SEA-TEACHER

My Journey In The Philippines 

I. AUTHOR'S and  SCHOOLPROFILE

1.  Author's Profile

Welcome to the story of a child who has a dream of becoming a great teacher. A woman  from the village who dared to dream of going abroad.

I am Nurliana Susti, a woman born in 2003. A student of English Education, University of Bengkulu. I have participated in the SEA-TEACHER Batch 10, in Philippines. FEU ROOSEVELT CAINTA is the campus where I was assigned to participate in SEA-TEACHER.

The SEA Teacher Project, also known as “Pre-service Student Teacher Exchange in Southeast Asia”, is a project of SEAMEO. The Southeast Asian Ministers of Education Organization (SEAMEO) is a regional intergovernmental organization founded in 1965 between the governments of Southeast Asian countries to promote regional cooperation in the fields of education, science and culture in the region. Going abroad is my dream that no one expected to achieve. I received news from the study program group about the opening of the SEA-, TEACHER Batch 10 selection.

There was a lot of fear and disbelief when I signed up. But, when I saw my name on the announcement I was very happy. Not only me but my family is also happy. I feel very lucky to be able to take part in this activity.

Thank you SEA-TEACHER for accepting me and making my dream come true.

2. Scholl Profile 

In 2018, Roosevelt College Inc. (RCI), celebrates 85-year journey as a pinoneering and leading educational institution of the Province of Rizal and eastern Metro Manila to becoming a proud member of the FEU Group of Schools. The FEU Group of Schools is a network of educational institutions in the Philippines that offer various academic programs and cater to different levels of education. It is composed of six legal entities operating nine campuses for over 40,000 students.

FEU Roosevelt is a private non-sectarian college system of five greater Metro Manila campuses. It currently operates three sub-campuses located in Cainta, Marikina, and Rodriguez.

FEU Roosevelt Cainta was set up in 1974, when then Roosevelt Memorial High School was transferred from San Roque in Marikina to the sprawling Sumulong Highway campus. Aside from Basic Education programs from preschool to senior high school, the Cainta campus also houses FEU Roosevelt’s Institute for Teacher Education.

Here are the collage Vision and Mission:

Vision

FEU Roosevelt envisions a productive and responsible citizenry empowered through education.

Mission

• Promotes the value of resilience through a dynamic curriculum and programs that advocate teamwork and collaboration.
• Develops competence in lifelong learners; nurture their ability to be creative, critical thinkers, and effective communicators.
• Instills integrity of mind, body, and spirit throughout its community.

3. Academic Support System

FEU Roosevelt Cainta offers a variety of academic support systems that greatly enhance the learning process. The available facilities include:

• Laboratories: Equipped with computer and science labs to support practical activities.
• Kitchen Facilities: Used by students for cooking practice, enhancing their culinary skills.
• Cafeteria: Provides healthy food options that are popular among students, creating a pleasant dining environment.
• Clinic: Available to offer health services for students.
• Library: Offers a wide range of learning resources to support reading and research activities.
• Comfortable Classrooms: Classrooms are equipped with air conditioning, LCD projectors, computers, and whiteboards, creating an optimal learning atmosphere.

In addition, FEU Roosevelt Cainta utilizes digital academic systems to enhance the learning experience. Applications like Scholastic are instrumental in helping students improve their English reading skills. Furthermore, Canvas and Microsoft Teams are used for online learning. Through Microsoft Teams, students can access and submit assignments from their teachers, as well as take exams online. With these various facilities and support systems, FEU Roosevelt Cainta is committed to creating an effective and enjoyable learning environment for all students.

4. Teaching System

Based on my observations of the cooperative teacher, the teaching system implemented in the classroom effectively encourages students to understand the material presented. This method is known as discovery learning.

In discovery learning, students are actively involved, allowing them to maximize their learning potential. Group learning is also a key component of this method. Through collaboration in groups, students are trained to work together to complete assigned tasks.

