SEA Teacher Report - Satrirachinuthit School (โรงเรียนสตรีราชินูทิศ)
1. School: General Information and Academic Administration
1.1. School
Profile
1.1.1 History
Satrirachinuthit
School is located at 103 Srisuk Road, Mak Khaeng Subdistrict, Mueang District,
Udon Thani Province. Satrirachinuthit School once known as Uppatham Nari School
was originally situated in the Mayor’s residence, Udon province. On 14th
February 1920, The King Mongkut (Rama VI) officially named it “Rachinuthit” to
be an honor institute for Her Majesty Queen Saovabha Pongsri. The school
received the royal permission to use overlapping letters those are royal
signature under the great crown as the school symbol. In 1925, the new building
named “Rachinuthit” was built beside Nong Pra Jak. In 1950, Field Marshal Plaek
Pibulsongkram approved to build another new building named “Dhissayabut” on
Srisook Road on a total area of 43 Rais, 2 Ngans, and 62 Square Meters and the
school was opened officially on the 1st January 1957 named Satrirachinuthit
School.
1.1.2. Vision
By the year 2019, Satrirachinuthit School
will have a modern quality of school management, all students will have the
characteristics of a World-Class Standard School and moral according to the
philosophy of Sufficiency Economy.
1.1.3. Mission
1. Develop
students to have Academic Excellence with moral according to the philosophy of
Sufficiency Economy as an attribute of World Citizen in the 21st Century.
2. Develop a
school curriculum and learning process to meet international standards using
varieties of technology and innovation based on Student-Centered.
3. Develop
teachers and education personnel potentiality to be good and excellent in
teaching using practical methods of instruction as the best practice which is
focused on Student-Centered.
4. Develop
Quality of Participative Management System followed morality, virtue, and
culture of the institute using Good Governance to reach World-Class Standard.
5. Develop
Resource Efficiency, technology, and school environment contributing to the
Learning Organization Process.
6. Create
School Network of instruction both in and out of country and network of
interested person to develop the quality of education.
1.1.4. School
Slogan
“Study excellent, be disciplined, and
moral”
1.1.5. School
Culture
“All excellent potential teachers are
united in action and spirit to educate and guide students with love and
affection”
1.1.6. School
Philosophy
“The factors of purity and impurity occur
from oneself”
1.1.7. School
Identity
“Be virtuous women, be disciplined and
moral to gain knowledge and characteristic of ancient Thainess.”
School Symbol :
School Symbol :
School Acronym : R.N.
Heart of Satrirachinuthit : Her Royal Highness Queen Saovabha Phongsri Monoment
1.2. Academic
Support System
At Satrirachinuthit School has 84
classrooms that separated into 5 building, are Social and Thai Language (Building 1), Foreigner Language (Building 2), Science (Building 3), Mathematics and Technology (Building 4), and Art (Building 5). Besides the classrooms, there
are the library, basketball field, volleyball field, auditorium, computer room, audiovisual room, first aid room, meeting hall, laboratory, swimming pool,
canteen, and toilet. That school has some extra-curricular like scout and
English camp. At Satrirachinuthit School there are 172 teachers, 5
administrators, 23 substitute teachers, 8 foreign teachers, and 3.434 students.
1.3. Teaching
System
Satrirachinuthit School has 5 days for
active school, from Monday-Friday. Every day students go to the yard to do a
flag ceremony and praying. It starts at 8.00 and the lesson starts from 8.30
until 15.50. There are 7 periods in a day, that 1 period is 55 minutes. There
is 6 grade in this school and every grade the student must spend 1 year to pass
it. In a year is divided into 2 semesters that consist of 6 months.
1.4. Materials
and Other Learning Sources
The government gives some book to students
as a learning source based on the Ministry of Education Thailand. The school
has wifi so the students can access the internet for another source of
knowledge.
1.5.
Measurements and Evaluation System
In every semester, there are a midterm and
final examination. Some teachers give a worksheet or maybe quiz to students to
evaluate the student knowledge in each topic.
1.6. General
Curriculum
Satrirachinuthit School uses the Core
Curriculum of Elementary Education 2008 whit the principle of decentralization.
