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During my observation of Puhua School, I noted that the academic day extends from 7:25 AM to 5:00 PM, Monday through Friday. The school day commences with distinct morning routines every Monday. Upper grades participate in a flag-raising ceremony held in front of the school building, while lower grades assemble in the designated assembly room.
Within each classroom, I observed classes typically begin with a brief prayer followed by a round of greetings. A particularly noteworthy aspect of classroom management at Puhua School, in my observation, lies in its proactive approach to minimizing distractions. To this end, a strict cellphone policy is implemented. Students are required to deposit their mobile devices in a designated container at the beginning of each class. Access to personal phones is then restricted, with exceptions granted only in emergency situations, at the conclusion of the class period, or when necessary for academic purposes such as quizzes.
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The school's curriculum demonstrates a commitment to academic excellence by integrating elements from international sources such as Pearson EdExcel and Hebei University, while simultaneously adhering to the mandates of the Indonesian National Curriculum, which includes the compulsory study of Bahasa Indonesia, Religion, and Pendidikan Kewarganegaraan. Prior to the commencement of each academic year, teachers meticulously prepare comprehensive lesson plans to ensure effective and engaging instruction.
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I observed that teachers in lower grades primarily use student-centered approaches. These approaches encourage active student participation in discussions and help students discover math concepts on their own. Additionally, teachers in lower grades often use energizers, such as Sudoku math games, to capture student attention and increase their interest in learning.
Conversely, in higher grades, I observed a more common teacher-centered approach. In this model, the teacher mainly delivers lectures, and students listen and follow along using textbooks.
Also, all teachers offer a one-on-one discussion with the student who faces challenges in grasping the lesson. This is to make sure that no student left behind
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In my observation, the classroom facilities at Puhua School are well-equipped with advanced technologies that enhance the teaching and learning process. I observed that projectors and televisions are commonly utilized for presenting lessons through PowerPoint slides and Canva presentations. While technology plays a significant role in math instruction, the teachers also use the traditional methods, such as pen and board, in elaborating complex mathematical concepts.
In my observation, assessment practices at Puhua School varied, incorporating both authentic and traditional methods. This choice appeared to be influenced by teacher preference and grade level. I noticed that teachers in lower grades demonstrated a greater integration of technology and contemporary trends in assessing student performance. For instance,
I observed the use of online games as part of quizzes, with platforms like Quizizz, Quizalize, and Kahoot being utilized. Conversely, in upper grade levels, I primarily observed the use of traditional paper-and-pen assessments
