teachershould notify the teacher a day before or as early as possible. The student teachershould also notify the TP coordinator of the absence.

6. Absences of more than three times in a row (both for office hours & teaching) will affectthe student teachers grade. Serious illness or unusual circumstances will be handled onan individual basis by the TP coordinator.

7. Each student teacher will be mentored by a mentor teacher at the TP site. The teacher

works with the student teacher closely and provides immediate assistance in lessonplanning, teaching, and evaluating.

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8. Before teaching, each student teacher should observe the teacher teaching at leasttwice. The student teacher should also spend time to observe their peers teaching forat least 4 times. All observation reports are written in the forms provided in this bookand should be discussed with the teachers/student teachers being observed after eachteaching for the sake of his/her reflective teaching.

9. There will be NO university supervisors and thus NO supervisory visits for each studentteacher. All teaching and other performances at school will be under the mentorteachers supervision.

List of Participating Schools

1. SD Kristen Laboratorium UKSWJl. CungkupSalatiga

2. SMP Kristen Laboratorium UKSWJl. Diponegoro 52-60Salatiga50711

3. SMA Kristen Laboratorium UKSWJl. Diponegoro 52-60Salatiga50711

4. SD Bethany SchoolJl. Jenderal Sudirman 105Salatiga

5. SMA Negeri 1Jl. Kemiri 1Salatiga

6. Language Training Center (LTC)UKSW

Jl.Diponegoro 52-60

Salatiga50711

7. Salatiga LabJl. Diponegoro 95Salatiga

8. SMP Kristen 2Jl. Jenderal Sudirman 111B

Salatiga

9. PKBM Satya Parahita Jl. Sumatera No. 144Salatiga 50733

10. Kelompok Belajar Qaryah Thayyibah

KalibeningSalatiga

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Placement and Grouping

No. NIM NAME

TP SITE

1 112005163 AGUSTINA AFRIANA MALO

SD Lab

2 112006036 FATIAH LAILY RAHARJANTI

3 112006160 STANISLAUS GINANJAR WIDHI H.

4 112007003 HANA DWI HERLINA IRJAYANTI K *

5 112007013 DIKA AMANDA AYU

6 112007014 NITA ALVIANI PRASTIWI

7 112007035 DEWANGGA PUTRA

8 112007062 MAURIN SANJU

9 112007087 YAYUK PUJI RAHAYU

10 112007136 BEUTY LUKY AMELIA

1 112005058 YANI TRISNAWATI

SMP Lab2 112006132 HARBIN WISNU SURYA AJI3 112007100 ALIT YULIE KRISTININGSIH

4 112007122 WORO RISSA WIJAYA

5 112007131 CITRA HAPSARI *

6 112007170 OCTNIEL DWI KURNIAWAN

1 112006013 LEA VICASARI WIDJAJA

SMA Lab

2 112006044 CICILIA CAHYONO

3 112006177 AC. MANYAR WULANDARU

4 112007036 DEBORA TIURLAN TAMBUNAN*

5 112007038 NARAINDRA SANISKARA

6 112007054 KALEB NUGRAHA RIVA

7 112007057 AGUSTIN KUSUMANINGRUM HENDARTO

8 112007080 YUSUF SETIAWAN SUSANTO

9 112007112 VICORIO TALENTINO

10

112007124 ANINDIA LOKITAVERA

11

112007138 SRI WIDYANINGSIH

12

112007159 PRICCILIA WULAN AGUSTIN

1

3

112007192 RISMAWATI SUSETYANINGTYAS

14

112007704 PATRISIUS WOGANANDA RUSMAWAN

1 112007005 DOROTHEA RAHARDANI

SMP Kristen2

2 112007020 CYNTHIA NIKEN PRATIWI

3 112007021 WAHYU NUR ENDAH PRATIWI *

4 112007050 ESTER PURWAKA SARI

5 112007077 PRISCILLA AGNA EKAWATI

6 112007084 CHRISTA SUKMAWATI

7 112007116 WIDAYANI UTAMI

8 112007144 PRISTIKA PITANTRI

9 112007157 BAGUS RADITYA

10 112007199 OCTAVINA VIDYA SUPRAMANA

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1 112007018 ADAM ADITYA BAHARUDIN