The principle of decentralization aims to enable schools to develop curricula
according to the school environment and school objectives. The National Exam at
this school is coordinated by the Bureu of Education Testing Office of the
Basic Education Commission using the Ordinary National Education Test System.
National Examination is required for grade 3 and 6. There are 8 subjects that
are UN that is:
1. Thai
language
2. Mathematics
3. Science
4. Social
science
5. Religion and
Culture
6. Foreign
language
7. Health and
Physical Education
8. Art, Career,
and Technology
1.7. Teaching
Plan (related to your major)
Lesson
Plan
Subject : Science Topic : Heat transfer
Level : Grade 7 Time
: 60 minutes
Teacher : Pannarai Chuabundit
Learning
Standards and Indicators Concept
Standard Sc 5.1 : Understand the relationship between energy and life,
energy transformation. Interactions between substances and energy Effects of
energy on life and the environment. The process of investigating knowledge and
the science of communication, learning and applying knowledge.
Grade-level Indicators ½ : Observe and explain the heat transfer. And to
use the knowledge.
Concept
Heat energy can
transfer from a high temperature to a lower temperature, whether it is thermal
conductivity Convection or Heat Radiation Heat Transfer Heat Transfer and heat
transfer requires a medium to transfer heat. The radiation pattern can radiate
itself in the form of thermal radiation.
Objective
1. Students are
able to told the meaning of heat transfer. (K)
2. Students are
able to classification of energy transfer by thermal conductivity Convection
and heat radiation. (P)
3.
Collaborative work in groups. (A)
Content
There
are 3 ways to heat transfer. Convection and thermal radiation Heat conduction
Heat transfer by molecular vibration. Convection is the transfer of heat by the
molecule of a moving substance. Heat radiation it is the heat transfer from the
electromagnetic waves. Bringing knowledge to heat transfer.
Teaching and
Learning Procedures
Introduction
1. Teacher
greets students.
T: Good Morning
students. How do you feel today?
S: I’m fine,
thank you. And you?
T: well, thank
you.
2. Teachers
review the knowledge of temperature and measurement in the past.
3. Students
tell their feelings while standing in the sun. Compare with standing in the shade.
4. The teacher
informs the purpose of learning.
While teaching
1. Teacher gets
students study heat transfer from the book science Mathayom 1, Unit 4 Work and heat
energy.
2. Teacher gets students into 6 groups.
3. Teacher gets
students to do activitie of heat transfer.
4. Teachers get
students send to each group. Presentation of the results of the classroom.
Conclusion
1. Teachers and
students together on the topic of heat transfer.
- What is heat
transfer? (Heat transfer means
The heat is transferable. In the contact
area if the temperature of the exposed area is different. The heat transfer to
each other to constant temperature. The objects are heat transfer is not equal.
Any object that allows the heat to pass through is called. Heat conductor the
object of heat transfer can not be passed or the heat through is not good,
called thermal insulation.)
- What kind of
heat transfer is there? (There are 3 types of heat transfer)
1. Heat
conduction it is a method of transferring heat energy by moving heat energy
through the morning to a medium or object and the medium is not moving.
2. Convection it
is a way of transferring heat energy by the heat energy moving along with the
medium or object.
3. Radiation It
is a method of transferring heat energy without the need for a medium or object.)
Instruction
media
1. Text book
science Mathayom 1, Unit 4 Work and heat energy.
2. Activity
sheet about heat transfer.
Evaluation
Workload /
piece
|
How to
measure
|
Tool
|
Criteria for assessment
|
Knowledge (K)
1. Students
are able to told the meaning of heat transfer.
|
Answering questions
about heat transfer.
|
Activity
sheet about heat transfer.
|
Answer the questions
correctly 70%.
|
Process (P)
2. Students
are able to classification of energy transfer by thermal conductivity Convection
And heat radiation.
|
Answering questions
about heat transfer.
|
Activity
sheet about heat transfer.
|
More than
70%.
|
Attitude
(A)
3.
Collaborative work in groups.
|
Assessment desirable
characteristics.
|
Observational behavior.
|
Must not
lower than good.
|
Activity
sheet
Heat transfer
Name: 1………………………………………….………Class………….No……….…
2………………………………………….………Class………….No……….…
3………………………………………….………Class………….No……….…
4………………………………………….………Class………….No……….…
Explanation : Have students do the activity. And answer
the following questions.
