20 DAYS IN THE PHILIPPINES - SEA TEACHER BATCH 10
INTRODUCE ABOUT AUTHOR
I first known about the SEA Teacher program through a friend who participated in the Sea Teacher batch 9. She shared many captivating stories, recounting both the meaningful and transformative experiences she had during her trip. Her enthusiasm sparked my curiosity, and I couldn’t help but feel drawn to the opportunity. After our conversation, I immediately went online to research more about the program, diving into the details and reading stories from other participants as well. It seemed like the perfect chance to grow both professionally and personally. With this idea in mind, I turned to my family for advice. Their encouragement was overwhelming, and they fully supported my ambition to take this journey. With their backing and my determination, I made the decision to apply for the program, ready to embark on an experience that promised to be just as impactful as my friend had described.
The SEA Teacher Project, formally known as the "Pre-Service Student Teacher Exchange in Southeast Asia," is an initiative by the Southeast Asian Ministers of Education Organization (SEAMEO). Established in 1965, SEAMEO is a regional intergovernmental organization that brings together Southeast Asian governments to foster collaboration in education, science, and culture across the region.
AUTHOR'S PROFILE
Name of Student: VO THI QUYNH NHU
University Name: DONG THAP UNIVERSITY (DThU) - VIETNAM
University Address: 783 Pham Huu Lau St., Ward 6, Cao
Lanh City, Dong Thap province, Vietnam
Faculty: Foreign Language Major: English Teaching Education
Year of Study (3rd or 4th): 4th Preferred Level to Teach: Grade 10 - 12
Preferred Subject to Teach: English
Home Address: Binh Ninh Hamlet, Tam Binh Commune,
Cai Lay District, Tien Giang Province
E-mail Address: 0021411619@student.dthu.edu.vn
MobileN0.:+84963625467
Personal Information
Date of Birth (DD/MM/YYYY): 05/02/2003
Age: 21 Gender: Female
Drug Allergy: None
Nationality: Vietnamese Ethnicity: Kinh
Religion: None Marital Status: Unmarried
Education Background:
Elementary: Tam Binh Primary School
Middle school: Tam Binh Secondary School
High school: Luu Tan Phat High School
University: Dong Thap University
Experience:
2018 – 2020: A member of English Club
2022: Get the third prize in the
English Teaching Contest
2022-present: A tutor of English ( offline and online)
2023-present: A teaching assistant in Ismart education
UNIVERSITY PROFILE:
SAINT LOUIS UNIVERSITY(SLU)
Nestled in the scenic mountains of Baguio City, Philippines, Saint Louis University (SLU) stands as a beacon of educational excellence, rooted in a deep tradition of Catholic values and a strong commitment to quality education. SLU has grown from a humble school into one of the country's top universities, offering a wide range of undergraduate and graduate programs. This is a private Catholic research basic and higher education institution run by the Congregation of the Immaculate Heart of Mary in Baguio, Philippines. It was founded on December 1, 1911, by the CICM Missionaries.
SLU is known for its vibrant campus life, fostering a strong sense of community and engagement through numerous student organizations, cultural activities, and athletic programs. The institution emphasizes values such as service, leadership, and social responsibility, aligning with its mission to produce graduates who are not only skilled professionals but also responsible citizens. With state-of-the-art facilities and a dedicated faculty, Saint Louis University continues to be a leading educational institution in the Philippines, contributing to the development of the region and the nation.
With a rich of history about education, Saint Louis University began as a one-room elementary school. Over the decades, it blossomed into a full-fledged university with a strong foundation in the humanities, social sciences, and various technical fields. The institution's dedication to holistic education is evident through its continuous production of graduates who excel not only academically but also in their contributions to society.
About the vission and mission:
We - the CICM Philippine Province, an international community of religious missionaries dedicated to Incarnate Word under the patronage of the Immaculate Heart of Mary, with the inspiration of Théophile Verbist and his companions, and sent to the nations particularly to where we are most needed - commit ourselves to proclaim Christ and foster the missionnary consciousness of the local Church through our joyful and prophetic witness, and to keep alive a pioneering spirit in our involvements
Saint Louis University
is an excellent missionary, and transformative educational institution that is zealous in developing human resources to be creative, competent, socially involves, and imbued with the Christian Spirit
Quality - Policy Statement
We are committed to developing locally responsive, globally competitive, and empowered human resources who are creative, competent, socially involved, and imbued with Christian spirit.
