The Roving Educator

“Education is the key to success in life, and teachers make a lasting impact in the lives of their students.”

Solomon Ortiz

I wonder whether I have an influence on my students in the schools that I went to as a Practice Teacher. There is often a stronger doubt of that possibility when I speak about the learning problems of my students. There are times teachers shared also some of their experiences in teaching as a battle with the students. I think it’s a little bit hypocritical where I as a teacher demands success to students but then highlight their failures.

In my short teaching experience, I have learned the great value to the teaching profession. We young educators we don’t just make lasting impact to students but also we are life shapers. As a future educator, I must show great effort in appreciating the strengths of the students and share more with others how they achieve. School must be an environment in which students are observed by their strengths rather than their weaknesses. We must believe that education has the power to change lives, then we may have what it takes to become an exemplary teacher.

I started my international teaching practice journey last August 19, 2019, at Madani Senior High School. We were welcomed by the school like we are part of the faculty. The faculty were so hospitable and prepared a short welcoming ceremony for us. We were also introduced by the head of the school to the students right after the flag ceremony. Students and teachers in this school have a good relationship. Students and teachers in this school have a good relationship. They are like family sharing and caring for each other. The bond of the community is like no other.

I. SMA Negeri Model Terpadu Madani Palu (Senior High State School “Madani” Palu)

Madani Senior High School is named after “Madani,” Indonesian, meaning “civil society” or community that obeys the law and lives peacefully and prosperously. “SMA or Sekolah Menenga Atas” means Senior High School in Indonesian, it is the full name of the school. “Negeri” means state or government. The term “Terpadu” means the school is in the same location as Madani High State Junior School and Madani State Kindergarten.

1.1 School Profile:

Madani Senior High School is situated at the Soekarno-Hatta Bumi Roviega Street, Talise Village, Palu City, Province of Central Sulawesi, Indonesia. The school was established in 2005 by the Government of Central Sulawesi. Established through the policy of the past Governor of Central Sulawesi, Mr. Prof. Em. H.Aminuddin Ponulele, M.D and the past head of Education Regional Office of Central Sulawesi, Mrs. Dra. Hj. Uhra L. Lamarauna, M.Si. At the same time and location with Madani Junior High School, Elementary School and Kindergarten. There are very few schools under the governance of the provincial government. Madani Senior High School is one of the model school projected to become an international standardized school.

The school logo displays the symbol of the students’ holding hand in hand represents cooperation and living together peacefully in harmony. The multipurpose and useful human resources is symbolized by the coconut in the middle of the logo.

1.2 Academic Support System

Madani Senior High School has its library and an internet connection. It has also an English Laboratory and a Science Laboratory. Students can easily access the facilities and teachers can conduct lessons and discussions.

1.3 Teaching System

Teachers in Madani Senior High School are thinking about the possibility of meeting learners at their present stage of acquisition of learning by implementing the “Scientific Approach.” This Approach in teaching promotes teachers to improve their prospects that learners persist in  difficult lessons, learn and succeed. This can be achieved by observing, questioning, exploring, associating, and communicating.

1.4 Materials and other Learning Sources

The materials that the Madani Senior High school is using, such as books and other learning materials are published by the National Education Ministry and Accredited Private Publisher.

1.5 Measurement and Evaluation System

SMA Negeri Model Terpadu Madani is using a Paper-and-pencil assessment that refers to traditional student assessment. The paper and pencil tools contain a general set of tools for evaluating the readings of issues and written replies to students. This involves tests such as understanding and skill tests and inventories, such as inventories of character and interest. 

1.6 Curriculum

SMA Negeri Model Terpadu Madani is following the Competence-Based Curriculum of 2016. It is a curriculum that promotes the dynamic outcomes of the teaching method rather than concentrating on what students are required to know in aspects of traditional subject material. This curriculum is essentially geared towards learners and adapted to alter the requirements of the learners, educators, and society.

1.7 Teaching Plan

In teaching English the Madani school is following the British Council. The lessons are intended for secondary learners and can be used to supplement your college curriculum, offering the students a chance to motivate and enjoy their English language and abilities. It is composed of learning tasks that help the students engage in the learning process.

2. Pedagogical Contents

2.1 Teaching Methods

Most of the Indonesian schools have quite complex language circumstances. In Indonesia, there are several communities, as more than hundreds of different dialects of multiple ethnic groups have served as communications media throughout the nation. Which makes Bahasa Indonesia as their means of language in teaching. English is only taught at the secondary level and as their foreign language that makes it hard for the English teachers to develop the English skills of the learners.

