Student name : Putu Meyga Darma Dyanti
Home University : Ganesha University of Education
Receiving School : Chiang Rai Municipality School 3
Blog Address : https://meygadarma.home.blog
1.1 School Profile
School name : Chiang Rai Municipality School 3
School address : Amphoe Mueang Chiang Rai, Chang Wat Chiang Rai 57000
School’s vision : Save the environment, follow the sufficiency economy philosophy, on the base of participate management.
School’s mission :
- Manage basic education from Kindergarten to Primary quality
- Grow and plan moral in mind, ethics, desirable features, and follow the sufficiency economy philosophy for a happy life in society.
- Manage education for students having the knowledge, follow the curriculum, and ready to be a part of Asean Community.
- Manage education for students realizing the value of their culture.
- Develop school management capability by the participation of every part of society.
1.2 Academic support system
There are several support systems to help students develop their hard and soft skills. In the line with this, the school provides the students with learning facilities and clubs. They will be mentioned as follows.
- Library
- English club
- Chinese club
- Music club: marching band and Thai music
- Arts
- Sports
- Botanical room
- Asean room
1.3 Teaching system
Chiang Rai Municipality School 3 implements the full day school system. The class starts at 08.30 am to 04.00 pm. The workdays are on Monday to Friday and the days off are on Saturday and Sunday. Every morning on Monday, Wednesday, and Friday at 08.00 before the class starts, all students from kindegarten, elementary from grade 1 to 6, and the teachers have to join the flag ceremony and sing the national anthem of Thailand. Meanwhile, on Tuesday and Thursday, the students will gather in the school hall to pray together. At 08.30 they will go back to their class and have breakfast. They have breakfast with the milk provided by the school. After that, the teachers will come to the class. Each teacher teaches one subject for 50 minutes. In noon the students and the teachers have lunch from 12.00 pm to 01.00 pm. Lunch is also provided by the school. After the break time, the class will be started and continued to the regular teaching and learning process which is started from 01.10 pm to 04.00 pm.
1.4 Materials and other learning sources
The English teachers of the fifth grade use an English book to teach the students. There are 4 main units with 14 sub units of this book which will be taught during two semesters. Those 4 main units will be divided into two. For the first semester the students only study 2 units and continued to the second semester they will study 2 units with 7 sub units. The students are now at the second semester. The seven materials in the sub units taught are shopping list, what do you want to be?, I like winter, good food good health, last week, plant project, and Halloween. Other learning sources provided by the school are the library and the internet.
In teaching, the teachers do not only use the book but also supported by teaching media and some activities. The media used can be flash cards, words cards, or a big map depending on the materials or topics which are taught. The activities which are designed refer to student-centered and activities which make them active in the class such as workgroup or do a game since the students are considered as young learners, therefore, the teachers are required to design activities and teaching media which can attract students’ interest in studying.
1.5 Measurement and evaluation system
The teachers measure the students by giving post-test and the final test. The post-test is given once or twice a month. The final test is given once in 6 months so total will be twice in a year. There are two semesters in one year that the students need to pass namely semester one and semester two. Each semester the students have to collect 50 points. Those 50 points are got from the post-test (35 points) and the final test (15 points). To pass the grade and continue to the next grade the students have to pass the first and the second semester in order to collect a maximum 100 points and the minimum points are 80.
1.6 Curriculum
The Ministry of Education announced to implement the Basic Education Curriculum 2001. It became the core curriculum for national education at the basic level. There were some strengths of this curriculum such as facilitating decentralization of educational authority, enabling local communities and schools to participate and play important roles in preparing communities which met their real needs. However, this curriculum also had weaknesses such as lack of clarity which led the practitioners at school into confusion in preparing their own curriculums. In addition, there was no correlation between the standards set and the measurement and evaluation. The problems also occurred to the students’ ability in terms of the knowledge, skills, capacities and desirable characteristics were quite disconcerting.
Further, a new curriculum was formulated named the Basic Core Curriculum 2008 which showed greater clarity and appropriateness. The objectives and process of implementing the curriculum at educational service are and school levels were improved. This curriculum provides local communities and schools with a framework and orientation for preparing school curriculums. The teaching-learning activities have purposes to enhance learners’ quality regarding essential knowledge and skills which are needed for their lives in which they are encouraged to seek further knowledge to develop themselves continuously.
The vision of the Basic Core Curriculum is aimed at enhancing the capacity of all learners, who constitute the major force of the country, and to achieve balanced development in all aspects—physical strength, knowledge, and morality. They will fully realize their commitment and responsibilities as Thai citizens as well as members of the world community. Additionally, they will be endowed with basic knowledge and essential skills and a favorable attitude towards further education, livelihood, and lifelong learning. The learner-centered approach is strongly applied, based on the conviction that all are capable of learning and self-development to their highest potential.
There are five key competencies provided by the current curriculum namely communication capacity, thinking capacity, problem-solving capacity, capacity for applying life skills, and capacity for technological application. For the learning areas, there are eight learning areas which are prescribed namely (1) Thai language, (2) mathematics, (3) Science, (4) Social Studies, Religion and culture, (5) Health and Physical Education, (6) Arts, (7) Occupation and technology, (8) Foreign Languages. These standards determine what learners should know and should be able to perform.
1.7 Teaching plan
The following is the example of a teaching plan. The topic is taken from the English book while the teaching media, the activities, and the goals are designed by the teacher itself in which they are made based on the students’ need and level.
LESSON PLAN
School : Chiang Rai Municipality School 3
Class : 5
Subject : English
Topic : Good Food Good Health
Time Allotment : 1 x 50 minutes
- Goals
At the end of the lesson, the students should be able to:
Identify the ingredients of good food.
Write a mind mapping about identifying ingredients and tell the important of that food
- Materials
Names of food
– Fried rice
– Sandwich
Vocabulary about the ingredients
– Fried rice: rice, pork, oil, carrot, egg, garlic, soy sauce, fish sauce.
– Sandwich: bread, egg, cheese, tomato, bacon, lettuce.
Vocabulary about seven important things in food
– Carbohydrate, protein, fat, mineral, vitamin, water, fiber
- Important
Teaching reading and writing by using picture cards and word cards. Students read the ingredients and practice writing by writing a mind mapping about identifying ingredients.
- Teaching Media
Picture cards
Word cards
English Book for Grade 5
- Learning Activities
Warm up
Greeting
Reviewing previous materials
Playing a game by using word search, the students will be divided into 3-4 groups. The word search will be stuck on the whiteboard and each group should compete to find the words given on the word search. There are ten words they have to find. The quickest group will be the winner.
Presentation
The teacher teaches about the vocabularies of food by using pictures cards, pronouncing the words, showing some examples of food, and encouraging the students to identify the ingredients together.
The students are divided into groups which consist of 4-5 students.
Practice
The students work in the group to make mind-mapping about identifying food.
Each group will be provided with a paper, a picture of food, and the pictures of the ingredients of the food.
The students start to work in the group to stick the pictures of the ingredients on the paper.
The students will color the pictures which have been stuck. After that, they write the name of the ingredients. For example, one of the ingredients is tomato, so the students should write the spelling of tomato below or above the tomato picture.
Production
The students make a mind-mapping and present it in front of the class.
Wrap-up
Teacher gives feedback toward the students’ performance, reviews the vocabularies by asking the students the meaning of the words, asks the students about what they have learned today, and the last the teacher concludes the lesson.
Sea Teacher Batch 7 