We, in partnership with our stakeholders, are committed to continually improving the effectiveness of our quality management system in meeting all applicable requirements towards the utmost satisfaction of our valued customers.
" We envision Saint Louis University as an excellent missionary and transformative educational institution zealous in developing locally responsive, globally competitive, and empowered human resources who are creative, competent, socially involved, and imbued with Christian spirit."
The SLU Vision-Mission Statement
About academics, SLU includes: Basic education, undergraduate and post-graduate
- Basic education
- Basic Education School - Laboratory Elementary Department .
- Basic Education School - Laboratory High School Department
- Junior High Department
- Senior High Department
- Undergraduate
- School of Accountancy, Management, Computing and Information Studies (SAMCIS)
- School of Engineering and Architecture (SEA)
- School of Nursing, Allied Health and Biological Sciences
- School of Teacher Education and Liberal Arts
-Post-graduate
- School of Medicine ( SOM)
- School of Law (SOL)
-Graduate
- School of Advanced Studies (SAS)
SLU offers a comprehensive range of undergraduate, graduate, and doctoral programs across several colleges:
- College of Medicine
- College of Law
- School of Accountancy and Business Management
- School of Engineering and Architecture
- School of Natural Sciences
This commitment to excellence is evident in their state-of-the-art facilities, a cutting-edge curriculum, and a roster of qualified faculty members who are experts in their respective fields. The SLU Hospital of the Sacred Heart is particularly notable, allowing medical students to receive top-notch training while serving the local community.
I’m also impressed by SLU’s focus on global competitiveness. Their numerous international partnerships and student exchange programs are evidence of their drive to provide students with a broader perspective. In today’s world, having this global outlook is more important than ever, and SLU equips its students to succeed in a world without borders.
For me, Saint Louis University, Philippines, is more than just an academic institution—it’s a community built on a foundation of excellence, values, and service. It’s a place where students don’t just prepare for careers but are shaped into individuals who make a real difference in the world. Whether it’s through research, community service, or innovative programs, SLU’s impact is far-reaching, and that’s something I find deeply commendable.While I’ve never had the personal experience of being a Louisan, the stories, accomplishments, and enduring legacy of the university make it clear why it holds such a special place in the hearts of its students and alumni. If I had the chance to study there, I believe it would offer not just an education, but an experience that fosters both professional success and personal growth—a balance that’s hard to find but essential for building a meaningful life.
A. SCHOOL
1. Profile
Saint Louis University Basic Education School is the unification of the basic education school units of Saint Louis University, a private, Roman Catholic, CICM university located in Baguio City, Philippines. The high school department was originally located at the Gonzaga campus but has since been moved to the Navy Base campus since early 2000s.On the other hand, the elementary department is located at the Gonzaga Campus on General Luna Road.
VISION and MISSION
ELEMENTARY DEPARTMENT
We envision the SLU Laboratory Elementary as an excellent and transformative learning institution committed to help all pupils discover, initially develop and put into effective use their God-given talents so that they will be imbued with the Christian Spirit and be competent, creative and socially involved members of the society.
JUNIOR HIGH DEPARTMENT
SLU Laboratory Junior High is envisioned as a competent , missionary and transformative educational institution committed to the formation of creative and active Christians who give witness to the gospel values through the development of their God-given talents, skills and attitudes in the service of God, Church, school, and society.
SENIOR HIGH DEPARTMENT
SLU Laboratory Senior High is committed to be a transformative socially engaged Catholic Educational Institution forming Christ centered, responsible and globally enterprising citizens through holistic human and Christian formation, collaborative learning, and academic excellence in the pursuit of justice, peace, and integrity of creation.
The Basic Education School Programs
Elementary Department
The Basic Education School - Laboratory Elementary Department (SLU BEdS - Elementary Department) is an elementary school that is a part of Saint Louis University. It was founded in 1911 and had been offering a range of classes from Kindergarten to Sixth Grade to students in the local community since 1915
Junior High Department
The Junior High Department of Saint Louis University is a coeducational school for students at the junior high level.
Senior High Department
The Senior High Department at Saint Louis University is a coeducational school for students in senior high. It was established following the implementation of the K-12 education curriculum system in the Philippines, which added two years to the country's basic education system.
2. Academic support system
The academic support system at Saint Louis basic education school in the Philippines is designed to foster a conducive learning environment that prioritizes student success. This system includes personalized tutoring, mentoring programs, and a robust curriculum tailored to meet diverse learning needs. Faculty members are dedicated to providing individualized attention, ensuring that students can address academic challenges effectively. Additionally, the school implements various workshops and study groups, promoting collaborative learning among peers. With resources such as a well-equipped library and access to technology, students are empowered to enhance their knowledge and skills, ultimately preparing them for higher education and future careers.
