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             PROCEDURES OF TEACHING

            In my third week in Anubanloei and that was the time also to handle a class, the Prathom 6/5. I started my class with an energizer and a short interaction, example I asked them if what did they ate in lunch, how was their weekends, were they sleepy, etc. It helps them awake and feel interested because they knew you were there for them and you were ready to listen their thoughts about something.

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             TIME MANAGEMENT AND ORGANIZING ACTIVITY

       I had 50 minutes to handle the class of Prathom 6/5 in English Communication 6. I had allocated the time in the following activities:

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  • Classroom Organization and Preparation --------3 mins

  • Greetings and a short conversation about something---2 mins

  • Energizer / Simple Games  and motivation ----------------------5mins

  • Lesson Introduction -------------------------------------------------2 mins

  • Discussion -----------------------------------------------------------25 mins

  • Activity ---------------------------------------------------------------5 mins

  • Assessment /Evaluation --------------------------------------------8 mins

  • Assignment-----------------------------------------------------------2 mins

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                      CLASSROOM MANAGEMENT

             In terms of classroom management, they were easy to handle since I had only 12 pupils.  There's only a time  wherein they kept on talking while discussing but stopped in a short while when they saw  a teacher looking on them. They were very participative in the activities. I enjoyed teaching with them and I   knew they learned something  from me and I learned also from them.

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    By giving different activities such as word games, body language, word drills, individual recitation and participation students’ problem solving skill are being developed. Also in reading sentences and short paragraphs with a questions that measure their higher order thinking skills. The more activities a teacher used the more the interactive the class was.

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