SMAN 1

2 112007041 SEPTI WULANDARI

3 112007048 ENDISA

4 112007052 RINI INDRIYANI

5 112007055 KURNIA BUDI RUMANTI

6 112007072 NIDIA ARUM PUSPITA

7 112007111 IKA TRI YULIANTI HUTAMI *

8 112007149 MAYA ARINDA CHRISTIANI

9 112007156 FX. PAULA ERA LINA HADOMI

1 112006067 YULIUS HADYANTO *

LTC2 112007009 JOSEPHINE AGUSTINA

3 112007015 VERONICA EVELINE CHANDRA

4 112007090 CHRISTA AUDREA YOSEVANA T

1 112005092 ONNIEK LIEKE. O

BethanySchool

2 112007078 EFONE MEITY *

3 112007096 SULISTYANING DWI PUJI ASTUTI

4 112007117 YUNITA ANDRIASTUTI

5 112007151 ADI PRATAMA

1 112006188 MARLEN ANGELA DAIK

Salatiga Lab

2 112007004 NOVI SUCIANI WIJAYA

3 112007022 NANDA ADI GUNA

4 112007032 AGATHA DEBORA

5 112007067 BENEDIKTIN YUNIAR ANINDITA PUTRI *

6 112007070 MONICA PERMATA SARI PRANOTO

7 112007085 VINSENSA RADITA HARYUNANI

8 112007092 MARIA DEWINTA RATRI SARI

9 112007093 CATERINE DEVI WULANDARI

10

112007196 LOIS KESIANA PEBRIANI

1 112006009 AGATHA YUVENTIA CHRISTIANTO

PKBM SatyaParahita

2 112006032 IVAN SETIAWAN SANJAYA

3 112006038 RISVISKA YEYEN SAPUTRI

4 112006078 MEILANI NDAOMANU

5 112006182 ELVIRA MARYOLEN HERE

6 112007023 ENDAH NUR FITRIYANI

7 112007026 YUTTA NATASYA DYARENGGASTI *

8 112007102 KIKI KURNIAWATI

9 112007113 NI PUTU MEIRITA HIDAYANTI

10

112007128 LUXY CAHYANING WULANDARI

1 112004128 HERAWATI SANDININGTYAS

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Roles & Responsibilities

Teaching Practicum Coordinators Roles & Responsibilities

The TP Coordinator is a staff member of the Faculty of Language & Literature, Satya WacanaChristian University.Roles and Responsibilities:

1. Prepare everything related to the Teaching Practicum Program.

2. Represent the Faculty of Language and Literature, Satya Wacana Christian University ininteracting with the participating schools/institutions regarding the Teaching PracticumProgram.

3. Provide guidance to the mentor teachers (if needed).

4. Take/pick the student teachers to/from the respective TP sites to officially start/end theTeaching Practicum Program.

5. Assign and evaluate student teachers group reflections.

6. Compile and release the student teachers final grade.

Student Teachers Roles & Responsibilities

During the Teaching Practicum program, each student teacher should encounter the followingexperiences:

1. Observe the mentor teacher (at least twice before starting an individual

teaching).

2. Observe other student teachers (at least 4 times)

3. Teach at least 6 lessons in, preferably, 6 different classes.

4. Plan and write appropriate lesson plans for the lessons.

5. Plan and design appropriate instructional materials and teaching aids to supporteach lesson.

6. Develop skills in selection and utilization of educational technology in classroominstruction.

7. Give evidence of the ability to evaluate students progress.

8. Develop questioning techniques in individual, small group and total classroomsituations.

9. Discuss lessons with the mentor teacher before each teaching.

10. Assist the mentor teacher in performing routine tasks in the classroom checkingattendance, housekeeping, clerical tasks, etc.

11. Assist the mentor teacher in maintaining adequate physical arrangements of theclassroom for varying instructional modes during teaching.

12. Participate in special school functions (if applicable).

13. Become familiar with the school policies and regulations.

14. Assemble a Portfolio as a neat summary of his/her reflection on his/herexperiences during the Teaching Practicum Program.

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15. Contribute ideas/experiences to be compiled together with those of otherstudent teachers of the same group into one Group Reflection.

Mentor teachers Roles & Responsibilities

During the Teaching Practicum Program, mentor teachers at the TP sites should:

1. mentor the student teacher in his/her teaching experience.

2. become the role model for the student teacher.

3. allow student teacher to observe his/her teaching (at least twice before the studentteacher teaches on his/her own).

4. decide when a student teacher should start teaching in pairs and individually.

5. assist the student teacher in developing lesson plans by giving suggestions.

6. attend and observe all teaching sessions of each student teacher.

7. provide feedback on the student teachers development and sign his/her teachingjournal.

8. discuss the assessment after each observation with each student teacher after teachingand let his/her sign the evaluation form.

9. evaluate each student teachers teaching, people skills and portfolio. Sample of theevaluation form is included in this handbook. Each mentor teacher will also receive aGrading Book where they should keep all records of grades and notes about eachstudent teacher during the program. The evaluation book should be returned to the TPcoordinator at the end of the program.

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Schedule

No Date Activity Place

120 December 2010 6

January 2011Submission of Application

formsED Administration Office:

F 513

2 8 January 2011Notification of students

acceptedNotice Board: 5th Floor of F

Building

3 22 January 2011 TP First Meeting F 114

4

24 January 4February 2011

Official Start of the TPprogram

Teaching Practicum Sites5 Observations

6 7 February 15 April2011 Teaching Practice

7

18-29 April 2011

Official End of the TPprogram

Teaching Practicum Sites

8Portfolio & Group Reflection

due

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ObservationDuring the Teaching Practicum Program, each student teacher should conduct at least 6observations: 2 times observing the teacher & 4 times observing their peers. Observing theteacher will give the student teacher some ideas of how to deal with the students at theschool, their level, the classroom interaction and of course, teaching tips. On the other hand,peer observation can provide opportunities for teachers to view each others teaching in orderto expose them to different teaching styles and to provide opportunities for critical reflectionon their own teaching. The following are guidelines in a peer observation:

1. Each student teacher will both observe and be observed by their peers.

2. Pre-observation session. Prior to each observation, student teachers (the one who willbe observed & the one will be observing) will meet to discuss the nature of the class tobe observed, the kind of material being taught, the teachers approach to teaching, thekinds of students in the class, typical patterns of interaction and class participation, andany problems that might be expected. The teacher being observed will also assign theobserver a goal for the observation and a task to accomplish. The task involvescollecting information about some aspects of the lesson, but does not include anyevaluation of the lesson. Observation procedures or instruments to be used will be

agreed upon during this session and a schedule for the observation arranged.

3. The observation. The observer would then visit his or her partners class and completethe observation using the procedures that both partners had agreed on.

