MARIANO MARCOS STATE UNIVERSITY

STUDENT’S SELF REPORT

SEA TEACHER BATCH 6

(Pre Service Student Teacher Exchange in Southeast Asia)

Submitted by;

Istiqomah

Student Teacher

Mariano Marcos State University

COLLEGE of TEACHER EDUCATION

Laboratory Elementary School

Laoag City, Philippines

Guide Questions for Student Teacher’s Self Report

Student name: Istiqomah

Home University: University of Jambi

Receiving School: Mariano Marcos State University (MMSU)

Blog Address: istiqomahpaud.blogspot.com

Chapter 1

General Information and Academic Administration of the School

1. School profile;

The Mariano Marcos State University (MMSU) was established on January 6, 1978, by virtue of Presidential Decree No. 1279 issued by the then President Ferdinand E. Marcos. The decree merged the then Mariano Marcos Memorial College of Science and Technology (MMMCST) in Batac and the Northern Luzon State College (NLSC) in Laoag City, and integrated the college departments of the Ilocos Norte Agricultural College (INAC) and the Ilocos Norte College of Arts and Trades (INCAT).

MMSU’s mandate is to provide advanced instruction in the arts, agricultural and natural sciences, and technological and professional fields.

MMSU’s 300-hectare main campus is located in the heart of the City of Batac, a peaceful young city conducive for educational and rural development. The university also has campuses in Laoag City, and in the towns of Currimao and Dingras. MSU offers 66-degree programs at the undergraduate and graduate levels. Majority of these programs are accredited at various levels by an evaluation body for state universities and colleges. It is recognized by the Commission on Higher Education as Center of Excellence (COE) in Teacher Education, and Center of Development (COD) in Agriculture, Biology, Forestry and Information Technology Education. It has also been chosen as one of the few National Universities for Agriculture and Fisheries Education in the entire Philippines.

To date, MSU has 11 academic units: Graduate School (GS), College of Law (COL), College of Medicine (COM), College of Agriculture, Food and Sustainable Development (CAFSD), College of Aquatic Sciences and Applied Technology (CASAT), College of Arts and Sciences (CAS), College of Business, Economics and Accountancy (CBEA), College of Engineering (COE), College of Health Sciences (CHS), College of Industrial Technology (CIT) and College of Teacher Education (CTE). These are distributed in six campuses: main campus (Batac), campus 2- Laoag, campus 3- Laoag, campus 4-Currimao, campus 5- Dingras, and campus 6-Paoay. The main campus houses seven academic units: COL, COM, CAFSD, CAS, COE, CBEA, CHS; campus 2, CTE and GS; campus 3, CIT; and campus 4, CASAT. The two other campuses, campus 5 and 6, are satellite campuses of CAFSD and CIT, respectively.

BRIEF BACKGROUND OF MMSU-LABORATORY ELEMENTARY SCHOOL

The MMSU-Laboratory Elementary School is located along Castro Avenue Street Laoag City within the vicinity of CTE (College of Teacher Education). It offers a complete educational .system from Nursery to Grade VI. The said school is composed of 20 faculty members with a pupil population of not more than 500.

History:

The history of Laboratory Elementary School can be traced way back in the year 1919 when it was established under the umbrella of Laoag Normal College, its mother institution. According to a research report conducted by an alumna, Professor Helen E. Habon, the School data was only available in 1926. If the elementary instruction was offered at that time when the Laoag Normal School was opened, then LES is already 91 years in existence.

Through the years, Laboratory Elementary School became a center of quality learning at a minimal cost wherein pupils are developing to become responsible citizens, exemplary leaders and equipped with talents, skills, and knowledge.

Vision MMSU

A premier Philippine university by 2028

Vision MMSU-Laboratory Elementary School

The Laboratory Elementary School is a community of enthusiastic learners supported by a component and dedicated teachers within an environment that fosters academic excellence and pupil’s development.

Mission MMSU

To develop globally competitive professionals and industry- ready graduates via various modalities and generate new knowledge and technologies for the improvement of the quality of life.

Mission MMSU-Laboratory Elementary School

The Laboratory Elementary School supports College of Teacher Education’s mission to provide quality instruction in teacher education by serving as laboratory training of quality teacher professional. Hand in hand, it endeavors to become a leader in elementary instruction in the region

GOALS

To fulfill its mission, the LES seeks to attain the following goals:

1. Provide quality on-campus teaching experience for fourth year BEEd students.

2. Implement the Basic Education Curriculum as prescribed by the Department of Education.

3. Provide for the development of student teachers and pupil’s sound values, attitudes, leadership capabilities, talents and skills through its co-curricular programs and projects.