Equipment :
1. Hot Tub
2. Copper wire
3. Steel wire
4. Wooden
sticks
How to test
1. Have
students bring the same length of copper wire, steel wire and wooden sticks.
Dip into the hot tub.
2. Touch the
ends of the three objects.
3. Notice how
the ends of any object feel hotter or slower.
Experimental
result
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1. When
standing in the sun, do students feel differently from standing in the shade?
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2. Copper, steel and wood are the best heat transfer agents. And what is the least heat?
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2. Copper, steel and wood are the best heat transfer agents. And what is the least heat?
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3. What is the
best heat conduction?
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4. How many heat transfer methods?
4. How many heat transfer methods?
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2. Pedagogical
Contents
2.1. Teaching
Methods
Teacher of Satrirachinuthit School always
using lecturing and scientific method when they teach. The teacher gives some
explanations to the students and then the students will solve some question or
exercise to do. When the teacher wants to give some experiment, so the day
before teacher must prepare the apparatus and chemicals that will use in that
experiment.
2.2. Learning
Materials and Innovation
Instructional material based on workbook
teacher’s manual. The teacher has 3 books are English textbook, Thai textbook,
and English workbook. 1 or 2 subtopics will choose by the teacher to teach in
the class. Teacher do curriculum implementation by using any media so the
students will understand that topic.
2.3. Sources of
Learning and Technology
Sources of learning are the textbook, some
of the teachers have a worksheet and media that made by them self that depends
on the topic and subject to teach.
2.4. Authentic
Assessment
For assessment, it depends on the teacher.
There are some teachers use a written assessment like multiple choice and essay
test. There are some teacher that assessment the student attitude too by direct
observation while they study in the class or outside the class.
3. Observation
on Teacher(s) in the Classroom
3.1. Their
Planning for Teaching
Teacher make a lesson plan that
related to the topic that student want to learn. Teacher prepare all of thing
that used to help the learning process like power point, video, worksheet, time
management, chemicals and apparatus for experiment, and the most important
thing is the teacher must know properly about the topic.
3.2. Their
Preparing Lessons and Materials
The teacher has already prepared the
topic and technique to teach like if the topic need to do experiment, so the
teacher should prepare the apparatus and chemicals at baskets before class start
so the time that use to spend the preparation of tool can be minimized.
3.3. Their
Teaching in Class?
Teacher start her class by
introduced the topic to the student. She did discussed, answer and question,
lecturing, and scientific method. She always ask to the student are they
understand or no. She’s really kind to students and sometimes she always make a
joke. The objective of her is to build an emotional relationship with her
students so the students will feel enjoy while learn. She show some video or
she did demonstrated to help her to explain about the topic or to make the
student more understand. When she give some question to student, she ask
randomly. At the end of the class, she give a worksheet or answer the question
from the textbook as an exercise.
3.4. Their
Measurement and Evaluation?
She always make an evaluation close
to the end of class like she give some worksheet or answer the question from
the textbook.
3.5. Your
Overall Impression to the Teacher Performances?
My advisor is an excellent teacher,
where she able to prepare the experiment apparatus and chemicals before class
and she always care to her students. I interested about how that she can make
an emotional relationship with her students, so she not just transfer her
knowledge to them.
4. Teaching
Plan
4.1. Curriculum
Related to Your Major
Satrirachinuthit has used the
curriculum of the government but the school are the modifications for the
curriculum because in Thailand for each district there are some different
culture. So, the school match the local habitual in the curriculum for easy to
use with the teachers and useful for the students. I taught about heat transfer
and herbs to them, and my advisor taught about heat, cosmetic, herbs,
equilibrium phase, and quantity of heat.
4.2. Teaching
Plan related to Your Major
The process of making a lesson plan
by student teachers made through a manual system. Before entering the class,
the student teachers are required to make a lesson plan and send to the
cooperating teacher for correcting and suggesting. I mixed the Thai and
Indonesian lesson plan styles.
Lesson Plan
Subject : Science Topic : Heat
Level : Mathayom 1 Time :
110 minutes
Teacher : Aprialdy Idrus
Learning
Standards and Indicators Concept
Standard Sc 5.1 : Understanding
of the relationship between energy and living; the energy transformation; the
interrelationship between substances and energy; the effects of energy
utilization on life and the environment; having investigative process for
seeking knowledge; transferring and putting the knowledge into practice.