4. Post-observation session. The observer and the one observed would meet as soon aspossible after the lesson. The observer would report on the information that had beencollected and discuss it with the student teacher being observed (Richards andLockhart, 1991).

Language Classroom Observation Form

Pre-Observation Questions for the student teacher teaching

(Please write your answers to the following questions and give them to the observer before theclass begins)

1. What are your objectives for todays lesson?

2. How do the objectives for todays lesson relate to the goals of the course?

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While observing:

Class: Room: Teacher: #of students:

Date:

Rating Scale: 4-Outstanding; 3-Good; 2-Fair; 1-Poor (Teacher may refer to the rubric for detailed description of each score)

Aspects Points

A. Preparation

B. Teaching Materials

C. Language Use

D. Communication Skills

E. Lesson Presentation / Teaching Technique

F. Classroom Management

G. Use of Teaching Aids

H. Mastery of the Materials

Total ______/32

Strengths:

Suggestions for improvement:

Post Observation Questions:

1. To what extend did you achieve your objectives?

2. Is there anything that you would have done differently?

Teaching Reflection

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As part of the reflective teaching nature of the Teaching Practicum program, each studentteacher should reflect on his/her teaching for his/her own teaching skills development. This canbe done by keeping a journal of his/her teaching. The form is available in this handbook andshould be written immediately after each teaching session. The journal should then beconsulted to the teacher and supervisor for comments that could develop the studentteachers teaching skills. The comments will also help the student teacher in re-writing theteaching journal in paragraph forms to be included in the teaching portfolio at the end of the

program.Another way that supports reflective teaching is to do observations, both observing theteacher teaching and observing other student teachers. The observation forms are alsoavailable in this handbook. Observation should be done according to the guidelines above inwhich the pre and post questions part will promote the learning process of becoming a betterteacher. From discussion in answering the pre and post questions, the student teacher couldwrite a better teaching reflection. A sample of a teaching reflection is available in theappendices in this handbook.

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Portfolio

Description

As part of the Teaching Practicum program, student teachers are required to assemble andsubmit a teaching portfolio that reflects their teaching experiences to their supervisor forevaluation. A teaching portfolio is a sampling of the breadth, depth and quality of one's work,

in order to convey one's abilities, strengths or style, and achievements displayed indirectlythrough descriptions, documents and various forms of evidence(http://sunconference.utep.edu/CETaL/resources/portfolios/intro.htm#why). The portfoliodocuments the student teachers teaching practicum experience. It is an important self-assessment tool that allows student teachers to reflect on and to document important aspectof their teaching practice. When appropriate, it is suggested that samples of student work beincluded to enhance the portfolio. The supervisor will offer assistance on how to assemble aportfolio and will also evaluates it at the end of the program.

The Format

Essentially, Teaching Portfolios contain two basic elements: evidence of teaching andreflections on that evidence. The evidence begins with what is normally listed on curriculum

vitae: list of course, lists of responsibilities, etc.; however, it extends beyond to include avariety of activities which have had an impact on your teaching such as the teaching seminars,videotapes of your lectures and classrooms, etc. The addition of these other documents addsdepth to your teaching curriculum vitae. The meaningful aspect of the Teaching Portfolio lies inyour written reflective statement about the evidence of your teaching.

In creating a Teaching Portfolio, the key questions are why teach and how you teach, thatis, your teaching goals and your objectives for achieving those goals. Reflecting on theseissues is a difficult task and is best tackled with others. The Teaching Portfolio shifts theemphasis of your teaching away from content and focuses it on delivery and learning. Why doyou teach? How do you teach? Why do you teach the way you do? These are difficult questionswhich are why, ideally, Teaching Portfolios are the product of collaboration with mentorteachers, supervisor, other student teachers, students and others as input from these sources

helps you clarify and refine your personal statements and reflective description.

Procedure

The procedure for constructing your Teaching Portfolio consists of six basic steps that givefreedom to be unique and reflect the appropriate information necessary for specificcircumstances.

1. Articulate a personal teaching philosophy

2. Gather your evidence

3. Organize your evidence

4. Write reflective and summary statements about the evidence

5. Share your draft with others and revise

6. Rewrite your resume/curriculum vitae and under teaching refer reader to yourTeaching Portfolio.
http://sunconference.utep.edu/CETaL/resources/portfolios/intro.htm#whyhttp://sunconference.utep.edu/CETaL/resources/portfolios/intro.htm#why

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Sample Teaching Portfolio

To get some ideas of how a teaching portfolio might look like, below are samples of the tableof contents of teaching portfolio.

Example 1

TABLE OF CONTENTSTeaching PhilosophyTeaching ResponsibilityTeaching MaterialsTeaching MethodsInnovative Teaching PracticesAssessment of Teaching EffectivenessAwardsGoals

APPENDICESA: Sample course SyllabiB: Course Handouts

C: Summary of Student EvaluationsD: Comments concerning supervision of Graduate StudentsE: Statements from Peers of Teaching Effectiveness

Example 2Teaching PhilosophyStatement of Teaching ResponsibilitiesTeaching Strategies and MethodsRepresentative SyllabiRepresentative AssignmentsRepresentative LabsEvidence of Teaching EffectivenessStudent Feedback and Evaluations

Peer ObservationFuture Teaching GoalsProfessional DevelopmentAppendices

Example 3Statement of Teaching StrategiesTeaching ResponsibilitiesSyllabiExample examsEfforts to Improve TeachingMeasures of Teaching Effectiveness

Teaching AwardsOther Teaching Initiatives

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Teaching Portfolio Checklist

No matter which format of teaching portfolio you will use, the following are the things that thesupervisor will assess:

1. Teaching Statement2. Teaching Materials (from all your teaching sessions at the TP site)

a. Lesson Planb. Materialsc. Audio Visual Aids or picture of the visual aids

3. Observation report from others. Here, you will have to ask your observers (eithermentor teachers or other student teachers) to write their comments to you (perhaps re-write their observations form in a narrative form).