2.2 Learning Materials and Innovation

Most of the books and learning materials that SMAN Madani is using are published by the National Education Ministry. The school has its library, however, because of the earthquake that struck last year, they are having major renovations and improvements. Currently, the library is accessible yet books need to be reorganized.

SMAN Madani has also an English laboratory, where teachers can conduct the lesson and make use of the projector and other learning media. The room is well lit and air-conditioned, which makes the learning experience more comfortable. English books are also accessible for the students arranged neatly on the shelves.

2.3 Authentic Assessment Used by the Teachers

SMA Madani uses a computer-based test of the National Based Examination System. This approach to assessment makes the test faster to be delivered in district-wide assessments. It is also a great platform for students with special needs. Also, the school has its own assessment system.

3. Teaching Plan

3.1 Curriculum

In Indonesia, the curriculum is referred to as the school-based curriculum, or “Tingat Kurikulum Satuan Pendidikan.” This is an organizational plan which each instructional department carries out and implements. Schools are urged to create their curriculum and equipment, provided that the design is referred to in the Content Standard as an official competence requirement. The schools are therefore able to handle the curriculum development. Hence the achievement of the implementation relies on the school’s curriculum committee in preparing the curricula and courses.

3.2 English Teaching Plan

The English teaching plan in SMAN Madani is detailed and precise. It aims to guide the teachers step by step. The English plan is divided into three major steps, first, ‘Pre-activity,’ second, ‘Whilst or During Activity,’ and ‘Post-activity.’ These activities supplement the whole teaching plan. The overall learning activities must also be expressed in four ways: reading, speaking, writing and listening. These macro skills are important to be exercised to maximize language learning. In teaching language, the best way to do so is by engaging in a balance of each of these areas, as they are all interconnected.

4. Teaching Practice

4.1 Procedures of Teaching

Mainly when teaching English as a foreign language I think it would be better to teach the basics first. In my teaching practice period, I often use the deductive method. Where I introduce simple topics first. Then I provide simple tasks that guide the students to the main topic. Of course, as the class proceeds, the tasks also become more complex. I find it applicable and effective when I use the ”Think, Pair, Share”  procedure. On the initial task, I give questions to the students to reflect individually. Then have the students work in pairs to share their thoughts. On the last task, I let the students share the information that they have reflected and share their thoughts with the class. Also, on every task or lesson, I introduce new vocabulary. Sometimes I extract the vocabularies from the text that is used in the tasks. With this procedure of teaching the students are engaged to learn and cooperatively, the teacher and students make the learning process active. 

4.2 Time Management and Organizing Activities

Time management is essential in teaching and daily life. If the time is well managed it allows you to work in a smart way, not the harder way. So even when time is tight and pressures are high, you get the work done in less time. In my first week of teaching practice, I often prepare my materials the night before my teaching practice. Then I go to class early to make time for preparation for my activities to my students. During my class, I also divide time into each task that I give to my students. Although I have ninety minutes in one session, I make sure that I maximize my time for teaching all that needs to be addressed in my lesson plan. Good time management needs a major change from activity to the outcome: being busy is not the same as being efficient. I aim to hit the goals of the day with no pressure.

4.3 Problem Solving

Even though how much you organize, planned and prepared, problems may occur. The first week that I started my teaching practicum I have difficulty in adjusting my lesson appropriate to my students. It was hard to craft a lesson plan for the students because I don’t know about their level of knowledge and different backgrounds. Since I was new to them, gaining respect from them was also a thing that I had to work on. Even though it was a rough and nerve-racking start, I managed to gain my students’ trust. With good intentions and my eagerness to be part of their learning experience, I conquered my minor struggles in teaching. Of course, being a teacher I want to be a positive life shaper.

4.4 Classroom Management

An ideal classroom is a positive place where students and teachers work cooperatively to attain a certain goal, to learn. But we can’t avoid the fact that it can never a tranquil and quiet place for it is a learner’s workplace to broaden their knowledge. Having a positively active class is my preferred classroom. Because it shows that they enjoy learning rather than agonizing quietly. I manage the classroom climate by giving my students ample time to be prepared for the lesson. Having their confirmation that they are ready to learn is a signal that I can start my class. Also to have proper classroom management, I have everything set and prepared. I prepare myself, my students, my materials and my activities for the lesson. Being prepared sets the tone for the entire classroom. The idea of the classroom is to nurture positivity and productivity. Overall I did not have any difficulties in managing my class. A classroom climate must be set first to maximize time and learning experience.