TEACHING Practice

procedure of teaching

I begin the class by asking a student to lead our opening prayer, and then I direct everyone to clean and organize their individual areas before settling into their comfortable seats. Once everyone is settled, I immediately check the attendance to ensure all students are present and ready.

To transition into our lesson, I introduce a motivational activity called "Hot Potato," where students pass a ball around while music plays, and the student holding it when the music stops must answer a quick review question about Circuit Training in Basketball. Following this activity, I clearly state our lesson objectives and review our standard classroom rules to establish a focused learning environment before using my PowerPoint presentation to explain the core concepts of basketball circuit training.

Throughout the lecture, I frequently ask direct questions to check for student understanding as I introduce the layout of the course, showing them how the circuit is organized into four distinct stations: Station 1 for defensive movement, Station 2 for dribbling, Station 3 for agility, and Station 4 for shooting. Finally, before sending the students out to perform the drill, I have them watch and analyze short tutorial videos that demonstrate the exact technique, body posture, and footwork required for each station.

The practical application of these concepts takes place out on the field. I begin by having the students conduct a dynamic warmup, immediately followed by a clear demonstration of how to navigate the circuit course. After demonstrating the proper technique for each skill, I give the groups five minutes of practice time per station, rotating them systematically so that everyone can practice at all four locations.

The session concludes with the official assessment. For this activity, I divide the class into four groups for a timed competition. The assessment focuses heavily on their teamwork and motor coordination, as they must complete the entire course as quickly as possible while maintaining the correct body form for defending, dribbling, footwork, passing, and shooting.

classroom management

To facilitate learning both inside the classroom and out on the field, I employ an authoritative teaching style. This approach allows me to establish clear rules and high expectations while simultaneously building positive, supportive relationships with my students. By balancing strict structural boundaries with a degree of student autonomy, I can foster a more effective learning environment that ultimately drives better student outcomes. During the lessons, I observed that the students are naturally interactive and playful. Because of this, it is crucial to maintain a classroom atmosphere where they feel secure enough to freely explore the concepts and figure out tasks on their own, rather than just following rigid commands.

For example, once the students have learned the mechanics of each basketball skill, my role during the practice session shifts to that of a guide. As they work through their respective stations, I step in to give constructive feedback, correct their physical form, and provide specific pointers for improvement. At the same time, I intentionally step back enough to let them independently explore and get a feel for the movements themselves.

time management and organizing activities

To balance my workload as a SEA Teacher fellow and as a pre-service teacher in Indonesia, I created a vision board that served as both a visual schedule and a daily motivator. Living and teaching in a new cultural environment while managing lesson plans, classroom observations, and university requirements can quickly become overwhelming. By mapping out my weekly goals, teaching philosophies, and personal milestones on this board, I was able to keep my primary objectives clearly in sight. It acted as a constant reminder of why I chose this journey, helping me look past the daily stresses of adjusting to a foreign school system and stay focused on my professional growth.

Furthermore, this vision board helped me prioritize my responsibilities so that neither my duties to the host school nor my academic obligations back home were neglected. I used it to organize my weekly targets—such as drafting lesson plans for my Indonesian students, documenting my teaching reflections, and setting aside time to immerse myself in the local culture. This structured yet inspiring visual tool kept me disciplined, ensuring that I managed my time efficiently while maintaining the enthusiasm and energy needed to be effective both inside the classroom and out on the field.

When organizing the activities for my teaching practice, I structured the lessons to progress systematically from simple concepts to more complex applications. I began by ensuring the students mastered foundational movements and basic theoretical knowledge before introducing advanced multi-skill circuit drills. This step-by-step approach allowed students to build their physical coordination and confidence gradually, ensuring no one felt overwhelmed by sudden increases in difficulty.

During my final demonstration at SMAN 4, I encountered one of the most feared problems when teaching PE: the rain. When I looked up at the sky early that morning, the sun was hidden behind dark, heavy clouds. Because my topic was circuit training, which requires a lot of space, I was deeply worried about how the lesson would go. I began the session inside the classroom to discuss the theory and lay down the instructions and rules for the final activity. Just as expected, it started to rain heavily. Fortunately, we were able to secure a large classroom, forcing me to modify the layout of the circuit course on the spot to fit the indoor space.

This challenge allowed me to prove that I could think on my feet and solve critical problems as an educator. I felt incredibly happy and fulfilled with my performance because the sudden change did not compromise the lesson. My students adapted beautifully to the new setup, successfully applied their practical skills, and fully engaged with the modified strategies.

problem solving while teaching