The teachers closely monitor students' learning progress and make adjustments to their teaching methods to enhance student outcomes. Science laboratories also support instruction, providing hands-on experiences beyond traditional classroom discussions. Students are encouraged to work independently, fostering self-directed learning. The school integrates technology to support both teachers and students in the learning process. Additionally, time is allocated for outside research activities, enriching students' learning experiences. After class, the school also dedicates time for students to engage in extracurricular activities.
3. Teaching system
At Saint Louis University Basic Education School, the teaching system is crafted to create a vibrant and engaging learning atmosphere. With a strong emphasis on student involvement, the school encourages active participation and critical thinking through various instructional strategies, such as collaborative projects and interactive discussions. The integrated curriculum allows students to connect ideas across different subjects, applying their knowledge to real-world contexts. Teachers focus on differentiated instruction, adapting their methods to cater to the diverse needs of learners, ensuring that all students can succeed. Technology is seamlessly woven into lessons, enhancing both interactivity and accessibility. Furthermore, the school offers comprehensive academic support through mentoring and tutoring programs, all while promoting core values rooted in its Catholic heritage, equipping students not just for academic achievement but also for responsible citizenship.
Saint Louis University Basic Education School implements a homogeneous class that does not discriminate students with high-level performance with low-level performancing students. Their morning starts at 7:20 am, with the morning ceremony. Grades 11 and 12 are scheduled on Mondays and Fridays, Grades 7 and 8 on Tuesdays, and Grades 9 and 10 on Wednesdays. After the morning ceremony, their classes start at 7:40 am with 50 minutes alloted each classes and there is a total of 7 classes for Senior High School and 8 classes for Junior High School students. They also have a "Day 1 to 5" system, which means that their schedules do not conform with the usual Monday to Friday scheduling scheme. This means that in a week, the Assistant for Academics may implement Day 3 on Monday and Day 5 on Wednesday, depending on special circumstances like cancellation of classes because of natural disasters and holidays.
B. PEDAGOICAL CONTENTS
1. Teaching methods of the teacher I observed
In the high school, I had a chance to work with Mam Chairmane. I observed Ms. Chairmane class and noted some of her teaching methods. She started with a discussion as a warm-up to help students engage with the lesson. Then, she used a Question and Answer approach to check if they understood the material. She taught and showed me that in Research class we had to use student centered methods to deliver the concepts to students by asking students to discuss, then they found some key concepts to understand better. In that lesson, she used an inductive method to help students appreciate kinds of research in making decisions. I also saw her use Contextual Teaching and Learning (CTL), where students explore concepts and theories on their own. This approach allows students to develop their own ideas, knowledge, and skills, rather than relying solely on her as the information source.
2. Their learning materials and innovation
Learning materials were thoughtfully designed to engage students and enhance the learning experience. From interactive digital tools to traditional print resources, using PowerPoint, text books. They offered a diverse range of materials that cater to different learning styles. The teacher used a diverse approach to teaching English, incorporating technology, multimedia, and real-world contexts into lessons. This not only makes the content more relatable but also helps students develop practical language skills. By constantly updating and refining their methods, they ensure that students were well-prepared to communicate effectively in English.
3. Sources of learning and technology used by the teachers
The teacher used a variety of teaching tools such as: textbooks, ppt, whiteboards and resources on the internet, newspapers, practice,...
4. Authentic assessment used by the teachers.
After class, Ma’am Chairmaine asked students to take out their papers and summarize them. Or after discussion, mam calls on some students to read their discussion papers. Sometimes she gave them homework or assignments.
Before we went to high school to practice, We had a lesson plan discussion and orientation session with our buddies. It was very helpful. I learned how to write a new lesson plan. I learned a lot from them. They are very dedicated to us.
1. Curriculum
In general, The Saint Louis Laboratory High school runs from K to 12.The K to 12 curriculum in the Philippines covers Kindergarten and 12 years of basic education. The program aims to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship
2. Teaching plan
- Topic patterns of development: Problem-Solution
A Semi-detailed Lesson Plan
in English for Academic Purposes
Prepared by: Vo Thi Quynh Nhu
Content Standard: understands the principles and uses of a concept paper.
Performance Standard: produces a well-balanced concept paper in a specific discipline.