4. Teaching Journals/Reflection (typed in a form of a narrative form from the notes writtenin this handbook). A sample is provided for you in the appendices of this handbook.

5. Other teaching visualization of your teaching (if available; please note that some TPsites do not allow videotaping/photograph taking)

You may also include other teaching experience should you have one. Keep in mind that this isyour portfolio and that you might use it for your future needs. Therefore, you may not want to

limit the content to your Teaching Practicum experience only.

Taken from: http://ftad.osu.edu/portfolio/index.html#/partshttp://www.brown.edu/Administration/Sheridan_Center/publications/teacport.html(Retrieved Nov 10, 2005)

Teaching Statement

Definition

A teaching statement or a teaching philosophy is a narrative that includes

Your conception of teaching and learning

A description of how you teach

Justification for why you teach that way

The statement can

Demonstrate that you have been reflective and purposeful about your teaching

Communicate your goals as an instructor and your corresponding actions in theclassroom

Provide an opportunity to point to and tie together the other sections of your portfolio

Purpose

There can be many purposes. You can think of it as a way of introducing yourself as instructorto your colleagues. You can think of it as an exercise in concisely gathering together yourbeliefs about teaching and learning so that you can easily articulate them to your students,your peers, and future employer. The statement is also an introduction to your teachingportfolio thus setting the stage for the reader of that portfolio. Additionally, the Statement canbe a means to professional growth in that it requires you to give examples of how you enactyour philosophy, thus requiring you to consider the degree to which your teaching is congruentwith your beliefs. You may realize that to fully enact your beliefs about teaching and learning,there is a lot of room for growth.
http://ftad.osu.edu/portfolio/index.html#/partshttp://www.brown.edu/Administration/Sheridan_Center/publications/teacport.htmlhttp://ftad.osu.edu/portfolio/index.html#/partshttp://www.brown.edu/Administration/Sheridan_Center/publications/teacport.html

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Guidelines

A statement of ones Teaching Philosophy should briefly make clear why, how, and what youteach. This statement should be one to two pages in length. It is a personal statement on yourteaching beliefs; it is not an article on teaching and learning. It should reflect your experiencesand teaching practices.

Below are some guidelines to start writing your, probably first, teaching statement.

Read some samples of teaching statements. One is provided in the appendices butthere are millions available on the internet. It is up to you to choose as an example foryour situation.

Do brainstorming or free writing on one of the following prompts: Whats important toyou in your teaching? or Being a language professional means. Often, peopleproduce a list of items we would encourage you to go through that list, marking orhighlighting the ones that are most important to you and trying to think of ways thoseare implemented in your classroom teaching. If you need help with your brainstorming,it is recommended perusing though and considering the following questions;

1. If were to ask your students about your teaching, what would they say? (if youwere one of your students, what would you say about your teaching?)

2. If I were to ask your supervisor about your teaching, what would they say? (if youwere your supervisor, what would you say about your teaching?)

3. Think of an activity you used that you feel was both successful and a goodreflection of you as the kind of teacher you want to be. What was it about theactivity, and the way you implemented it, that made it so?

4. Think of an activity that bombed in the classroom. Why do you think it didntwork? How would you change it and/ or the way you presented it? Why?

5. How do you go about motivating students?6. How do you feel about grading? How do you go about deciding what grades to

give students?7. What do you think are important attributes of successful language learners?

8. What do you do for own professional development? What do you hope to be ableto do, as part of your job, for your own professional development?

9. What do you think makes an excellent teacher (in general)? An excellent languageteacher?

10. What is something youve learned in your study that you would like to try to applyto your teaching?

11. How do you feel teachers can get better at what they do?12. How do you think people learn second languages (successfully)? How does

instruction help?13. How can materials help?14.How do you think people become good at conversation (or reading, or writing,

etc.) in a second language? How does instruction help? How can, materials help?

Format

There is no required content of set format for your teaching statement, which makes it sochallenging for most people to write one. You may choose to write in prose, use famousquotes, create visual, use a question/answer in prose, use format, etc. However, keep in mindit is generally.

It is generally 1-2 pages in length

Use present tense, in most cases. Writing in first-person is most common and is theeasiest for you audience to read.

Most statements avoid technical terms and favour language and concepts thatcan be broadly appreciated. A general rule is that the statement should be written withthe audience in mind. It may be helpful to have someone from your field read your

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statement and give you some guidance on any discipline-specific jargon and issues toinclude or exclude.

Include teaching strategies and methods to help people see you in theclassroom. It is not possible in many cases for your reader to come to your class toactually watch you teach. By including very specific examples of teaching strategies,assignment, discussions, etc. you are able to let your reader take a mental peek intoyour classroom. Help them to visualize what you do in the classroom and the exchange

between you and your students. For example, can your readers picture in their mindsthe learning environment you create for your students?

Make it memorable and unique. If you aresubmitting this document as part of a jobapplication, remember that your readers on the search committee are seeing many ofthese documents. What is going to set you apart? What about you are they going toremember? What brings a teaching philosophy to life is the extent to which it creates avivid portrait of a person who is intentional about teaching practices and committed tohis/her career.