In the attainment of the above goals, LES teachers have the following responsibilities:

1. Demonstrate pedagogical principles, methods, strategies, and techniques to BEEd students (College of Teacher Education) taking of the Teacher Certificate Program (TCP).

2. Guide student teachers taking up Student Teaching Observation and Participation.

3. Teach different subject areas to elementary school pupils.

4. Guide and support pupils in various academic completion as well as other co-curricular undertakings.

2. Academic support system;

The building there is quite adequate. The total number of teachers there to teach students is sufficient, the teaching system there is also good. The school has its own laboratory and there are also extracurricular activities such as dance, music, drama etc.

3. Teaching system;

The teaching system applied by the MMSU of teacher education laboratory elementary school, especially kindergartens using a thematic or integrative approach. This approach uses integrative and interactive teaching and learning strategies and child-centered learning experiences. Similarly, Indonesian learning uses a child-centered approach.

4. Materials and other learning sources;

Teaching materials used in the MMSU kindergarten use a predetermined curriculum. The teacher must refer to the Kindergarten Curriculum Guide to identify the learning standards and competencies expected from classroom learning decisions. the main reference for teachers in carrying out the daily teaching and learning process. It contains game-based activities and suggested themes for various time blocks per day, in a week and in the span of forty (40) weeks. It should be noted that kindergarten teachers can modify or revise these plans, activities, and materials that are dependent on the socio-cultural context.

Basic teaching materials for children include, but are not limited to, the following:

a. Manipulative Toys (for example, table blocks, lacing beads, tangrams, i counting frames, domino images, jigsaw puzzles, and counters (such as stones, shells, seeds, bottle caps, leaves, and twigs)

b. Board game/game card (e.g., covers everything and calls games: uppercase, lowercase letters; color, number, shape; connect games, take games, etc.)

c. Books (hard-read books or ledgers, booklets, illustrated storybooks, wordless picture books, concept books, board books, etc.)

d. Open sensory material (eg, sand and water, clay or homemade playdough, etc.)

e. Multimedia and computer-assisted materials such as songs, rhymes, films on CD / DVD, interactive educational games

f. Native teaching material or homemade toys and toys made by parents

5. Measurement and evaluation system;

The role of assessment in learning plays a major role on how to students learn, their motivation to learn, and how teachers teach. Assessment helps teachers gain insight into what students understand in order to plan and guide instruction and provide helpful feedback.

Assessment in the Kindergarten classroom helps teachers to determine if the curriculum standards set for 5-year old Filipino learners have been met. Curriculum standards define what children should know and be able to do under the seven (7) developmental domains. The content and performance standards in the KCG outline what is to be learned by Kindergarten children. The content standards describe what children are expected to know (knowledge), and the performance standards describe what children should be able to do (processes and skills).

6. Curriculum;

The Kindergarten curriculum has been crafted using the thematic or integrative approach to curriculum development in a spiraling learning process. This approach employs integrative and interactive teaching-learning strategies as well as child-centered learning experiences.

Figure 1. The Kindergarten Curriculum Framework

The Kindergarten Curriculum Framework (KCF) draws from the goals of the K to 12 Philippine Basic Education Curriculum Framework and adopts the general principles of the National Early Learning Framework (NELF). Kindergarten learners need to have a smooth transition to the content- based curriculum of Grades 1 to 12.

The items in rectangles in Figure 1 show the theoretical bases for teaching-learning in the early years, which are founded on constructivism, integrative, thematic, collaborative, inquiry–based, and reflective teaching in play-based approaches with application of the Developmentally Appropriate Practices (DAP); these support the principles of child growth and development, and the learning program development and assessment.

The circles, on the other hand, signify the system of how Kindergarten Education is to be employed. The interlocked ellipses represent the learning domains that have to be nurtured and equally imparted to holistically develop children. It also forms a flower that portrays the gradual unfolding but steady development, as is expected of every child. The child is seen as being in the process of blossoming – like a flower bud whose development should not be forced lest it lose its chance to fully mature. The domains are enclosed by the Learning Areas children will meet in Grade One onward, for which they are being prepared. The outermost layer indicates the Curricular Themes upon which the Kindergarten Curriculum Guide (KCG) or the Teacher’s Guide is designed. It has been crafted using the thematic or integrative approach to curriculum development in a spiraling learning process. This approach employs integrative and interactive teaching-learning strategies as well as child-centered learning experiences.

