Vika's Teaching Abroad Experience

25/06/22 02.
42 Summary – Vika's Site
< https://vikaanisa.home.blog/>
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Teaching Abroad Experience
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https://vikaanisa.home.blog/> About School
Summary
Purpose of Practicum
The purpose of the practicum is to gain new experience in teaching especially

teaching abroad where the teacher should be able to understand the culture of
the school itself, not only the characteristic of the students but also their habit in
the school.
Procedures of Practicum
The first week was supposed to be observation week, but I was already assisted
my teacher adviser in her classroom and helped one of the teacher in his
classroom. So there is not distinct differentiation between my first week
observation and my second week of teaching practice. For the teaching week, I
got three different grade of class and I have taught more than one time for each
class. The following week was still teaching and I taught some classes. The last
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week, I still have class and the rest of the time was spent by doing preparation to
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25/06/22 02.42 Summary – Vika's Site
Outcomes of Practicum
As I can conclude that outcomes of the practicum are the lesson plan, some
videos of my teaching practice, and also the pictures I took while I teach and
traveling. Moreover, I also wrote a report in a form of a blog as the outcome of
my whole practicum in Chiang Rai.
The Challenges of Practicum
The big challenge was when I need to teach three different grade with same topic.
I think it was a bit difficult because the students have different level of
understanding so that It might be too risky if I use same topic with same
activities for them. However I did use different activities for each grade.
Another challenge I faced was about food. It definitely is common problem that
Muslim traveler have. There was no Halal food restaurant near my school so that
I need to cook everyday and buy halal ingredients in the market.

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There are two main things I impress with during this program. They are teaching
experience and traveling experience. I gained new teaching experience and facing
the real condition of the classroom. It was all made me become more curious
about teaching world. I think one month being placed in the school was not
enough but still, I get excited to face new challenge in the future. In addition,
traveling is one of important things that made me felt more comfortable in
Chiang Rai. There were many things to be explored and a month is not really
enough actually. Thus, I’m perfectly head over heels in love in Chiang Rai. I hope
someday there will be another chance for me to visit Chiang Rai and Mengrai
School.
Overall, I feel satisfied with this program because I did not only gain the teaching
experience, but also increase my cross cultural understanding to Thai culture
especially the school cultural. I really enjoyed my time as a student teacher that
teach the students abroad. It was an amazing experience worth to gain^^.
Suggestions for Future Improvement
Being a part of SEA-TEACHER Batch 8 was out of expectation and all the
memories and experiences can be life lesson that are timeless. Although, to
improve this program in order to make it better everyday, I have a point to share
as the suggestion. That is I think all of the school should consider to give the
student teacher effective and equal teaching period so that each student will be
able to experience the same thing.

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25/06/22 02.42 Teaching Practice – Vika's Site