Own your philosophy. The use of declarative statements (such as students dontlearn through lecture or the only way to teach is to use class discussion) could bepotentially detrimental if you are submitting this document to a search committee. Youdo not want to appear as if you have all of the answers and you dont want to offend

your readers. By writing about your experience and your beliefs, you own thosestatements and appear more open to new and different ideas about teaching. Even inyour own experience, you make choices as to the best teaching methods for differentcourses and content: sometimes lecture is most appropriate; other times you may useservice-learning, for example.

Taken from:http://ftad.osu.edu/portfolio/philosophy/Philosophy.html,http://www.lll.hawaii.edu/sltcc/tipps/philosophy.html(retrieved Nov 10, 2005)

Assessment Criteria for Portfolio

Completeness of teaching artefacts, AVA, etc. : 5%Thoughtfulness of teaching statement/philosophy : 5%Language (accuracy and style) : 5%Overall impression on creativity : 5%

TOTAL : 20%
http://ftad.osu.edu/portfolio/philosophy/Philosophy.htmlhttp://www.lll.hawaii.edu/sltcc/tipps/philosophy.htmlhttp://ftad.osu.edu/portfolio/philosophy/Philosophy.htmlhttp://www.lll.hawaii.edu/sltcc/tipps/philosophy.html

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Group ReflectionGroup Reflection Description

An important component of the student teaching experience is the Group Reflection. Studentteachers in one TP site will have to find/raise an issue in the respective TP site. Each studentteacher must contribute his/her ideas/experiences regarding the issue to be compiled together

with those of the other student teachers into one group reflection. This Group Reflection mustbe handed in to the TP coordinator at the end of the TP program.

This Group Reflection is expected to support the student teachers by strengthening their skillsin reflecting on their experiences in lesson planning, material development, classroomactivities, classroom assessment, classroom management, research & professionaldevelopment and other issues in Language Teaching, as well as in compiling variousideas/experiences from different people in one report.

Group Reflection Objectives

Student Teachers will:

be informed about the language teaching issues from the field

learn from peers on an issue in language teaching and learning

be part of professional group of teachers

get research ideas in relation to one issue they agree with

reflect upon and share their classroom experiences

analyze classroom management problems and apply effective strategies

set goals for continued professional growth and development

Instructions

1. In the TP first meeting, we will cast lots to determine which group(s) is/are responsiblefor developing these possible topics for group reflections: (1) mentor teacherspreferred teaching approaches/methodologies; (2) The use of L1 (or languages otherthan English) in EFL classrooms; (3) making sense of teaching collaboration; (4) schoolstudents responses to your teaching experiences; (5) a free topic.

2. Write your individual stories that reflect the big issue you obtain as a group.3. Individual stories must be synthesized in such a way that they form a comprehensive

and coherent story of the whole group. Group similar ideas together so the story as awhole group is easy to read. When ideas or individual stories jumble, the grade ofsynthesis is less than 5%.

4. Each individual story must also consist of the following information:

a. Class being taught:b. Hours:c. Day:d. Date:e. Observed by:

5. Please attach transcribed recording of your classroom teaching experiences orinterviews with mentor teachers or students, when necessary. You may also enclose therecording as part of the group reflection.

6. Submit both the hard copy (to Joss box no. 35) and soft copy (to [email protected])of your group reflection. The due date will be announced later.

7. Assessment criteria: (1) group synthesis: 10%; (2) individual stories: 10% total: 20%
mailto:[email protected]:[email protected]

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Evaluation Your Teaching Practice grade will consist of your teaching evaluation and people skillevaluation.Below are the samples of the forms that will be used to evaluate your teaching and people skillby the mentor teacher at the TP site.

Teaching Evaluation Form

Name: Date: - -

Grade: ______ Topic/Lesson:

Rating Scale: 4 Outstanding; 3-Good; 2-Fair; 1-Poor(Teacher may refer to the rubric for detailed description of each score)

Aspects Points

A. Preparation


C. Language Use






Total ______/32

Student Teachers Strengths:

Areas for Growth:

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Recommendations:

Teachers Signature: ________________________________ Date: __________

*Student Teachers Signature: ________________________________ Date: __________*This is to certify that the student has read this evaluation.

Teaching Evaluation Rubric

To make the evaluation easier, teachers may refer to this teaching evaluation rubric to decidethe score of each aspect in the teaching evaluation form.

No.

Aspects 1 2 3 4

A. Preparation &Consultation

Consult theteacher but onlyas a formality;dont really revisethe lesson planand material

Consult not atthe scheduledtime; a littleeffort in revisingthe lesson planand material

Consult at thescheduled time;good effort inrevising thelesson plan andmaterial

Consult at thescheduled time;lesson plan andmaterial arerevisedappropriately

B. Teaching

Materials

All parts of the

material are tooeasy or toodifficult for thelevel of thestudents, notreally interesting;dont helpstudents inpracticing thelanguage skills,too many errors(incl. spelling,punctuation, and

grammar) in thematerials that cancausemisunderstanding.

Some parts of

the material aretoo difficult ortoo easy for thelevel of thestudents, quiteinteresting; dontreally helpstudents inpracticing thelanguage skills;some errors inthe materialsthat may cause

misunderstanding.

A bit too difficult

or easy for thelevel of thestudents,interesting; helpstudents inpracticing thelanguage skills;some minorerrors in thematerial that donot causemisunderstanding.

Very appropriate

for the level ofthe students,very interesting,really relevantand helpstudents inpracticing thelanguage skills;no errors in thewritten languageused in thematerials.