1st Grading Period
9th Week
Day 3
Method: Developmental Lesson
I. Learning Objectives | II. Learning Assessment | III. Learning Content | IV. Learning Procedure | V. Agreement |
Through an Interactive PowerPoint Presentation and discussion, the students should be able to: A.Examine the distinctions between Theoretical and Conceptual Frameworks using the provided examples and definitions. B. Demonstrate commitment in crafting the Theoretical or Conceptual Framework for their research. C. Write and develop a theoretical or conceptual framework for their research. | A. Analysis: Students were given sample articles to analyze, concentrating on the Theoretical and Conceptual Frameworks. B. Revisions: Students were instructed to revise the Theoretical or Conceptual Framework in their research study. C. Writing the Theoretical or Conceptual Framework: Students were assigned to proceed with writing the Research Introduction, specifically focusing on the Theoretical or Conceptual Framework. | A. Subject Matter: Practical Research 1 - Theoretical and Conceptual Framework B. Reference(s): Llarenas, A. (2019). Vignettes of experiences in portfolio assessment. ResearchGate, 21 (2.2). https://www.researchgate. net/publication/332264855 Vignettes_of_experiences _in_portfolio_assessment C. Learning Materials:
D. Concept(s): E. Skills:
F. Values:
| A. Motivation
B. Presentation 1. The students shall answer a question provided by the teacher:
2. The students will be asked these following questions: 3. The students will be presented with a PowerPoint slide about the definition of Problem-Solution. 4. The students will be asked When and Why Problem-Solution is used: 5. The students were shown how to develop ideas for problem solution by brainstorming (topic pollution) 6. The students will be given some signal words and must create their own examples with the signal words provided. Problem: issue, difficult, challenge, Solution: solution, address,solve, improve, prevent. C. Generalization Problem-Solution is a pattern of organization where information in a passage is expressed as a dilemma or concerning an issue (a problem) and something that was, can be, or should be done to remedy this issue (solution or attempted solution). D. Application 7. After the discussion, the students will be asked to form a pair and to bring out a one-fourth sheet of paper to match the following problems to the solution provided. 8. After the students accomplish the given seatwork, the teacher will call a pair to share their answers to the class.
9. The students will be given some problems and then they have to choose 1 topic to discuss in pairs, take note, and read their answers to the class.
|
|
- Topic: Persuasion
A Semi-detailed Lesson Plan
in: English for Academic Purposes
Prepared by: Vo Thi Quynh Nhu
Content Standard: understands the principles and uses of a concept paper.
Performance Standard: produces a well-balanced concept paper in a specific discipline.
1st Grading Period
9th Week
Day 4
Method: Developmental Lesson
I. Learning Objectives | II. Learning Assessment | III. Learning Content | IV. Learning Procedure | V. Agreement |
Through an Interactive PowerPoint, Question and Answer strategy and Discussion, the students should be able to: A. identify persuasion through an activity provided; B. demonstrate awareness of the principles of persuasion and the importance of effectively persuading others; C. write a paragraph about the topic provided. | A.Identification: The students will identify the persuasive techniques in examples provided.
B.Recitation: The students shall share their ideas on how to persuade other people.
C. Writing The students shall write a paragraph about persuasion and share them with the class through recitation. | A. Subject Matter: Pattern of development - Persuasion B. Reference(s): DepEd. (n.d.). SHS Applied - English for Academic and Professional Purposes CG PDF. SCRIBD. IELTS FACE-OFF. (2022, May 24). IFO | Full bài phát biểu của Taylor Swift tại NYU | Bản đầy đủ sub Anh - Việt [Video]. YouTube. https://www.youtube.com/watch?v=opCEklTTpxo C. Learning Materials: -An Interactive PowerPoint Presentation about the definition and examples of persuasion. -A YouTube video about a persuasive speech entitled “IFO | Full bài phát biểu của Taylor Swift tại NYU | Bản đầy đủ sub Anh - Việt” (IFO | Full speech by Taylor Swift at NYU | Full version with English - Vietnamese subtitles) D. Concept(s): -Persuasion is a strategy used in writing and speaking to convince the audience to adopt a particular viewpoint or take action. - Ethos (Credibility): Persuading by the character and credibility of the author. -Pathos (Emotional Appeal): Persuading by appealing to the audience's emotions. -Logos (Logical Appeal): Persuading using logic, facts, and rationality, evidence) E. Skills:
F. Values:
| A. Motivation
B. Presentation
C. Generalization Persuasion is the ability to influence other people's thoughts and opinions using convincing arguments and facts. D. Application
topic: Sport is needed in schools
E. Evaluation
| The students will be instructed to have an advanced reading on the Patterns of Development topic. |
- Topic: Elements of short story
Practical Research 1 - Theoretical and Conceptual Framework
D. TEACHING PRACTICE
Finally, the day has come! The day where I had to teach the class. I had to teach 3 lesson plan for 3 days: Wednesday October 9th , Thursday October 10th, Thursday October 17th
As we all know, I had to make my lesson plan and PowerPoint before the class started. In this part, my buddy helped me so much because the format lesson plan in this school is so different from my university. Thank for his help, I completed all.