Teaching Practice
This part includes my teaching practice and how was my teaching going on, what
strategies did I use when teach the students and how did I solve the problem
occurred during my teaching.
Procedures of Teaching
Before the teaching practice, I made the lesson plan. The lesson plan is based on
the topic given by the teacher adviser and I adjusted the activities with the
characteristics of the students. I did a warm-up activity before start the lesson.
For my first week of teaching, I prepared games as warm up activities, they are
guess the word game and catch the ball game. The students were excited when I
played the game and they became more engage with the lesson. After warm up
activity, I started to elicit the students’ knowledge and then after that I gave them
the explanation about the topic. The next step of my teaching was doing the task.
I had prepared the worksheet and share it to the students to be done. While the
students did the task, I walked around and asked their understanding about the
task, whether they understand it or not. If they did not understand, I explain
them briefly
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Time Management & Organizing Activities
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As I have explained above, I started the lesson with warm up activity that is
aimed to help the students to be engaged with the lesson. I arranged the time in
my lesson for 50 minutes. For the presentation stage, I set it around 20 minutes
that is filled with warm up activity and the explanation of the topic. Therefore,
the next stage is practice stage and in this stage, I gave the students worksheet
and they were asked to do the assignment I gave. After finished the practice
stage, I asked the students to do another task that is for production stage. In this
stage, they need to be able to do the task that was not like the practice one, but it
was more difficult than before. Production stage is the last stage of my teaching.
Even if sometimes the task had not finished yet, I asked the students to do it at
home or do it on the next meeting.
Classroom Management
Most of the teaching practice I had was in the meeting room where the chairs and
the tables can be moved around. So that it also affected my classroom
management because I can control the students and watch them when they listen
to my explanation and when they do the task. Fortunately, the students there
were not really noisy and they took a good care of their attitudes. I was nervous
at my first teaching practice because I was afraid that the students would not pay
attention to me but luckily, they were very nice and give their respect to me.
Managing the class was not really difficult because I think whether it is in
Thailand or Indonesia, most of the students will be quiet if they are taught by
new teacher. And for Mengrai students, I think they were excited to had the
lesson^^.
However, sometimes some of the students did not understand what I said and it
was a bit difficult for me to set them into the activity. One time, when I was
teaching in Matthayom 4, I told them if I say Hai they need to answer with Hello
and vice versa. I did this in order to make the students keep silent while I explain
them about the topic of the lesson.
Problem Solving
There
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it as
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teach the students from three different grades with the same topic. I was afraid
that the students would not meet their understanding through the topic so that I
decided to modified the lesson plan. I made one presentation slides but for the
lower grade, I deleted some points that I thought was too difficult for them.
Then, I did not use all of the activities in Matthayom 4 in Matthayom 1 and 2.
However, there once when I taught Matthayom 1 (the topic was describing
people) and some students still did not know “to be” and “possessive pronoun”. I
was confused but then I tried to explain them briefly about what should they put
in the sentence. If that kind of things happened, I tried to explain and correct
their wrong answer. Luckily, kru Took and kru Am as the teacher helped me
when the students really did not understand about a thing. They will explain to
the students in Thai so that the students will understand.
Another thing I concerned was about the reading skill. One day, I was asked by
kru Took to help the special students to practice reading and it was one of
difficult things because the students were not really good at reading. At first, I
read the paragraph sentence by sentence and then they repeat it after me. After
that, I tried to read it one paragraph but the students were not able to read the
whole paragraph so I thought that I just need to do it like the first time.
Moreover, I realized that special students indeed need a special treatment and I
need to be more patient with them.
By the way, here are some of my pictures during my teaching in Matthayom 1, 2,

and 4. Overall, my teaching practice went well and I enjoyed teach the students
in Mengrai School^^.

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Teaching Matthayom 1

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25/06/22 02.41 Teaching Plan – Vika's Site


Teaching Plan
This section includes curriculum and my teaching plan during this program. It
can be concluded that the school prioritized the activities that encourage the
students to practice their English more. The lesson plan was not really necessary
but the activity must be enough for the students to understand the material and
able to practice it.
Curriculum
According to the file of curriculum given by the school, here I attached the
curriculum used in Mengrai School.

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Core Curriculum B.E. 2551 (A.D. 2008)

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Rubrics
Here are the rubrics used in Mengrai School and it is based on the curriculum.
They are speaking and listening rubric, reading rubric, and writing rubric.
Speaking and Listening Rubric

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Exemplary Developing
Proficient (3) Beginni
(4) (2)
Content
– Consistently – Regularly – Presents – Presen
presents presents information some
information information with some informa
in a logical, in a logical, supporting with litt
sequence with sequence with evidence
no supp
strong strong – Uses evidenc
supporting supporting grammar and – Uses li
evidence
evidence
vocabulary no corre
– Consistently – Regularly that is gramma
uses uses partially and/or
appropriate appropriate correct
vocabul
grammar, grammar and – –
vocabulary
vocabulary
Pronunciation Pronunc
– Consistently – Regularly is often is incorr
uses correct uses correct incorrect
pronunciation pronunciation
– Consistently
– Regularly – Speaks
speaks clearly, – Does n
speaks clearly, somewhat
confidently, speak cl
confidently, clearly,
and fluidly
confiden
and fluidly
confidently,
– Consistently and flui
– Regularly and fluidly
uses proper – Does n

uses proper – Uses some
diction and proper d
Delivery diction and proper diction
intonation
and/or
intonation
and
– Consistently intonati
– Regularly intonation
uses – Does n
uses – Uses some
appropriate appropr
appropriate appropriate
eye contact eye cont
eye contact eye contact
and posture and pos
and posture and posture