C. Language Use No use of Englishlanguage at all;but if it is used,its notappropriate/correct, a lot ofmispronunciation;very difficult tounderstand

Too manyIndonesian orEnglish to beappropriate,frequentmispronunciation; slightinterference withunderstanding

Good use oflanguage; quiteappropriate useof Indonesianand/ English,severalmispronunciation; a bitinterference withunderstanding

Excellent use oflanguage; veryappropriate useof Indonesianand/ English(good codeswitching-mixing), minormispronunciations that do notinterfere with

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understandingD. Communication

Skills (incl.voice, eyecontact,gestures/non-verbal cues

and bodymovement

Voice is too softto hear or tooloud to beappropriate; nosignificant eyecontact with

students; toooften looking atthe floor, outside,or at thehandouts.Teacher stands atthe front of theclass at all thetime; gestures areinappropriate

Voice is a bitsoft, but there isan improvementtoward the end,eye contact isonly made with

certain students,especially thosewho sit at thefront or in themiddle row.Teacher makessomemovements inthe class, butonly to the left orright on theblackboard.Some gestures

are inappropriate

Voice iscomfortable tolisten to butinconsistent. Eyecontact is madewith almost all

students in themiddle of theclass, but notwith those whosit on theleft/right or atthe front/backrows; goodmovementaround theclassroom; a fewgestures are notappropriate, but

do not reallyaffect theteaching-learningprocess

Good volumeand control ofvoice for all thelisteners in theroom to clearlyhear, make eye

contact is spreadequally to allstudents, naturalmovementaround the class;relevantgestures andcues

E. LessonPresentation /TeachingTechnique

The whole lessonis confusing notpresented in agood order; novariation inactivities/exercises; transitions aredone abruptly,without a closingof one activityand introductionto another ; toofast or too slow tofollow

Certain sectionsare not reallyclear; there is alittle variation,but teacher cantcarry theactivities well;transitions aresmooth at thebeginning, butthen someactivities mustbe skipped andare not discussedat all; someactivities aredonelonger/shorterthan they shouldbe

Most sections areclear, butone/twoexplanations aredifficult tounderstand;quite variousactivities;transitions arequite smooth,but the closing orintroduction isnot reallyinteresting; quitegood pace

Interesting, clearand goodorganization ofthe lesson;various andinterestingactivities; a goodand interestingway to end oneactivity andintroduce thenext activities;appropriatepace,comfortable tofollow

F. Classroom

Management

The choice of type

of work bringsinto chaos or a lotof noises; teachercan hardly handlethem; teacherdoesnt involvestudents at all inthe lesson;focuses on/pointsonly few certainstudents (i.e.active ones)

Teacher gives

attention andopportunities tosome studentswho sit at certainrow, e.g. in themiddle; teacheroffers students afew chances toget involved inthe lesson, butstudents do notreally respond

Teacher gives

attention andopportunities tosome students,but there is animprovement;teacher offersmore chances forstudents to getinvolved in thelesson, and someof them respond

Teacher gives

attention andopportunities toall studentsequally,including thosewho sit in theback row or theleft/right frontrow; teacheroffers a lot ofchances forstudents to getinvolved in the

lesson, and mostof them respondenthusiastically

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Limited AVA withlimited purpose;limited use ofblackboard; AVAand/or

handwriting is/aretoo small tosee/hear by allstudents, or toobig to beappropriate,uncolored, notneat

Limited use ofAVA withsufficientrelevance thatcan only be

seen/heard bystudents who sitin the front row;satisfactory useof blackboard;writing notneat/organized,but quite clear

AVA is integral,relevant, and canbe seen/heardclearly by allstudents, quite

attractive; gooduse ofblackboard;writing is neat,organized, andclear

Excellent use ofAVA; AVAsupports thelanguageteaching-

learning, can beseen/heardclearly by allstudents, neatand interesting;excellent use ofblackboard;writing is veryneat (from left toright), organized,and clear

H. Mastery of theMaterials

Poor mastery ofthe language

focus taught;cant answerstudentsquestions; makemany errors; poorknowledge aboutthe topic

Limited masteryof the language

focus taught;make someerrors inexplanation;limitedknowledge aboutthe topic

Quite goodmastery of the

language focustaught; sufficientknowledge aboutthe topic

Excellentmastery and

good knowledgeof the languagefocus taught;excellentknowledge of thetopic beingtaught; giveadditional andmeaningfulinformation

People Skill Evaluation Form

Scale: 4 Outstanding | 3 Highly Satisfactory | 2 Satisfactory | 1 Unsatisfactory

Professional demeanor and dress

Punctuality and reliability

Enthusiasm and vigor

Initiative

Interaction and cooperation with students outside class

Interaction and cooperation with teachers & other student teachers

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Final Grades

Course Requirements

In order to pass the course, the student teachers should:

1. Comply with all teaching practice requirements at the assigned TP sites.

2. Initiate or get involved in some activities relevant to the TP sites.

3. Assemble a teaching portfolio according to the guidelines provided.

4. Compile a group reflection.

Final Grade Breakdown & Scale

The grading breakdown:

Teaching Practice60%

Teaching Portfolio20%

Group Reflection20%

TOTAL 100%

Final Grade Scale:

A 85-100

AB 80-84

B 75-79

BC 70-74

C 60-69

E

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Forms

Observation Form 1

Pre-Observation Question for the student teacher teaching (asked and answered before the

observation)1. What are your objectives for todays lesson?