7. Teaching plan (of your major);

I. Objectives

II. Subject Matter

Topic :

Reference :

Materials/ Tools: Laptop, a picture of things for boy and girl, origami papers

III. Procedure

A. Preliminary Activities

B. New Lesson

1) motivate

2) presentation

3) discussion

4) generalization

5) application

IV. Evaluation

V. Assignment

Chapter 2

Pedagogical Content

1. Teaching methods;

a. Mother Language is the main language used in kindergarten.

b. Learning activities are organized in thematic units or teaching themes. Thematic units integrate concepts and skills from seven (7) development domains. The themes include - me, my family, my school, my community, and other things around me.

c. Kindergarten follows a class program known as Blok Waktu

2. Learning materials and innovation;

Based on my observations, the teacher uses learning materials in lessons such as kindergarten special textbooks, videos, pictures, color paper, power points, puzzles, and storybooks.

3. Sources and learning technology ;

- Science breakthrough

- Transformative Science

- Global Mathematics

- Technology: Using Powerpoint, Projector, and Loudspeaker.

4. Authentic assessment;

Authentic assessment is the measurement of intellectual accomplishments that are worthwhile, significant and meaningful. It can be devised by the teacher or in collaboration with the student by engaging student voice. Authentic assessment attempt to demonstrate what a student actually learns in class rather than the student's ability to do well on stand traditional tests.

5. Others.

The teacher always gives assignments regarding the theme that will be taught today and the previous theme.

Chapter 3

Teaching Plan

1. Curriculum;

Curriculum in the Mariano Marcos State University College of Teacher Education Laboratory Elementary School (Kindergarten).

2. Teaching plan related to your major;

A. Detailed Lesson Plan

in Sensory Perceptual Skill - K

I. Objectives :

Trough a set of objects to know the kindergarten pupil will be able to:

1. describe a boy and a girl;

2. recognize the differences between a boy and a girl; and

3. compare a boy and a girl.

II. Subject Matters

Topic: Recognizing Oneself as a Boy or a Girl

Reference: Science Breakthrough Page,14-19. Transformative science

Material: Face of a boy and girl, pictures of things for boys or girls, origami

III. Procedure

A. Preliminary Activities

Sing a song entitled, “Greeting”

“Greeting”

Hello my friend how are you today?

I am fine thank you and how about you?

I’m good my friend it’s so nice to see you

Goodbye, my friend. I see you later

Good morning my friend how are you doing?

I am very well. thank and you?

I am not so well. I don't feel alright

Goodbye, my friend, I see you later.

B. New lesson

1. Motivation

I have an origami here. Who usually wear this?

A boy usually wears that, teacher.

Very good!

and this who usually wear?

a girl usually wears that.

Good!

2. Presentation

I will read a poem and listen carefully.

Girls

Look at me!

My hair is long

My dress is nice

I am a beautiful

I am a girl

Boy

Look at me!.

My hair is cut short.

I wear a polo and shorts.

I am a handsome boy!

I am a boy

3. Discussion

How is a boy’s hair look?

Boys usually have a short hair, teacher.

How is a girls hair look?

Girls usually have long hair girls, teacher

How are the boy's clothes?

the boys wear short pants/polo shirt, teacher

How are the girl's clothes?

the girls wear skirts/dress/blouse, a teacher

What is used by the girls in her hair?

the girls wear a hairclip in the hair, teacher

What is used by the boys in the head?

the boys wear a cap in the head, teacher

What girls like to play?

the girls like to play dolls. teacher

What boys like to play?

the boys like to play ball, teacher

4. Generalization

Now, you know about the differences between boys and girls right?

yes, teacher

Who can mention 4 things related to boys

Yes, teacher,

1. A boy wears short pants

2. Boy wears hat

3. A boy has a short hair

4. Boy plays ball

Good job

Who can mention 4 things related to girls

Yes, teacher,

1. A girl has a long hair

2. girls wear a dress

3. girls wear a hairclip

4. girls play doll

Very good

5. Application

Look at the picture of the object.

Place/put them in the correct column there is a boy/ a girl can use them.

