4. OBSERVATION ON TEACHER(S) : A WAY TO RECOGNIZE STUDENT EXCELLENCE

 

4.1 PLANNING FOR TEACHING

Figure 15. Students Play a Game

        Through observation activities carried out both individually and in groups, I observed differences in learning planning when conducting individual observations and when conducting group observations. During individual observations because I was not given a lesson plan, but only given a PDF file for the material being taught, so I did not know for sure what scenario the teacher was planning. Likewise, when carrying out group observations, I did not receive the lesson plan that would be taught in class so that regarding the learning that took place I did not know the scenario planned by the teacher. 

        However, in terms of classroom learning, the teacher uses a guided discovery learning model. It can be seen when the teacher has opened the class then gives an apperception to the students and guides them to solve the problem then invites other students to comment and then closes with a conclusion in the form of validation by the teacher. Occasionally the teacher will also provide a personal approach to students who are still trying to solve other problems given as practice and activate the class in two directions so that students are also active in learning. Time usage is also exactly 40 minutes, including the opening of the class, main activities and closing. Meanwhile, during the joint observation, the teacher carried out a class activity in the form of playing "Caro Tiep Suc" where in this game there are 4 groups who will play to arrange red and blue colored paper into 1 line and through this game students can train teamwork and strategies in solving problems. . This game aims to be a weekly evaluation given by the teacher so that students don't learn heavy material anymore, so it is packaged in the form of a game .       

4.2 PREPARING LESSONS AND MATERIALS

        When making observations at school, I didn't know for sure the lesson plan made by the teacher so when preparing lessons and materials I didn't know whether it was in accordance with the scenario or not. However, on the first day of observation I observed that the teacher did not use other media in learning other than writing on the board regarding the material the students were learning, however the material taught was in accordance with the PDF file I received. Then during group observations, the presentation of material as weekly evaluation material was packaged with games using media in the form of colored paper, namely red and blue and using whiteboard media to stick the paper.

        After individual and group observations were carried out in the first week of activities, I then received the material that I would teach in the second week, namely the first meeting. The material I received was material that had been translated into English by fellow mathematics students. This material is a continuation of the material provided by the class teacher during observation. After reading and understanding the material, I then started making lesson plans and other teaching tools such as Canva Presentations and Worksheets which were in accordance with the lesson plan which had been revised based on input provided by the supervisor. I added a Vietnamese translation according to input from the supervisor and I reduced student activities in the lesson plan so that the time used could be appropriate to the time available. After everything was finished and ready to be taught, I went to the photocopy to print out the lesson plan that I made to give to the class teacher and supervisor.

4.3 TEACHING IN CLASS

Figure 16. Teacher Give Material For Students

        The teaching process in class begins shortly after the bell rings, the teacher opens the class by standing facing the students and saying hello, then after that the teacher invites the students to sit down and then conveys the material that will be studied today, also gives an apperception to the students with several questions and then concludes in final after discussion with other students. During the core activity, the teacher begins to explain the material and provides example questions and gives students exercises in accordance with the student handbook. Closing activity with the teacher saying greetings at the end of the lesson. 

         As for group observations, the learning process begins after the bell rings and then the teacher opens the class with greetings. After that, the teacher then conditions the class by setting the tables aside because the students will be playing games, then the teacher provides an explanation regarding the game rules. After that, the main activity begins, namely students will play games in groups using a strategy so that the colored paper they have can form a straight line with the time given as they approach the final. The game ends with a winner and the teacher provides an explanation at the end regarding the purpose of the game.  Then the teacher closed the class by saying greetings.

4.4 MEASUREMENT AND EVALUATION

Figure 17. Students Write Their Answer in Chalk Board

        The form of measurement and evaluation given by the teacher through the observation process that I carried out during individual observation is how students can be active in learning by providing responses if the teacher asks questions and if one friend gives an answer then other students have the opportunity to respond. Apart from that, another form of measurement and evaluation that can be done is when several students dare to write answers on the blackboard and take responsibility for their answers.

        In the second observation, the form of evaluation measurement carried out can be seen from the students' teamwork and the team strategy used in playing so that they can win the match. Also in individual assessment, namely how students can focus on finding the opponent's off guard.