While observing:


Date:


Aspects Points

A. Preparation


C. Language Use






Total ______/32

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COMMENTS

Strengths:





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Observation Form 2

Pre-Observation Question for the student teacher teaching (asked and answered before theobservation)



While observing:


Date:


Aspects Points

A. Preparation


C. Language Use






Total ______/32

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COMMENTS

Strengths:





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Observation Form 3




While observing:


Date:


Aspects Points

A. Preparation


C. Language Use






Total ______/32

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COMMENTS

Strengths:





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Observation Form 4




While observing:


Date:


Aspects Points

A. Preparation


C. Language Use






Total ______/32

COMMENTS

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Strengths:





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Observation Form 5




While observing:


Date:


Aspects Points

A. Preparation


C. Language Use






Total ______/32

COMMENTS

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Strengths:





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Observation Form 6




While observing:


Date:


Aspects Points

A. Preparation


C. Language Use






Total ______/32

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COMMENTS

Strengths:





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Teaching Journal 1

Class Day Date

Room Duration

Time

Topic

A.V.A

Goals

Objectives

Procedure

My teaching strength

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My teaching weakness

Things I would change were I to teach the same topic/use the same materials again

Comments from the teacher

Signature: Date:

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Teaching Journal 2

Class Day Date

Room Duration

Time

Topic

A.V.A

Goals

Objectives

Procedure


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Signature: Date:

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Teaching Journal 3

Class Day Date

Room Duration

Time

Topic

A.V.A

Goals

Objectives

Procedure


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Signature: Date:

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Teaching Journal 4

Class Day Date

Room Duration

Time

Topic

A.V.A

Goals

Objectives

Procedure


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Signature: Date:

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Teaching Journal 5

Class Day Date

Room Duration

Time

Topic

A.V.A

Goals

Objectives

Procedure


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Signature: Date:

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Teaching Journal 6

Class Day Date

Room Duration

Time

Topic

A.V.A

Goals

Objectives

Procedure


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Signature: Date:

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the most important tools an effective teacher can use in the classroom to address differentlearning styles, to create a productive learning environment, and to increase studentmotivation. I always request to teach at night, because this is the only time I am guaranteed tohave a multimedia room for every class. I developed a special Web CT website for my Spanish104 class that enables students to participate in a live Spanish chat room with their peers, seevideos of their own classroom presentations, use discussion boards, send email, find copies ofhandouts and power point presentations, and see pictures of my family.

I believe that my enthusiastic, cultural-technological approach to teaching Spanish enablesstudents to acquire language skills in a manner that keeps them interested and motivated, andrequires their own critical thinking of discussion points which makes their learning their own.The results I have seen in my students are quite positive. Many see me outside the classroom,and even though they are no longer my students continue to communicate with me in Spanish.Others have decided to study abroad in Latin America, or have attended Argentine soccermatches in the U.S. just to learn more about my culture. My students never forget how much Ilove to teach them, and the passion and energy I devote to their education is often translatedinto their passion to think and learn, and that is why teaching Spanish is my life.

Taken from: http://ftad.osu.edu/portfolio/philosophy/ruggiero.html (retrieved Aug 25, 2006)

Below is a sample of a teaching statement from an ED graduate.

My Teaching Philosophy

Fransiska Oktavia

A graduate of the English DepartmentSatya Wacana Christian University

Teaching... teaching... and teaching.... This word is related to my study. When I entered

English Department, I did not know that I had to become a student teacher for my practicumprogram. Actually, I like English, but I don't like teaching. If I want to graduate and get my"SARJANA" degree, I have to follow all requirements. One of the pre-requisites is to take

"TEACHING PRACTICUM PROGRAM" or "PPL" in the certain school. Before I do my PPL, I haveto take some pre-requisite courses like: Curriculum and Material Development, TFEC

(Teaching Fun English for Children), TEFL (Teaching English as a Foreign Language), LanguageTesting, TLS (Teaching Learning Strategy), and Micro Teaching. In Micro Teaching, I got someadditional information and knowledge how to teach well, how to create a good lesson plan,how to create an interesting material and activity, how to deal with students, and how tomanage the classroom. I knew that I had to consider many things in order to do my teachingsuccessfully. All knowledge and some advice from my teacher that I got in my Micro Teachingclass prepares and helps me a lot in doing my PPL. Finally, I start to love teaching and I amready to face my PPL world.

In my opinion, teaching is like "making a beautiful dress". To produce a beautiful dress, youhave to know some aspects and follow the steps, like how to make a design based on the

costumer's need, how to make a good pattern, how to choose a good material, how to cutwell, how to sew neatly, and how to add beautiful ornaments appropriately. It is the same asteaching; before you teach, firstly, you have to know your students' need. If you know it, youcan make a good lesson plan for your teaching. After that, you have to choose an appropriatematerial and activity with your lesson. If all things have been prepared well, now, it's time toshow who you are. Don't forget that a teacher is the same as a tailor. Although you have agood design and pattern, you will not get satisfying results if you don't explore your skill tosew it well. Although you have prepared all things well, you will not get maximum results if

you don't follow the proper steps. Besides, teaching always needs skills and practices. In

teaching, you have to explore your skills by practicing to deliver your lesson well. How to do it,let's check these important things in teaching practice:
http://ftad.osu.edu/portfolio/philosophy/ruggiero.htmlhttp://ftad.osu.edu/portfolio/philosophy/ruggiero.html

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1. Master all materials that you have in your lesson; you have to prepare yourself as well asyou can.

2. Create some interesting and attractive activities (e.g. games, vocabulary box, news in the

wall, etc) for your students that are still related to your material.