BOY

GIRL

IV. Evaluation

Name :

Direction:

Put an (X) cross out for the thing a boy can use and (

check mark for the things that a girl can use.

V. Assignment

Name :

Direction: Connect the things which a boy or a girl can use.

Chapter 4

Observation on Teacher

1. Planning for teaching;

Planning for teaching is the most important in the learning process, the success or failure of learning depends on how the teacher performs systematically and continuously. As for the theme that I received by the tutor teacher and the learning support material that I use must be with this theme, yesterday I got the theme about differences between men and women and I used origami paper to make clothes for boys and girls.

2. Preparing lessons and materials;

The teacher prepares the lesson two days before the class activities take place, and the teacher looks for material resources by looking at the special kindergarten books according to the theme.

Teachers should refer to the Kindergarten Curriculum Guide to identify the learning standards and competencies that are expected of Kindergarten .instructional decisions in the classroom. Another primary reference for teachers in carrying out the day to day teaching and learning processes. It contains suggested play- and theme-based activities for the different blocks of time per day, within a week and in the span of forty (40) weeks. It should be noted that Kindergarten teachers can modify or revise these suggested plans, activities, and materials depending on his/her and socio-cultural context.

3. Teaching in class;

There the teacher teaches according to the lesson plan. children are invited to interact with the teacher so that there is a pleasant classroom atmosphere. The teacher there uses mother tongue as well as here, and there are also teachers who have to put on a cheerful face so that the children will be happy.

4. Measurement and evaluation;

The teacher will measure students' knowledge through assessments such as worksheets that match the theme or also through games according to the theme.

5. Others.

Every time the school goes home the child is given the task of one sheet of paper and the child is told to write his full name in four lines where to train motoric and child writing skills.

Chapter 5

Teaching Practice

1. Procedures of teaching;

Students greet and pray together.

- Song the Philippine national song "Lupang Hinirang"

- Ask them to recite the plan's promise

- Singing MMSU mars and hymns.

- Check attendance

- Sports

- The teacher asks the previous lesson

- The teacher starts teaching according to the theme

- The teacher gives assignments to children

- Children rest with food

- Teacher continues learning

- Pray

- Return

2. Time management and organizing activities;

Meeting Time 1 8:00-8:30 (greetings, praying, singing, promising, checking attendance and sports).

Independent Activity 1 8:30-9:30 (explaining them)

Recess/Rest 9:30-10:00 (break)

Independent Activity 2 10:00-10:55 (evaluation according to the theme)

Meeting Time 2 10:55-11:00 (pray, return)

3. Problem-solving;

The teacher will ask questions and the children will answer what they see in the field even though their answers are wrong but the teacher still gives the decrepit and star and then the teacher straightens it or justifies

4. Classroom management;

The teacher uses strategies to manage classes. Different strategies are carried out because each child has a different character. The teacher must be able to create a pleasant atmosphere so that the child feels at home in class. the teacher there is very happy if the learning process takes place because the teacher there can manage the class well.

Chapter 6

Summary and Suggestion

1. Purposes of practicum;

The main purpose of teaching for me is to add new insights, knowledge, and experience and as a generation that will educate children later especially teaching in early childhood education. This helps me develop teaching skills and how to manage them in the learning process. Deepen and improve my skills and creativity in an environment that is in accordance with the knowledge I have.

2. Procedures of practicum;

The teacher will use the theme and choose a different strategy so that the child becomes very active and the class becomes caring. make the first lesson plan, materials for learning, evaluation, and assignments.

3. Outcomes of practicum;

The teacher becomes more trained in teaching or makes the right lesson plan, knowing the right teaching method is used, can manage the class well and can manage time.

4. The challenges of practicum;

The challenge of teaching in class when children are noisy and naughty is how to silence it. and also when the new child learns to start in class and he wants to go home and I have to keep persuading him to stay in class by asking someone and asking to play. when there is a child who is resting does not want to eat I have to persuade him and feed him, and finally, we must discipline time.

5. Overall impression;

how important teaching methods are for the smooth process of learning, the importance of managing classes so that children feel comfortable in class. when there is a bad boy we should not scold him first and advise him and time is highly prioritized.

6. Suggestions for future improvement.

Hopefully, the teacher can improve English language skills, continue to practice being a good teacher, be able to manage classes well, can manage time and use various teaching methods properly and correctly.

Appendices