1. Teaching methods
The mode of instruction in STMI is in Bahasa, except in english class. Teachers as well the pupils talk using their native dialect and seldomly use english language. Most teachers have knowledge in using English dialect, but few are comfortable in using it.
Teachers engage students in more lively and meaningful instruction of learning. One instance was when the teacher let the children roam aroung the area and introduced the parts of the plants using a real plant found inside the vicinity. From time to time, the teacher asked directive questions to let the students explore the answer themselves.
2. Learning Materials and innovation
Teaching materials being introduced to the pupils were different and varied from one activity to another. These variations provided an effective teaching learning process within the class. The differentiated types of instruction varied from representations of real life objects using graphics or picture cards to realias, introducing the object using realistic and genuine natural form of the object.
Sample scenarios where the teacher taught the lessons:
The class teacher showed different types of fruits available within the community. She started the lesson about fruits by presenting each kind using a real fruit.
The teacher provided worksheet wherein the pupils will be tasked to put color of the fruit printed in grayscale following the guidance of the photo beside it.
The teacher set out an activity using real dried twigs and branches of plants. In this activity, the children had to stick the cut out papers formed into leaves to the twigs using glue as the adhesive.
Using the papers in colors green for the leaves and stem, orange and pink for the tulip flowers, the class had an activity of paper origamy. With the guidance of the class teacher and support of the teacher aids, the children followed and made their own origamy of the flower tulip.
3. Sources of learning and technology
According to my cooperating teacher in STMI, she sourced her activities and other sources of aids inside the classroom such as pictures, videos and other type of media form that she can find through the internet.
Sources of learning with the help of technology inside the learning area are as follows:
Books
These books were bought upon enrollment of each child. These books supplement the learnings of the children and strengthen it.
They had a spot the thing book activity wherein their teacher asked them to get a certain hue from their box of colors and had to encircle the object stated by the teacher using the color the teacher chose.
Videos sourced with the help of the computer
The teacher showed the children a video clip of how the people plant and harvest the tulip. In the video, the tulips that were planted in a arranged array set by colors were being plucked with the use of machine.
Manipulative sensoral toys and materials available inside the room
Children built towers and buildings according to what their idea about things. The girl from the last photo had a drama play with the onloonking teacher and played a pastry and tea play. The block held by the teacher were attached together by the pupil opposite her. According to the child, she baked the cake and would then cut it into pieces and pieces of the block will be placed on a saucer.
Activity worksheets provided by the teacher.
4. Authentic Assessment
Authentic Assessment are performance-based assessment and since STMI is practicing the montessori teaching. The activities provided and supplemented by the school to the pupils were mostly performance based. Even their progress report, which is their type of evaluating the pupils’ progress is measuring the performance the children executed inside the learning area.
These are the school’s different classification of progress reports: