Teaching Practice

Prior to teaching properly, the teacher had to ensure that everyone was settled and was aware of what would take place in the two-hour meeting. To avoid interruptions and calling out misbehaviors, the teacher ensured that everyone knows that there should be no one using their mobile phones, as well as using ChatGPT. Then, the teacher grouped the students for the game using random-picking technique, enabling no bias methods in choosing. The teacher then introduced the mechanics, such as: 

• With the class divided accordingly, each group will draw the sequence for the game; with each group given a chance to pick between 3 difficulties. Each difficulty corresponds to an SDG for the players to guess. Raise the answers after the cue;

• The teacher will provide the picture hint followed by the first phrase hint. Players can only guess after the first phrase hint is shown;

• If the group answered correctly, they will receive the corresponding score depending on the difficulty of the question; and,

• In front are materials for the game; ensure that each show board is present using the guide.

The procedure for the core learning activity depends upon the students, given that they will be those drawing the sequence for the game. Every after one round, it was necessary for the teacher to discuss and add supplementary information, as well as giving feedback as to why some answers are correct. One important thing to remember is that the teacher should provide simple gestures and comments, such as clapping for the correct answer, saying very good, etc. For the closing learning activities, the teacher asked questions: a) “What significance can the Sustainable Development Goals bring to Indonesia and the world?” and, b) “Is the goal of the United Nations to accomplish the SDGs in 2030 feasible? Briefly explain.” The teacher then made a generalization of the overall gist of the subject matter.

Since there is delay to the teaching practice, some of the discussions were no longer elaborated further and there are key parts that were no longer executed. Also, the internet connection was slow and made interruptions while the game-proper. However, I did not let these hinder my passion in teaching— good thing I prepared alternatives to still continue the game, using the printed pictures and verbally giving the hints of each SDG. One thing I’m proud of is I memorized the flow of each PowerPoint and the information I want to share with my students, making it possible to go the alternative route.

The game was through a group and it will naturally cause noise. I ensured that I let them finish talking before I provide the supplementary information. Although it did not work all the time, driving me to cause disciplinary measures— verbal behavioral management, such as asking them why they create noises, telling them that it is my turn to speak, and asking them to listen to me because those are considered hints.

I also told my students that mobile phones are not allowed inside the classroom, particularly using Google and ChatGPT. Using the tone of my voice, I ensured that I am strict with my belief that using AI and other search engines should only be used at the right time. However, it is still crucial to keep in mind that since it is my first time meeting them, I have to establish rapport and present a pleasing personality with them. Otherwise, they would distance themselves and feel that I am superior to them.