Grade-level
Indicators 1/2 : Observe and explain the heat transmission, and put it into practice
Concept
Heat is a form
of energy. Heat can make things hot and we can use heat to do work. Heat energy
can transfer from a high temperature to a lower temperature and make a stable
phase (temperature). Heat can be transfer by a suitable medium (conductor and
semiconductor medium).
Objective
1. Students are
able to tell the meaning of heat transfer. (K)
2. Students are
able to classification of energy transfer by thermal conductivity Convection
and heat radiation. (P)
3.
Collaborative work in groups. (A)
Approach,
Method, and Learning Model
- Approach : Scientific
- Model : Problem Based Learning
- Technique : Cooperative of Jigsaw type
Content
There are 3 ways
to heat transfer are conduction, convection, and radiation. Conduction is the
heat transfer through the vibrating particle in matter, while convection is the
heat transfer through the movement of the particles of fluids, and then
radiation is the heat transfers in the form of electromagnetic waves.
Teaching and
Learning Procedures
Activity
|
Syntax
|
Step
|
Time
Allocation
|
Preliminary
|
·
Teacher
comes into class.
·
Students
attendance checked
Apperception
·
Students
were asked about the material that has been learned last meeting (Last
meeting, we have been learned about heat, so who still remember it? Please
explain it!).
Motivation
·
Students
are given information about the topic that want to learn today (Teacher will
show some picture about convection, conduction, and radiation).
·
Teacher
convey the competencies that will be achievement.
|
15 minutes
|
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Core
|
Orient Student on a Problem
|
·
Worksheet
were given to students
|
2 minutes
|
Organize Students to Study
|
·
Students
divided into 6 groups (Each group consist of 5-6 students)
·
Teacher
implements the Jigsaw technique by gathering the students who have the same
material in a 3 expert groups.
|
5 minutes
|
|
Help Students Investigation
|
·
Teacher
asks each expert group to do experiment based on the work procedure in
worksheet
·
Student
get back to them group and explain about what them got after do an experiment
to another students
|
30 minutes
|
|
Evaluation and Presentation of Work Results
|
·
Each
group will presented about them result in front of class (2-3 students)
|
20 minutes
|
|
Strengthening and reward
|
·
Teacher
give an appreciation to students who has the higher score
|
3 minutes
|
|
Closing
|
·
Teacher
gives a feedback about what student have been learned today and make a
generalization.
·
Teacher
give an evaluation sheet to students
·
Teacher
presents the next learning plan for the next meeting
|
25 minutes
|
Instruction
Media
1. Textbook
2. Work sheet
3. Computer
4. Projector
5. Experiments
tool (Alcohol burner, iron stick, aluminium stick, matches, candle, tripod,
gauze, beaker glass, food dye, potassium permanganate, water, dropper, and
metal spot plate)
Evaluation
Workload
/ Place
|
How
to Measure
|
Tool
|
Criteria
for Measurement
|
Knowledge (K)
Students are able to explain about the meaning of heat transfer
|
Answer the questions
|
Work sheet
|
Answer the question correctly
|
Process (P)
Students are able to classification of energy transfer from
experiment
|
Answer the questions
|
Work sheet
|
Answer the question correctly
|
Attitude (A)
Collaborate work in groups
|
Behavior observation
|
Behavior sheet
|
Have a good collaboration with group friends
|
Evaluation
Question
1. What is heat
transfer? Heat transfer is a discipline of thermal
engineering that concerns the generation, use, conversion, and exchange of thermal
energy (heat) between physical systems.
2. How many
kind of heat transfer? Explain it! Heat transfer is
classified into 3 various mechanisms are conduction, convection, and radiation.
Conduction is the heat transfer through the vibrating particle in matter, while
convection is the heat transfer through the movement of the particles of
fluids, and then radiation is the heat transfers in the form of electromagnetic
waves.
3. Do you think
that the heat is useful for us? Why? Yes, because heat
can help us to do everything in our daily life like to dry our clothes, make
food preservative, to cooking, etc.
WORK
SHEET
Heat
Transfer of Conduction Method
Name : 1………………………………………………………… Class………………………
No………
2………………………………………………………… Class……………………… No………
3………………………………………………………… Class……………………… No………
4………………………………………………………… Class……………………… No………
5………………………………………………………… Class……………………… No………
6………………………………………………………… Class……………………… No………
Objective of
Experiment : Students are able to
understand about the heat transfer by conduction method
Apparatus and
Chemicals :
1. Alcohol
burner
2. Aluminium
stick
3. Matches
4. Candle
5. Metal spot
plate
Work Procedure
1. Turn on the
candle, then drop the wax to the aluminium stick on different distance
2. Heat the iron
stick on the alcohol burner
3. Observe it
4. Do the same
thing with the metal spot plate
WORK
SHEET
Heat
Transfer of Convection Method
Name : 1………………………………………………………… Class………………………
No………
2………………………………………………………… Class……………………… No………
3………………………………………………………… Class……………………… No………
4………………………………………………………… Class……………………… No………
5………………………………………………………… Class……………………… No………
6………………………………………………………… Class……………………… No………
Objective of
Experiment : Students are able to
understand about the heat transfer by convection method
Apparatus and
Chemicals :
1. Alcohol
burner
2. Tripod and
gauze
3. Matches
4. Beaker glass
5. Potassium
permanganate
6. Water
7. Dropper
Work Procedure
1. Fill the
beaker glass with water 150 mL
2. Drop some
potassium permanganate to the beaker glass
3. Heat the
beaker
4. Observe it
WORK
SHEET
Heat
Transfer of Radiation Method
Name : 1………………………………………………………… Class………………………
No………
2………………………………………………………… Class……………………… No………
3………………………………………………………… Class……………………… No………
4………………………………………………………… Class……………………… No………
5………………………………………………………… Class……………………… No………
6………………………………………………………… Class……………………… No………
Objective of
Experiment : Students are able to
understand about the heat transfer by radiation method
Apparatus and
Chemicals :
1. Alcohol
burner
2. Matches
3. Candle
4. Iron stich
Work Procedure
1. Placed your
hand near of the Alcohol burner, what do you feel?
2. Placed the
candle near the Alcohol burner
3. Observe it
4. Drop the wax
to the iron stick and placed near the Alcohol burner
ANSWER
SHEET
Name : 1………………………………………………………… Class………………………
No………
2………………………………………………………… Class……………………… No………
3………………………………………………………… Class……………………… No………
4………………………………………………………… Class……………………… No………
5………………………………………………………… Class……………………… No………
6………………………………………………………… Class……………………… No………
Group : …………………………………………………………
1.
What is heat?
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2. How many kind of heat transfer?
Explain it!
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3.
Do you think that the heat is useful for us? Why?
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5. Teaching
Practice
5.1. Procedures
of Your Teaching
I taught Mathayom 1,1 and 1,2
classes On Monday to Thursday. I taught 10 periods every week that divided into
5 period in each class. I taught the Mathayom 1.1 and 1.2 classes in heat
transfer topic. On Monday, I was doing lecturing method to my students. I
taught the definition of heat, particles model, and phase changes. I used power
point as my media to make an implementation of curriculum to my students. On
Tuesday, I did experiment about heat transfers to my student based in my lesson
plan. I chose Problem Based Learning model with jigsaw technique. I divided
them into 6 groups and make again 3 expert groups for each heat transfer method
are conduction, convection, and radiation method.
For
conduction, the students dropped the wax into the metal spot plate and the
aluminum stick and then it burned from the tip of the metal spot plate and
aluminum stick and students will observe it. About convection, the students
filled the water into beaker glass and then it heated. After that potassium
permanganate was poured into the water and the students will see the
circulation of hot and cold water. For radiation, the students placed them hand
near the burner, and then they placed a candle near the burner too, and they
dropped the wax into the iron stick and placed near the burner too, and then
they observed what happened with it. After they do the experiment, the students
went back into them home group and discuss with other friends that what were
they get after they do that experiment. They made a presentation and presented
in front of the class. Then after they do the presentation, I give them an
answer sheet and reward for each group.
