OBSERVATION (TEACHING SYSTEM, MATERIALS & OTHER LEARNING SOURCES, MEASUREMENT AND EVALUATION SYSTEM)

FIRST DAY OBSERVATION

It was Monday, January 29th 2018. This was our first time coming to school formally. During the flag ceremony, we sit in front of the student together with some teacher from Philippine. There was also student exchange program. So there were students from Philippine too.

We were greeted by all of the students of Damrongratsongkrong School. Retsa represented us to give a short speech during the ceremony. We were given bouquets of flower. and this was mine.

^^

In the first day, I was given 2 classes to observe. The first class was an English Program class which was most of the students understood English quite well. At first I observed a Philippine teacher. But he had to go so I observed Mr. Seksan or Kru Yo.

He taught Mathematics with English a little, so I understood a little bit. He explained about equation. The method that he used was direct learning.

The second class, I observed Kru Yo again. In this class, the students supposed to make an animation using GSP. GSP stood for Geometers Sketchpad. You can check this website http://www.dynamicgeometry.com/

Both of the classes that I observed was grade 8

In the school, student didnt wear their shoes inside the class, but the teacher could. So they took their shoes off and put them in front of the class.

They were so cute and friendly. But when I tried to ask them question in English they couldnt answer my question. So sad.. I wanted to talk to them actually. T.T

Well, sometimes I tried to use Google Translate but it failed several times. I meant they still didnt understand what I meant.

They made animation and submitted them to the teacher. Kru Yo would give them the score directly.

This was one space that the student usually sit and ate their lunch.

SECOND DAY OBSERVATION

There is always a ceremony before class. We didnt know that it is for everyday. This day also, they had meditation. Well, I didnt capture anything to show you hehhe

This day was another class with Kru Yo.

At the beginning of the class, Kru Yo would ask the students about their home works. There was a punishment for those who hdnt done their home works.

(Check the video at the end of this post)

This was also Kru Yos Class. But in this class, the students had done their homework, so Kru Yo didnt give any punishment. And also before they started their class, the student sang a song to remember multiplication. Well, they were still in Matayon 2 or Grade 8. They were cute.

They were so friendly. They were brave enough to ask me some questions even tough they didnt know English well. They asked my age, whether I had boyfriend or not, how long I stayed here, etc.

The next class was with Kru Earn. He spoke Thai during the class. So, I didnt understand at all. It was just because I saw a circle so I knew they discussed about properties of circle.

They also had exercise, a short one. (Have I told you that math class is only 50 minutes? Well, math class is only a period or 50 minutes long)

After class, while waiting for Retsa, Diah and I tried Coffee Corner in school. It was made by students from this school. The student would open the coffee corner once they had free time. I tried Cocoa and it was only 20 baht or 8000 rupiah.

Do you know, we always had dinner after school >.<

Because we starved after school.

FYI, the school ended at 4 pm. So yeah, we were tired and hungry.

THIRD DAY OBSERVATION

The class started at 8.30. I had a class to observe in the morning. It was Matayom 4 or grade 10.

This class had a test in the morning. They were allowed to bring notes to help them. But most of them didnt seem to use it. They were so focus that I just sit and watched them. The test was about parabola. This was Kru Earns class. Kru Earn told me that this school used curriculum 2008 from government.

The next class was Matayom 5 or grade 11 with Kru Kum. The topic was about probability.

They did the worksheets that had given by the teacher. Some of them still didnt understand probability so they asked the teacher after class.

The last class was Matayom 6 or grade 12 with Kru Krai. The funny thing was one of the student covered herself with blanket. Well, at first I thought it was unusual but the days after I often saw students brought blanket. I guessed it was because of the weather.

The topic was about limit. Kru Krai taught using module. Every student in the class had the module already. So far, the teachers here used direct learning to teach the student. But with different type of source, module, worksheet (still the teacher explain to the student), power point, etc.

And here is a video for second day observation.

FOURTH OBSERVATION

Observation class with Kru A. She explained math with a realistic object and showed the student. I didnt know what she explained in detail because she taught with Thai language.

Mattayom 2 or grade 7.

These were what the student did after class or during the break time.

 Some of them had an aerobic class.

 Others played volleyball or basket ball.

Or just sit and had a chit chat with their friends.

FIFTH DAY OBSERVATION

TEACHING SYSTEM, MATERIALS & OTHER LEARNING SOURCES,

MEASUREMENT AND EVALUATION SYSTEM

The class starts at 08.30 because in the morning there is always a ceremony at 07.50. Damrongratsongkroh holds learning class for 5 days, Monday to Friday.

They have 9 subjects, as follow: Thai, Math, Social, Science, Physically Education, Art, English, Guidance Counseling, and Vocational. Damrongratsongkroh has 50 minutes for every period for most of every subject and 9 subjects each day. Like in mathematics class, it is just 1 period or 50 minutes long. Because of this short time, the teachers usually come to class and dont do checking attendance or telling learning objectives.

After finish a unit, the class will have a test. Then, they can jump to the next unit. And for those who dont pass the test, they will get re-test from the teacher. So that, they can fully understand and pass the minimum standard or score.

The materials sources are mostly from book and some teachers also make their own module and share it to the students. The textbook itself is provided in Thai language and English language.

In every unit of the subjects, they will do a test at the end and there is a re-test for students that dont pass the criteria. It is up to the teacher what kind of re-test they will get. There is an exam for all the students at Damrong twice each semester. Like a test in every unit, for students who dont pass the exam, they will get a remidial.

