5.1 Procedure of Teaching

To effectively teach the topic Pelangi (Rainbow), I began by preparing a lesson plan based on the details provided to me. After assessing the available resources in the classroom, I designed six activities to reinforce the children's learning and engagement throughout the week. I prepared a detailed description of the activities and submitted it to Miss Fitroh for review. Once the six activities I had planned for the two-day demo were approved, I immediately prepared the necessary instructional materials. To ensure a smooth demonstration, I set up and organized all the materials a day in advance.

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In my first demo, the teaching process started with circle time, where I greeted the children and initiated a short discussion about their day. I then conducted a review session, asking them about the previous day's lesson to activate their prior knowledge. To set a lively tone, I facilitated an icebreaker game before transitioning into the main lesson.

 

For instructional delivery, I structured the learning experience around three rotational activities. I introduced the topic by singing a song about the rainbow, gradually translating it into Indonesian to build the children's vocabulary. Following this, I presented the colors of the rainbow first in English and then in Indonesian, reinforcing their comprehension. To ensure clarity, I demonstrated each activity step by step before assigning the children into equal groups. The rotational approach allowed each group to participate in all activities, ensuring hands-on learning and active engagement. This structured process helped the children grasp the lesson effectively while maintaining an interactive classroom environment.

 

In my second demo, the teaching process started with a review of what they had learned the previous day. I did a recap by asking them to name the colors of the rainbow, followed by an interactive activity where I said a color in English, and they responded in Indonesian, or vice versa. I then followed the same structured approach, demonstrating each activity step by step before assigning the children into equal groups.

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Throughout the activities, I actively supervised the children, ensuring they remained engaged and understood the lesson. By implementing this organized and dynamic teaching approach, I was able to make the learning experience more meaningful and engaging for the children.

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5.2 Time Management and Organizing Activities

Effective time management and well-organized activities played a crucial role in delivering my lessons on Pelangi (Rainbow). I carefully planned each activity based on its level of difficulty to ensure a smooth and progressive learning experience for the children. I made sure that the tasks were well-structured, starting from simple activities and gradually increasing in complexity to challenge their learning.

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During my first demo, I introduced foundational activities to help the children become familiar with the topic.

• Activity 1: Word Hunt – The children searched for words hidden under the sand, all related to the lesson, and wrote them on paper.

• Activity 2: Coloring the Rainbow – The children colored their own rainbow based on the colors they've learned. 

• Activity 3: Rainbow Puzzle – The children arranged six puzzle pieces to form a cut-out rainbow using numbered guides.  

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For my second demo, I implemented more challenging activities that required greater focus, creativity, and motor skills.

• Activity 1: Threading – The children created a rainbow necklace using cut plastic straws and yarn. 

• Activity 2: Rainbow Mosaic – The children arranged colored paper pieces to form a rainbow. 

• Activity 3: Rainbow of Dreams – The children wrote their dreams on popsicle sticks and pasted them onto a rainbow display.

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Instead of having all children do the same activity at the same time, I followed their rotational system, where the class was divided into three groups. Each group started with a different activity and rotated to the next station after completing their task. This approach ensured that every child engaged in all three activities without overwhelming the learning space.

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5.3 Problem-Solving

Managing transitions, student behavior, language barriers, and time constraints is essential in maintaining a smooth and effective learning experience. Since young children may struggle to shift focus between activities, I incorporated engaging transition strategies to help them adjust naturally. In my first demo, I introduced a song that we sang together before moving on to the next task. In my second demo, we played a short game to refocus their attention and ensure a seamless transition between activities.

 

To encourage positive behavior and engagement, I implemented a star reward system where students earned one star after successfully completing each activity. By the end of the lesson, they could accumulate up to three stars, reinforcing motivation, participation, and task completion.

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Ensuring inclusive teaching was also a priority, so I designed activities that matched students’ abilities and interests while offering differentiated support. I provided extra guidance for struggling learners, helping them complete tasks at their own pace, while advanced students were given additional challenges to keep them engaged and extend their learning. ​Additionally, to address the language barrier, I made sure to learn some basic Indonesian words and expressions commonly used in classroom instructions, such as "duduk" (sit down), "tetap tenang" (observe silence), "dengarkan" (listen), "tepuk tangan" (clap your hands), "angkat tangan" (raise your hand), "acungkan jempol" (thumbs up), "bagus" (very good), "luar biasa" (excellent), "hebat" (awesome), and more. Learning these key phrases helped me communicate effectively and manage the class more smoothly. I also prepared a script before my demo to ensure that I could deliver instructions clearly in Indonesian, making it easier for students to follow along and engage in the lesson.​ Finally, effective time management was key to keeping lessons on track. To overcome time constraints, I allocated specific time slots for each activity, prioritized essential content, and used a structured yet flexible lesson plan that allowed adjustments based on students’ responses and engagement levels. 

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5.4 Classroom Management

Effective classroom management is essential in maintaining a structured, engaging, and positive learning environment. To ensure that students remained attentive and on task, I used a combination of personalized engagement, positive reinforcement, and proactive supervision.

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One of the strategies I employed was calling students by name during the demonstration process. When a child was distracted or talking loudly, instead of reprimanding them, I involved them directly in the activity to refocus their attention. For example, if Alfie was talking loudly, I would call his name and ask, "Benar, Alfie? Apa yang akan kita lakukan dengan benang ini?" (Right, Alfie? What are we going to do with this thread?"). This approach not only redirected their focus but also made them feel valued and included in the lesson, reinforcing their engagement. Additionally, I implemented a star reward system to encourage positive behavior, participation, and task completion.

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Beyond the reward system, I also ensured constant supervision and individualized support during activities. I moved around the classroom to observe, assist, and guide students, making sure they were on track and engaged in the learning process. I also made sure that I was actively involved in the activity by participating alongside them, so they would feel that I was part of the learning process with them. By actively participating, I created a more interactive and supportive environment where students felt comfortable and motivated to engage.

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