Additionally, this approach fosters students' ability to make decisions and draw conclusions, enabling them to gain a deeper understanding of the subject matter. This self-directed learning process helps students internalize knowledge, enhancing their overall educational experience.

5. Material and Other Learning Sources

In the elementary grades 4-6, the materials used are sourced from textbooks, the internet, and the teachers themselves. Additionally, for certain topics, students utilize learning materials provided in the library, such as learning cards that contain stories and questions.

These diverse resources enhance the learning experience, allowing students to engage with the material in various ways and reinforcing their understanding of the subject matter.

6. Measurement and Evaluation System

At FEU Roosevelt Cainta, in the elementary level, teachers conduct evaluations to assess students' learning achievements. Midterm and final exams (Picture above), scheduled as part of the school's annual program, are the primary methods used for evaluation.

Based on my observations in the classroom, teachers also provide practice questions at the end of each topic. This serves as a form of evaluation of students' understanding and the effectiveness of the learning process.

7. Curriculum

The FEUR uses the K to 12 Basic Education Curriculum. FEUR is aimed at the development in all aspects of students: education, morality, physical. The learning system of the curriculum is based on the active learning approach that encourages students to do observing, questioning, associating, experimenting, and networking. This subject is designed to enhance the understanding of the principles and concepts in the study of biology, particularly life processes at the cellular and molecular levels. It also covers the transformation of energy in organisms.

8. Teaching Plan

In the English lessons for elementary students, teachers create weekly teaching plans that are used flexibly and adjusted according to the schedule.

The format of the teaching plan includes general information, such as the "Schedule," which contains the date, grade level, and subject. Additionally, the "Standards" section outlines Content Standards, Performance Standards, Essential Understandings, and Essential Questions. The plan also includes the lesson title, the unit being taught, and the learning activities to be conducted.

Several steps are taken by the teacher during the learning process. First, the teacher provides fun activities to motivate students in their learning. Second, a review of previously covered material is conducted. Third, a discussion is held about the material that has been studied. Finally, students are given activities to assess their understanding of the content that has been taught.

II. PEDAGOGICAL CONTENT

1. Teaching Method

The teaching method employed positions the teacher as a facilitator for the students. The focus of the learning process is on the students themselves. The teacher ensures that students understand the material by providing opportunities for them to connect their experiences and knowledge to the learning content.

Students also engage in group work, which helps them develop their teamwork skills and encourages the exchange of ideas among peers. This approach aligns with FEU Roosevelt's mission of fostering resilience.

2. Learning Materials and Innovation

For learning English at elementary school, the materials used are reading cards that can be used in the library, and modules that students can access via canvas at any time. Also, Scholastic is used to train and improve students' reading skills.

In learning innovations are also carried out to make students interested and not bored with the learning material. including using the pick pack boom game. The method is, for example, in pronoun material, students are divided into 3-4 people in one group. Each group chooses a name for their group based on the type of noun, for example group 1 personal pronoun, group 2 possessive pronoun, group 3 reflexive pronoun, group 4 anti-accident pronoun (or you can also use group names such as she, he, her, himself, itself, etc. ). After that, the first person in the group will say the word pick, the second person pack, and the person who says boom will immediately say the name of the other group (pick, pack, boom possessive pronoun) and so on. This innovation is carried out at the beginning of learning to train students to remember previous material, as well as train their concentration in learning. This makes students enthusiastic and interested in learning.

3. Sources and learning technology

As previously stated, the learning resources used are modules that students can access on the canvas.

The learning technology used is Scholastic which helps improve students' reading skills. And Microsoft Teams is used for online communication (learning groups). Midterm and final exams are also via Microsoft Teams.  For supporting technology in the classroom, there are computers, projectors, and LCDs which really help learning.

4. Authentic Assessment

* Daily assessments

   Students have targets in reading on Scholastic. Every day before learning the amount of students'           reading will be checked by the teacher, and the score will be calculated every month. The more you       read, the higher your score.