3. Create Audio Visual Aids as creative as you can to attract your students attention and makethem understand the material easily.

4. Create a comfortable and an enjoyable atmosphere in the classroom, so your students canfeel the pleasant lesson.

5. Have a good communication and interaction with your students; in this case, DON'T regard

yourself as a teacher who has the absolute power, but TRY to be their learning companion andtheir friend.

The important thing is you should know your purpose to teach. Every teacher has differentpurposes. I also have my own purpose: "I want to be their learning companion. I help my

students to get as much knowledge as they can, so that they can share and use theirknowledge in the future." When you fail in the first time, DON'T quit but KEEP TRYING! Do youstill remember the proverb "Nothing Ventured Nothing Gained"? So, keep trying and practicinguntil you win.

Teaching Journal Sample

Below is a sample of a teaching journal.

PARTS OF A PLANT

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Science - Grade 4Date: 10 August, 2004

Time: 50 minutes

Specific skills:

Observing

Drawing conclusions

Field Report

Teaching activities:1. Pre-teaching activity (10 MINUTES)

The students brainstorm examples of plants and flowers. They also discuss the colors of

flowers and why they are colorful.

2. Based on the picture of a plant provided, the students observe the structure of a plant.

They discuss the names of each part of a plant. (10 MINUTES)

3. The students are divided into groups of 4, and given a chance to observe plants around

the school in groups. During their observations, they take notes. They draw the picture

of the plant that they observe. (15 MINUTES)

4. In groups, the students report their observations in a form of a poster. They label each

part of a plant, based on their class discussion. They color the picture. (15 MINUTES)

Teaching reflections:

When I entered the class, the students were so noisy that I should quiet them down by

counting 1 to 10 and raising my hand. As soon as the students heard me and saw my hand,

they were quiet. On the consequence, I needed extra time to start my lesson. It took me about

15 minutes to do the pre-teaching activities. Next time, I need to allocate more time in mylesson plan, as Primary School students needed more time to adapt between lessons..

We had a nice class discussion, as most of the students participated in it. Even, they

were willing to share their experience about growing plants. When we started labeling names

of a plant, one student couldnt read my handwriting on the picture of a plant. She was

wearing glasses. Perhaps next time, I should pay attention on the size of my handwriting, or I

should move some students who had problems with their visions to the front. Grade 4 students

were very enthusiastic with the observation period as it was a chance for them to explore and

had a first hand experience with the lesson.

However, during the observation, some students were distracted with other things, like

some of them were more interested in ants, caterpillars. Therefore, Bu Anne, my supervisor,

suggested that I should keep on checking my students work, for instance by asking questions

to them. Most of Grade 4 students in the class were apparently visual learners with spatial and

kinesthetic intelligence. They learned through pictures and they were good artists. They

produced clear and colorful poster that they displayed in their class by the end of the lesson.

The class was a bit noisy, as some students walked around without permission, when

they had to borrow stuff from their friends. Therefore, as Bu Anne suggested, I should make

clear working rules for the students before the activity began.

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Below are two journal entries from an ED graduate. Notice that her progress is visible.

Teaching Journal 2 Fransiska OktaviaClass X 6 Day Wednesday Date February 21, 2007

Room Language Lab Duration 2 x 45

minutes

Time 10.20 - 11.50

Topic Information Reports > > > Discovery Channel (Animal: Sharks)

A.V.A Board, Movie CD


In the 2nd teaching, I feel more relaxed and confident. In addition, my voice is loud enough. Istill walk around to check my students' work and help them when they get difficulties.


My explanation sometimes jumps from one to another and I cannot handle the class when the

students are very noisy and very active.


I want to give additional material that can help the students more in making report. Also, Iwant to bring the appropriate A.V.A for my students so they can understand the lesson easily.


# To avoid jumping in explaining the material, you need to make a "cheating note" that

contains all things you want to give.

# Your 2nd teaching is a little bit better than the 1st. You've made some changes like keepingyour voice stable and being more confident. These things make your teaching more interestingand alive.

Signature: Dwi Widiyanti, S. Pd. Date: March, 2007

Comments from the supervisor

Try to list things you can do when students are noisy. Then try one by one in the real classesto find which one is more appropriate for students and with your style. Maybe you need to

organize your lesson better. If necessary, try to deliver it at home before you do it in class.

Signature: Gita Hastuti, S. Pd. Date: March, 2007

Teaching Journal 6 Fransiska Oktavia

Class X 4 Day Friday Date March 23, 2007

Room Language Lab Duration 2 x 40minutes

Time 10.15 - 11.30

Topic A Narrative Text > > > "The Princess and The Pea"

A.V.A Board, Movie CD


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I have prepared the materials well so that I can handle the class. My voice is loud enough, soit can make the students hear clearly about my explanation. I can cover my lesson when thetechnology cannot operate well.


I do not have plan B to cover the time that still remains because of an unpredictable thing thathappens.


I should prepare plan B to support and help my teaching (especially when something that Icannot predict happens).


# You must have "a sudden plan" if unpredictable things may happen.

# Actually you have developed in many aspects. Most of all you have taught well as acompound but never walk without your shadow. It means that although you've made a plan(lesson plan) but still make a backing up plan.

Signature: Dwi Widiyanti, S. Pd Date: March, 2007

Comments from the supervisor

Unpredictable things usually happen especially when you deal with technology. How to handlethat? You need great preparation, good mastery of the material and several alternative plans.

If you do them, you'll be able to handle any possibilities. Good Luck!

Signature: Gita Hastuti, S. Pd Date: March, 2007

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