1. Procedures of Teaching
- First day, I was teaching grade 12 . So this was how it was:
Before I started the lesson. I introduce my self with class
Before entering the topic for that day, I had a warm up with a matching activity and asked students to guess the topic from these pictures. The topic was pattern of Development: Problem Solution
Next, I asked them some questions about that topic and asked them to give the answer. Then I presented a PowerPoint slide about the definition of Problem-Solution. Next, the students will be asked When and Why Problem-Solution is used. The students were shown how to develop ideas for problem solutions by brainstorming (topic pollution). The students will be given some signal words and must create their own.
After the discussion, the students will be asked to form a pair and to bring out a one-fourth sheet of paper to match the following problems to the solution provided. After the students accomplish the given seatwork, the teacher will call a pair to share their answers to the class.
Next, the students will be given some problems and then they have to choose 1 topic to discuss in pairs, take note, and read their answers to the class.
Finally, I asked students take out one fourth paper, and write short paragraph about topic their choose
When students finished, I collected their papers and asked them prepare for next lesson
- The next demo teaching was on Thursday, October 10th, I just had one day to prepare everything, but everything was good.
The topic that day was Persuasion.
Before starting a new lesson. I showed a video to lead into the topic. Then the students will be asked questions:
What is a persuasion? When do we use persuasion? and Why do we use persuasion? Next, the students will be presented with a PowerPoint slide about the elements of persuasion and example. Then the students will be shown 3 sentences and then they will identify if each of the sentences is Logos, Ethos or Pathos and explain to the class their answer. After the short activity, I presented the structure of a persuasive paragraph. I showed a sample topic: Sport is needed in schools. Then, students analyzed the example based on the structure and explained their answer to the class. Finally, the students were asked to write a persuasive paragraph ( 3 to 5 sentences) about the topic: Is social media harmful to teenagers?At the end of the lesson, I asked students to share what they have learned in the lesson.
- The last demo teaching is on Thursday, October 17th
The last demo teaching - lesson came unexpectedly. Because I didn't have much time at school, I was required to complete 3 lesson plans. I only had 2 hours to prepare the lesson plan and ppt to teach. Luckily, I had enthusiastic support from my buddy. We finished before the lesson time. The lesson was quite unexpected so it probably wasn't as good as the previous 2 lessons and the preparation was too short, but I completed the 2 lessons quite well.
Do you know what I did in 2 lessons? Let me tell you. First I will introduce myself. This is a 30 minute preview so there is not much activity.
Firstly, The students were asked the question, “Are you familiar with the story, The Midas Touch?. After the short introduction of the story, The Midas Touch, the students were asked the question, “What is the summary of The Midas Touch?” I called 2 students to present the summary of “The Midas touch” through recitation. After the short recitation, I presented a PowerPoint presentation containing the lesson, The Elements of a Short Story. The students will listened as the teacher asks the students the question:
“What is Plot?”
“What is a Setting?”
“What are Characters?”
“What is a theme?”
After the students answered the questions of the teacher through recitation, I presented the definition of Plot, Theme, Setting, and Characters.
The students will be asked about the definition or meaning of the Plot, Setting, Characters, and themes.
I asked the question, “What did you learn for todays’ topic”
Finally, there were some changes. First, I decided to just ask a question: What have we learnt today? And called 2 students to answer. But there was still a lot of time so I decided to let the students take out their papers and summarize the story in 5 minutes, then I collected. I was happy because students really participated with me.
2. Time management and organizing activities
The time of each period is flexible for every day. Sometimes 1 period lasts 30 minutes, sometimes it lasts 40 or 55 minutes. Depending on the duration of each lesson, I designed appropriate and punctual activities. Sometimes the lesson needs to be extended because the students are uncooperative, while other times the task duration can be shortened if students finish their work more quickly.