* Assessment of assignments at the end of each lesson, when the material is finished, students are given practice and checked together and their scores will be recorded.

* Mid and final tests from school

III. TEACHING PLANN

In the second week, before conducting my teaching practice, I had a discussion with my cooperating teacher regarding the lesson topic I would use in the classroom. Based on the outcome of our discussion, my cooperating teacher allowed me to choose the teaching material. After considering several options, I decided to teach Narrative Text. I chose this topic because I believe it can engage the students’ interest and provide ample opportunities for developing their reading and writing skills. 

Here is the Lesson Planning: Click here for LPLP

IV. OBSERVATION on TEACHER

1. Planning for Teaching

Based on my observations, my cooperating teacher takes time at the beginning of each school day to carefully prepare a lesson plan. This preparation typically occurs before the school day officially starts. The lesson plan is a well-structured document that includes detailed objectives, the materials needed for the lesson, and a clear outline of the key goals that should be accomplished by the end of the class. It also reflects a thoughtful approach to addressing students' learning needs, ensuring that the content is appropriate for their level and that various teaching strategies are incorporated to engage all learners. By preparing this plan in advance, my cooperating teacher is able to manage the flow of the lesson more effectively, anticipate any potential challenges, and create a focused, organized environment for learning.

2. Preparing lesson and material

In my observations, she is an educator who takes great care in preparing her lessons. Her meticulous planning ensures that each class runs smoothly and effectively, creating a conducive learning environment. She demonstrates a strong understanding of how to manage and set the right tone for the classroom, using various strategies to maintain focus and engagement. Her ability to anticipate student needs and adapt the lesson accordingly allows the learning process to unfold seamlessly, promoting a positive and productive atmosphere for all students.

3. Teaching in the class

During my observations, I found that the learning experience was far from boring. She has a remarkable ability to create lessons in a way that is not only engaging but also highly stimulating for the students. Her teaching methods are dynamic and creative, capturing the students' attention and sparking their enthusiasm for learning. As a result, the students are eager and actively involved throughout the lesson. I was genuinely impressed by her approach, which combines both energy and insight, making the learning environment lively and inspiring. It's clear that she has a unique talent for keeping students motivated and excited to learn, which made a lasting impression on me.

4. Reflection and Evaluation

In the reflection process, the evaluation method used by my cooperating teacher serves as a way to review the material covered throughout the unit at the end of the discussion. She primarily uses quizzes as a form of assessment, which are administered on paper. To ensure that students remain focused and manage their time effectively, she sets a specific time limit for completing the quiz. The content of the quiz is drawn from the material that students have already learned in previous lessons, ensuring that the assessment aligns with what has been taught in the unit.

V. TEACHING PRACTICE

1. Procedure of teaching

I began my teaching in the second week, after spending the first week observing and assisting with teaching. To meet the SEAMEO requirement of completing 20 hours of teaching, I was assigned to teach two classes, 4 Empathy and 4 Humility, during the second and third weeks. Below is the class schedule:

2. Time management and organizing activities

Since each class session lasts for only one hour, I carefully planned the activities within a set timeframe. For instance, the introduction phase takes around 15 minutes, followed by a 20-minute deep discussion. After that, I allocate 10 minutes for interactive activities to assess the students' understanding and engage with their knowledge. The final 15 minutes are dedicated to reviewing the material through a series of questions related to the lesson, which helps reinforce key concepts. I then conclude the session with a brief summary and closing remarks.

3. Problem Solving

Throughout my teaching, I encountered several challenges:

• Language Barrier: Some students continued speaking in Tagalog, as they were not yet fluent in English.
• Time for Note-Taking: It took students a longer time to copy the material from the PowerPoint slides.
• Time Management: There were occasions when I ran out of time before finishing the lesson.

To address these issues, I implemented the following solutions:

• Language Barrier: I made frequent reminders for students to ask questions in English. When some students still preferred to ask in Tagalog, I encouraged them to seek translations from their classmates. My cooperating teacher also assisted by translating when necessary.