Damrongratsongkroh School has 8 levels for measurement and evaluation as follows:

Grade	Significance	Score Range
4	Excellent	80 – 100
3,5	Very Good	75 – 79
3	Good	70 – 74
2,5	Fairly Good	65 – 69
2	Satisfactory	60 – 64
1,5	Rather Satisfactory	55 – 59
1	Passed	50 – 54
0	Poor/Failed	0 – 49

CURRICULUM

Teaching plan for mathematics is basically about problem solving. Even in the books it is always how to do problem solving. The teachers use books, internet, power point, and module to support the class learning. For mathematics class in a week the average periodes is about 3 times, which is 1 period a day or 50 minutes. The criteria for every level of secondary school is written as follows:

Grade 9 graduates

1) Understand concepts of numbers, ratio, proportion, percentage, real numbers expressed in exponential notation with integer indices, square root and cube root of real  numbers; can carry out operations involving integral  numbers, fractions, decimals, exponents, square roots and cube roots of real numbers; can apply numerical knowledge in real life

2) Have knowledge and understanding of surface areas of prisms and cylinders, and volume of prisms, cylinders, pyramids, cones and spheres; can appropriately choose units of the various systems of measuring length, area, and volume; and can apply knowledge of measurement in real life

3) Can construct and explain stages of constructing two-dimensional geometric figures with compass and straight edge; can explain characteristics and properties of three- dimensional geometric figures, i.e., prisms, pyramids, cylinders, cones and spheres

4) Understand properties of congruence and similarities of triangles, parallels,  Pythagoras’ theorems and converse; can apply these properties for reasoning and problem-solving; and understand geometric transformation through translation, reflection and rotation

5) Can visualise and explain characteristics of two-dimensional and three- dimensional geometric figures

6) Can analyse and explain relationships of patterns, situations or problems; and can use single-variable linear equations, two-variable linear equation systems, single-variable linear inequality, and graphs in problem-solving

7) Can determine an issue, write questions about a problem or a situation, determine methods of study and collect and present data by utilizing pie charts or any other forms of presentation

8) Understand concepts of the measures of central tendency, arithmetic mean, median, and mode of non-frequency distribution data that can be chosen appropriately for application, as well as apply knowledge in considering statistical data and information

9) Understand the concepts of random sampling and probability; can apply knowledge of probability for projecting and for decision-making in various situations

10) Can apply diverse methods for problem-solving; avail mathematical and technological knowledge, skills and processes appropriately to solve problems faced in various situations; can suitably provide reasoning for decision-making and appropriately present the conclusion reached; can use mathematical language and symbols for communication; can communicate and present mathematical concepts accurately and clearly; can link various bodies of mathematical  knowledge; can link mathematical knowledge, principles and processes with other disciplines; and have attained ability for creative thinking

Grade 12 graduates

1) Have concepts of the real number system, absolute values of real numbers and real numbers expressed in radicals and in exponential notation with rational indices; can find estimates of real numbers expressed in radicals and exponents through appropriate calculation methods; and can apply properties of real numbers

2) Apply knowledge of trigonometric ratio for estimating distance and height, and can solve measurement problems

3) Have concept of sets and their operation; and can apply knowledge of Venn-Euler diagrams for problem-solving and checking validity of reasoning

4) Understand and can apply reasoning through induction and deduction

5) Have concepts of relation and function that can be applied for problem-solving in various situations

6) Understand concepts of arithmetic sequence, geometric sequence and can find general terms; understand the concepts of the sums of the first n terms of arithmetic and geometric series, by using formulas that can be applied

7) Know and understand the concept of solving equations and inequalities with one variable (degree not more than two); and can also use graphs of equations, inequalities or functions for problem-solving

8) Understand simple methodology for opinion polling; can choose central tendency suitable to data and objectives; can find arithmetic mean, median, mode, standard deviation and percentile of data; can analyse data and apply results of data analysis for facilitating decision-making

9) Understand concepts of random sampling and probability; can apply knowledge of probability for projection and for decision-making in various situations

10) Can apply diverse methods for problem-solving; can avail of mathematical and technological knowledge, skills and processes for appropriately solving problems faced in various situations; can suitably provide reasoning for decision-making and appropriately present the conclusions reached; can use mathematical language and symbols for communication; can communicate and present mathematical concepts accurately and clearly; can link various bodies of mathematical knowledge, principles, and processes with other disciplines; and have attained ability for creative thinking.


CONCLUSION

a. Planning for teaching

The first step to plan for teaching is knowing the materials that we want to teach and what materials that the students have been learned. So we can make the topic based on their knowledge and their level of thinking.

We should know their charecteristic too so that we can find what kind of method suit the students. Because students in this school have a unique characteristic that may be students in Indonesia dont have. The next step is making the lesson plan. We can consult the lesson plan that we have written to the teacher in the school beacuse they still know their students better than us. Beside, we should make the media to support the learning process like power point and worksheet. We also should consult the media to the teacher so that the materials that we make is still suitable for the students.

b. Preparing lessons and materials

The teachers use different kind of source of materials. Some of them prepare a worksheet, module, power point, it is based on the teachers type of teaching and what materials that the teachers what to discuss. Fo rme, I observed what they have studied and what they are studying about. So I cound find the correct materials for the students. I read their books too so that I got inspired of what type of question or materials.

After finding the suitable materials and method to apply, I made lesson plan and counsult it to the teacher.

c. Teaching in class

Teachers in this school dont check the attendance. Some of them do warming up or just straight to the topics.

d. Measurement and evaluation

In the end of the class, the teacher can give the students homework to get done and check it on the next meeting. So that the teacher knows what they have understood already and what they dont understand.

The evaluation is done also by giving them worksheet so we can check their works after they have done it. We also can give them a reward for the best group or something similar like that.