– Sometimes – Does n
– Consistently – Regularly
listens listen
listens
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Responsiveness – Consistently – Regularly
understands underst
understands understands
understands understands
and responds and/or
and responds and responds
somewhat respond
appropriately appropriately
appropriately appropr
Reading Rubric

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Poor
(1)
Fair
(2)
Good
(3)
Identifies
main
Misidentifies
main
idea but cannot Identifies
main idea
ideas, or fails to
Main
idea identify as well as
identify the main
supporting details supporting details

idea

Cannot
identify any Identifies
only a
Identifies
most and/
facts and/or a minimal number
or all facts, with no
limited number of of facts and/or
Fact confusion with
facts, and/or identifies
opinions or other
confuses facts
and nonfactual
elements

opinions
elements

Identifies
minimal
Cannot
identify Identifies
most
contextual
contextual contextual
Context references to
references to references to
interpret meaning
interpret meaning
interpret meaning

Identifies
Exhibits
ability to
sequential
identify sequential
Cannot
identify elements of
elements as well as
keywords or messages but has
Sequence the ability to re-
sequential textual trouble with the
organize
the
passages
re-organization of
elements into a
the sequential
sequential order

elements
Cannot
conclude
inferred messages Identifies
limited Can
identify when
nor identify prose inferred messages, messages are
Inference that may infer or recognizes but inferred and can
them, and/or misinterprets the conclude accurate
misconcludes inference
meaning

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Conclusion Cannot
identify or
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summarize conclusions but conclusion and can
conclusion, and/or exhibits difficulty speculate

lacks the ability to in speculating conclusion

speculate conclusion

conclusion

Writing Rubric

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Exemplary Accomplished Developing Beginning

Criteria
(4) (3) (2) (1)
The writing The writing The writing

has a clearly- has a clearly The writing may need a
articulated articulated has a main more clearly
main idea main idea idea articulated
Main idea
supported by supported by supported by main idea.
reliable and adequate some Supporting
relevant evidence and evidence. evidence is
evidence sound logic. lacking.
Organization The writing The writing is The writing The writing

flows organized demonstrates is noticeably
smoothly and logically and rudimentary lacking in

logically from flows well. It organization organization
a well- defined contains a and logical There is no
main idea. well- structure, but clear
developed ideas need to structure.
structure. be more fully
developed
by
more
appropriate
evidence.
The writing The writing The writing

engages the keeps the is clear but
The writing
reader reader’s could be
lacks clarity
through an attention expressed in
Style and is
original prose through a a style more
sometimes
style carefully appropriate
confusing.
appropriate to crafted prose to the
the subject. style. subject.
The writing
contains
sentences that
are
complete
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The writing The writing
imply
contains contains The writing
contains contains The writing

unstated
sentences that some is confusing
connections
are
always grammatical and
and/ or
complete and errors
easily ambiguous
grammar conclusions.
grammatically corrected by owing to
The writing
correct, and adherence to substantial
may exhibit a
free of a uniform errors of
few minor
confusion and style grammar.
errors in
ambiguity. throughout.
grammar or
style, but they
do not impair
the flow of the
reading.
Below is the relationships in the Development of Learners’ Quality According to

the Basic Education Core Curriculum I got from the school.
Vision
The Basic Education Core Curriculum is aimed at enhancing capacity of all

learners, who constitute the major force of the country, so as to attain a balanced
development in all respects – physical strength, knowledge and morality. They
will fully realize their commitment and responsibilities as Thai citizens and
members of the world community. Adhering to a democratic form of government
under constitutional monarchy, they will be endowed with basic knowledge and
essential skills and favourable attitude towards further education, livelihood and
lifelong learning. The learner-centred approach is therefore strongly advocated,
based on
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Desirable Characteristics
1. Love of nation,
religion and king
2. Honesty and
integrity
3. Self-discipline
4. Avidity for learning
5. Observance of
principles of Sufficiency Economy Philosophy in one’s way of
life
6. Dedication and
commitment to work
7. Cherishing Thai-ness
8. Public-mindedness
Learning Standards and