• Note-Taking: I allowed extra time for students to copy notes. If some students were unable to finish, I asked them to check their classmates' notes or encouraged them to use the material available on Canvas, where they could access the content anytime, anywhere.

• Time Management: I adjusted my time management strategies by being more mindful of the time limits and occasionally carrying over unfinished content to the next class.

4.Classroom management

The classroom dynamics in the two classes, 4 Empathy and 4 Humility, are quite different, requiring distinct approaches to management. In 4 Humility, the students are generally quieter and more manageable, making it easier to maintain control over the class. In this environment, I engage them more actively by encouraging interactions and incorporating fun activities to keep them engaged.

On the other hand, 4 Empathy tends to be more energetic and noisy. The students are highly engaged in discussions and ask many questions, which is positive, but their enthusiasm can sometimes lead to a lack of control. To manage this, I avoid giving them too many activities, as this can increase the noise level and make the class harder to manage.

When either class becomes disruptive, I take a moment to ask them whether they are paying attention and listening to me. This helps refocus their attention and restore order. Additionally, the class president plays a crucial role in helping me maintain a conducive learning environment by assisting in managing the classroom situation when needed.

VI. SUMMARY and SUGGETIONS

1. Purpose of Practicum    
The primary aim of the practicum is to enhance teaching skills and pedagogy, as well as to practice English proficiency. It provides an opportunity for future educators to broaden their perspectives, both regionally and globally. Additionally, the practicum exposes students to a variety of teaching and learning experiences, helping them develop adaptability and an understanding of the importance of flexibility in the classroom.

2. Procedure of Practicum 
The process begins when 7th-semester students submit their registration forms to the SEAMEO coordinator at their home university. Each institution has its own registration procedure that students must follow. Once the registration is approved and the student is accepted, they receive notification via email and engage in discussions with the host university, including details about their arrival dates in the host country.

The practicum itself consists of four key stages: observation, assisting in teaching, conducting lessons in the classroom (with a minimum of 20 teaching hours), and evaluation. The host university arranges the timeline, which the students must adhere to. The final evaluation, known as the grand or final demonstration, involves a review of the student teacher’s performance by both the mentor and the cooperating teacher at the end of the practicum. Additionally, students are required to submit a report in the form of a blog to reflect on their experience.

3. Outcomes of Practicum 
The outcomes of my practicum experience include significant improvements in my English communication skills and a deeper understanding of the educational system in the Philippines. I also gained insight into the cultural similarities and differences between Indonesia and the Philippines, which has broadened my appreciation for diversity. This experience has allowed me to expand my global knowledge, build international relationships, and boosted my confidence in teaching.

4. Challenges of Practicum
One of the initial challenges I faced was the language barrier. As the Philippines is an English as a Second Language (ESL) country and Indonesia is an English as a Foreign Language (EFL) country, communication in English was often difficult for me. Additionally, not being able to speak the local language posed a challenge. Another challenge was adapting to cultural differences, particularly in food and religion. The Philippines is predominantly Catholic, while Indonesia is mostly Muslim, which presented some notable contrasts in daily life and practices.

5. Overall Impression        
Overall, I am extremely grateful for and satisfied with the experience gained through this program. It provided an invaluable opportunity for me to study abroad and learn more about global cultures. This experience has been unforgettable, and I have gained so much from it. I am hopeful that the knowledge and skills I have acquired will contribute to my future growth as a teacher.

6. Suggestions for Future Improvements 
In terms of suggestions for future improvements, I would love to see more countries within ASEAN participate in this program. This batch only offered two options—Thailand and the Philippines—and expanding this would provide students with more choices. Additionally, I believe it would be beneficial to include a designated day for exploring the host country without interfering with the practicum schedule. While most of our time was focused on teaching, having a few days for cultural exploration would enrich the overall experience, especially since we were already abroad and had limited time to discover the host country.