3. Classroom management
When I explain the subject matter, I typically stand in front of the class, often on a small platform or stage-like step, which allows me to have a clear view of all the students. This position helps me gauge their attention and ensures that I can engage everyone during the lesson. I use the same approach when asking questions, so I can easily see who raises their hand and is eager to participate in the discussion.
While the students are working on the tasks or projects. I've been assigned, I move around the classroom. This gives me the opportunity to monitor their progress closely, offer assistance where needed, and address any questions they might have about the task. By circulating through the room, I can provide more personalized support and ensure that everyone stays on track.
4. Problem-solving while teaching and staying in the designated school
One of the common problems I've faced (and I’m sure many teachers and future teachers can relate) is dealing with a noisy classroom. Some students tend to get very chatty with their friends, and before you know it, the room becomes too loud and chaotic. I’m not the type to yell at the class to settle them down, so instead, I ask one or two students to tell their friends to quiet down. If that doesn’t work, I use another tactic: I simply make eye contact with them, one by one, without saying a word. This silent approach usually works, and the noise gradually subsides.
E. SUMARY AND SUGGESTIONS
1. Purposes of practicum (meets or not meets your need)
The SEA Teacher SEAMEO program has several objectives:
- To help pre-service teachers improve their teaching skills and pedagogy.
- To encourage them to practice English.
- To broaden their regional and global perspectives.
- To expose them to diverse teaching environments and the importance of flexibility.
As a student teacher, I aim to become a better educator, and this program has significantly enhanced my teaching skills through both my mentor’s guidance and my own experiences.
I’ve always wanted to improve my English in a real-world setting, and this program gave me the opportunity to use it daily, from speaking with my mentor to everyday tasks like shopping. It was exactly the kind of immersive experience I needed.
I’ve always been curious about the world—its people, cultures, and food—and this program satisfied that curiosity while sparking a desire to explore more.
Each child, school, and environment is unique. Through this program, I gained insight into different educational settings, which has made me more adaptable to new situations.
In the future, I hope to inspire my students with the stories and experiences I've gained through this journey, encouraging them to aim even higher
2. Procedures of practicum
- Orientation
On our first day at SLU-JHS, the principal welcomed us and introduced us to our mentor, who would guide us throughout our practicum. She provided an overview of the curriculum, class system, schedule, lesson plan format, and other essential teaching information.
- Class Observation and Teaching Assistant
Before practicing teaching, I observed classes to understand the classroom dynamics. I accompanied my mentor in various Grade 10 and 12 sections, sitting at the back of the classroom to watch her interactions and the overall classroom environment. After each observation, I discussed the class with my mentor, addressing any issues and identifying student needs.
- Creating Lesson Plans
With guidance from my mentor and examples from peers, I developed my own lesson plans. And then, my buddy helped me check and give feedback on my lesson plan.
- Teaching Practice
Once my lesson plans were complete, I finally had the chance to teach. It was a fun experience, reminiscent of my previous pre-service teaching but with its own unique challenges.
3. Outcomes of practicum
The outcomes that I could develop myself. I feel more comfortable talking in front of the crowd, my speaking and listening were better and I also feel more confident on myself unlike before I participate this program.
4. The challenges of practicum
The main challenge I faced in this program was the cultural difference, which sometimes made communication difficult. However, we managed to resolve issues through open dialogue and understanding.
Because I only have 3 weeks in the Philippines and 2 weeks to practice at high school. And the school is having exams so I have to finish my teaching in a hurry so I have very little preparation time.
During my teaching practice, I also encountered challenges with classroom management, which is something all teachers and future educators must learn to navigate.
Language barriers were another hurdle. While not a major issue for me, there were times I struggled to find the right words to explain concepts or communicate with faculty members about specific matters.
5. Overall impression
My overall impression of the SEA Teacher program is highly positive, as it provides pre-service teachers with a unique platform to refine their skills in diverse educational contexts while immersing themselves in various cultures. This experience not only enhances pedagogical competencies through practical, hands-on training but also encourages personal growth by exposing participants to new ways of thinking and teaching. The strong emphasis on mentorship allows for personalized guidance, ensuring that aspiring educators receive constructive feedback and support. Furthermore, the program fosters collaboration and communication among participants, equipping them with essential skills to navigate the complexities of teaching in a globalized world. Ultimately, the SEA Teacher program not only strengthens teaching abilities but also broadens participants' perspectives, making it a transformative and enriching journey for future educators.
6. Suggestions for future improvement
I have no recommendations for this program because it was so great. My only regret is that the time I had to enjoy it was too short.
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