Indicators for Eight Learning Areas
1. Thai Language
2. Mathematics
3. Science
4. Social Studies,
Religion and Culture
5. Physical and Health

Education

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7. Occupations and Technology
8. Foreign Languages
Learner Development
Activities
1. Counselling
activities
2. Student activities
3. Activities for
social and public interest
Lesson Plan
Here are lesson plans I used during my teaching. Before the teaching, I have
already consulted the lesson plan with my teacher adviser, kru Took.
lesson-plan-i-m.-2 <
https://vikaanisahome.files.wordpress.com/2019/09/lesson-plan-i-m.-2.docx>
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https://vikaanisahome.files.wordpress.com/2019/09/lesson-
plan-i-m.-2.docx>
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m.-1.docx>

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m.-4.docx>
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plan-ii-m.-4.docx>


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25/06/22 02.41 Pedagogical Contents – Vika's Site


Pedagogical Contents
This section is based on my observation to the teacher in Mengrai School. I
observed some classes, they are Matthayom 1, 2, and 4. Matthayom 1 equals to
grade 7 Matthayom 2 equals to grade 8, and Matthayom 4 equals to grade 10. For
Matthayom 1, I observed kru Am’s class and for Matthayom 2 and 4, I observed
kru Took’s classes. Below are some points I summed up after observation.
Teaching Media
Generally, teaching media used in the class I observed was like audio and the
projector. The teacher did not use many medias but only focus on the activity
itself. The teacher put more concern to the activity that was demanded students
to practice more.
Learning Materials

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Textbook used in Matthayom 4
The teacher commonly used the projector to display the text or the material of
the lesson and sometimes used the audio to play on the pronunciation of
unfamiliar words. Therefore, the teacher used textbook for the learning. In order
to enrich the learning, the teacher modified the textbook. Usually, the teacher
print the material and modify it into several activities with not only one skill, but
can be more than one skill. For example, the teacher used the passage in the
textbook and then asked the students to read it and find new vocabularies and
then practice to speak it later.
Assessment
The teacher usually assessed the students right after she gave the students the
material. By chance, I observed the students when they were on final exam, so
that the teacher gave them the evaluation form where they need to fulfill all of
the test for the last week and it can be done when they come to the class only.
The teacher made the form into several tests which included their task during the
lesson of that time and the task they were doing while I was observing them. In
that assessment, the students were asked to read and practice their speaking in
front of the teacher.

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School.
1. 1

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1. 2

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1. 3

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1. 4

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25/06/22 02.

42 Summary – Vika's Site

Vika's Site < https://vikaanisa.home.blog/>

About Me < https://vikaanisa.home.blog/about-me/> Home Page <

The purpose of the practicum is to gain new experience in teaching especially

The Challenges of Practicum

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Suggestions for Future Improvement

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Vika's Site < https://vikaanisa.home.blog/> ,

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About Me < https://vikaanisa.home.blog/about-me/> Home Page <

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By the way, here are some of my pictures during my teaching in Matthayom 1, 2,

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Core Curriculum B.E. 2551 (A.D. 2008)

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Core Curriculum B.E. 2551 (A.D. 2008)

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Core Curriculum B.E. 2551 (A.D. 2008)

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Core Curriculum B.E. 2551 (A.D. 2008)

Speaking and Listening Rubric

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uses proper – Does n

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conclusion, and/or exhibits difficulty speculate

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Exemplary Accomplished Developing Beginning

The writing The writing The writing

Organization The writing The writing is The writing The writing

smoothly and logically and rudimentary lacking in

The writing The writing The writing

contains contains The writing

Below is the relationships in the Development of Learners’ Quality According to

The Basic Education Core Curriculum is aimed at enhancing capacity of all

4. Avidity for learning

Learning Standards and

5. Physical and Health

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7. Occupations and Technology

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Vika's Site < https://vikaanisa.home.blog/> ,

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Textbook used in Matthayom 4

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