On
the next day, I did my evaluation. I chose bingo as my evaluation and game for
my students. My Bingo game has 25 questions and I chose the number by random
number application in my smartphone. After the student saw the question, they
will search the answer in bingo paper. The first group that can make 2 lines
will be a winner and got a reward.
5.2. Time
Management and Organizing Activities
I thing that this is my biggest
problem to teach, time management. Because we should be on time to do every
step of our method. I was asked my students to make a presentation after they
do experiment and they are too slow to make it, but I still patient for waiting
them, because when I said stop at that time, they are not ready and they
presentation will bad, but I think overall is good. I have to management my
time because in a week there is a just 1 period in a day and there is a two
period, so the material that given to the students is different between
Mathayom 1,1 and 1,2 so at the next day I set up again the material to make it
equal.
5.3. Problem
Solving
On
Monday, I was doing lecturing method to my students. I taught the definition of
heat, particles model, and phase changes. I did the lecturing method to my students
and I think it isn't working properly because I speak fully in English language
because my advisor when she teaches, she did bilingual language in Thai and
English language, and maybe there are some words that the student didn’t
understand about it, then my advisor said that I speak very fast so I’ll try to
speak slowly at the next meeting. Another problem is the time management as I
said before, that I must be patient and make a manipulation of another step
like closing step or give them an answer sheet and at the break time they must
collect it again to me.
5.4. Classroom
Management
I did the jigsaw technique, so from
that technique the student will active to do and discuss with another friends,
because after they did experiment they will go back to them home group and
explain what happened to them experiment. I gift some gift to them as a reward
to be brave to make an English presentation and speak in English language.
5.5. Your
Overall Impression on Teaching
Teaching students with use English
language is a great challenge because that is my first time to teach in English
language. Although the subject is easy to understand, but it is difficult to
communicate with the students, even in English language. I learned to thing out
of the box. It makes me thing that teach is not just to transfer your
information to your students but more than it, like how to make an emotional
relationship between you and them so they can understand and always remember
it.
6. Summary and
Suggestions
6.1. Propose of
Practicum
1. To enable the practicum student teachers to develop teaching skills and
pedagogy.
2. To encourage the practicum student teachers to practice English skills.
3. To allow the practicum student teachers to gain a broader regional and
world wide view.
4. To compare the similarities and differences of educational system in
other country.
6.2. Procedures
of Practicum
1. Orientation
2. Observation
3. Teaching
assistant
4. Teaching
practice
5. Evaluation
6. Reflection
6.3. Outcomes
of Practicum
1. The student
teachers can improve the knowledge, skill, confidence, experience attitudes
in an educational institution in their country and abroad.
2. The student
teachers gets to know the Thai language and Thai culture in order that are
expected to be an inspiration in creating a better system in their country.
6.4. The
Challenges of Practicum
1. The difficulty of creating a fun classroom atmosphere.
2. Language barrier become the main obstacle when we teach in the class.
3. The students have the differences strategies in learning process.
4. The student teachers really must be patient with various characteristics
of students, especially with minimal language mastery sometimes students do not
understand where the time is serious and where time is relaxed.
6.5. Overall
Impression
1. The one-month teaching practice has also given so much experience and
insight into the practice of being a teacher.
2. With the practice of teaching and learning directly and manifest to make
the student teachers realize that teaching or becoming a teacher is not just
enough to master the material. Become a teacher must also must be able to
recognize each characters of the learners, so that in the way of delivering
materials the student teachers are able to choose the methods and strategies to
be used.
3. SEA TEACHER Project activities has given the opportunity for student
teachers to apply and develop the knowledge and skills in the learning
activities and in the actual situation at school.
4. The SEA TEACHER Project widens the understanding of student teachers
regarding the obstacles or challenges in teaching students. It enlighten
student teachers about diversity of students’ learning strategies as well as
their culture. It trains student teachers to cope up, to adapt, and to
transform to a globally competitive teacher whose goal is focused not only on
educationing his own fellowmen but rather educating every youth in the world.
6.6.
Suggestions for Future Improvement
1. For Udon Thani Rajabhat University
The University
already gave the best for us, all the accommodation also.
2. For SEAMEO and SEA TEACHER Program
We hope all of the Southeast Asia countries can join this program,
not just only Philippines, Indonesia, and Thailand.
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