Sea Teacher Batch 10th Laboratory School of Cavite State University

About

My name is Selya Nedjua Resti Yohana, usually called Selya. I’m 4th year English Education student from Universitas PGRI Madiun (UNIPMA). I am an enthusiastic participating in the SEA Teacher program at the CVSU Child Development Center in Cavite State University, Philippines. This program has provided me with a unique opportunity to gain hands-on teaching experience while immersing myself in a different educational and cultural environment.

Sea Teacher

Program SEA Teacher or “Internship Teacher Exchange in Southeast Asia” Batch 10 is an educational activity that aims to improve the teaching skills and cultural understanding of student teachers from various universities in Southeast Asia. This program provides participants with the opportunity to gain first-hand experience in an overseas educational environment, particularly at institutions such as the CVSU Child Development Center at Cavite State University in the Philippines. The SEA Teacher Program Batch 10 is an enriching educational initiative that aims to enhance the skills and experiences of future educators. The program brings together student teachers from various universities to participate in first-hand experiences in diverse cultural contexts. Participants will have the opportunity to immerse themselves in the local education system, gain practical teaching experience, and develop professional skills.

Cavite State University

Cavite State University (CvSU) is a leading public university located in Indang, Cavite, Philippines. Founded in 1906, CvSU has grown into a leading regional higher education institution known for its commitment to quality education, research, and community service. The university offers a variety of academic programs in various fields, preparing students for successful careers and active citizenship.

1.      School: General Information and Academic Management

1.1  School Profile While participating in the SEA Teacher Program

I had the opportunity to interact with the CvSU Child Development Center (CDC), a highly reputable institution within Cavite State University (CVSU). Known for its commitment to quality education, CDC serves as a primary school for young students, providing basic education from kindergarten to grade six. Through my observations and teaching at CDC, I was able to witness their holistic approach that focuses on academic excellence and character development. The school’s educational philosophy reflects CvSU’s core values ​​of integrity, leadership, and innovation, ensuring that students not only excel academically but also develop as responsible individuals. This experience made me deeply appreciate CDC’s dedication in fostering a strong educational foundation for young students.

1.2 Academic support system

I noted that the school has a strong academic support system that focuses on supporting students academically and emotionally. Teachers and administrators work together to monitor student progress and well-being. Regular assessments, remedial lessons, and parent-teacher conferences identify students who may need additional support and ensure that each student receives the support they need.

1.3 Guidance system

The education system is very student-centered and focuses on interactive learning. Teachers encourage active participation through group discussions, hands-on projects, and presentations. Their also use digital and multimedia tools to make our lessons more engaging. Smaller class sizes allow teachers to provide more individualized support and help students develop skills such as teamwork, communication, and critical thinking.

1.4 Other learning materials and resources

I noticed how much the school places emphasis on providing a variety of learning materials and resources. The CDC is equipped with textbooks, visual aids, and digital equipment such as computers and projectors that teachers use to make their lessons more engaging. In addition to classroom materials, students also have access to the school library and the Cavite State University Book Library, where they can find additional reading materials. CDC also promotes the use of online resources to help students develop digital learning skills and become more familiar with technology.

1.5 Measurement/Observation System

The school’s measurement and observation system closely assesses student learning. Teachers use quizzes, tests, project presentations, and class participation to track student progress and understanding. This structured approach allows teachers to understand each student’s progress, strengths, and areas for improvement and creates a supportive learning environment. Both formative assessments, such as quizzes and assignments, and summative assessments, such as midterm exams, are used to continuously monitor student growth and achievement.

1.6 Learning Plan

The curriculum follows the national standards set by the Philippine Department of Education. Core subjects such as mathematics, science, English, and social studies are the main focus, with an added emphasis on values ​​education. This approach ensures that students not only acquire academic skills but also develop character and life skills. CDC’s curriculum is designed to provide a balanced education that combines cognitive and emotional learning.

1.7 English lesson plans

At CDC, I follow the curriculum and introduce subject-verb agreement to fifth graders in the first few lessons. My lesson plans include interactive activities such as sentence-building exercises, readings, and role-plays to help students apply grammar rules to real-life contexts. My goal is to create a fun and supportive learning environment where my students feel motivated to participate and improve their English skills.

2.     Pedagogical Contents

2.1  Teaching Methods

During my observation as part of the SEA Teacher program, I noted that CDC's teaching approaches are diverse and student-centered. The teachers employed a variety of tactics, including direct instruction, group discussions, and hands-on activities. In English lessons, interactive storytelling was frequently used, which piqued students' interest and helped them better learn language topics. I also saw a major emphasis on inquiry-based learning. Students were encouraged to ask questions and investigate issues that piqued their interest, which facilitated critical thinking and a better comprehension of what they were studying. This technique not only kept students interested, but it also allowed them to take care of their own learning.

2.2 Learning Materials and Innovation

I observed how well-equipped the school is with various learning materials that cater to different learning styles. The classrooms were decorated with visual aids like charts, posters, and interactive whiteboards, all aimed at enhancing the learning experience for students. I noticed that innovative teaching tools, such as educational games were commonly used to reinforce concepts.

2.3 Sources of Learning and Technology

I was impressed by how technology is integrated into the learning environment. Teachers effectively incorporate educational software and online resources to enhance traditional teaching methods, giving students access to a wide range of information and encouraging them to learn independently. The school also encourages the use of multimedia presentations, allowing students to explore different subjects through videos and interactive content. This focus on technology helps students develop digital literacy skills, preparing them for the challenges of the modern world.

2.4 Authentic Assessment

During my experience in the SEA Teacher program at the CDC, I observed the use of authentic assessment strategies to evaluate students' progress. Instead of relying only on standardized tests, teachers at CDC assess students through various methods like portfolios, projects, and presentations. This approach allows students to showcase their knowledge and skills in real-world situations, making their learning more meaningful.

 

3.     Teaching Plan

3.1 Curriculum

I learned about the curriculum that emphasizes a student-centered approach. This curriculum fosters active learning and critical thinking while integrating various subjects to support holistic development. The curriculum aligns with the Philippine K-12 educational system, which aims to develop students' English competencies as a global language. Students are introduced to various genres of literature to cultivate a love for reading and improve their comprehension skills.

3.2 Teaching Plan Related to My Major (English Education Subject)

After observing classes and assessing the students’ needs, I crafted a comprehensive teaching plan that aligns with my major in English education. I was made my lesson plan by myself and it was helped by my cooperating teacher Ma’am Jasmine.

Topic: Subject-Verb Agreement

Topic: Subject-Verb Agreement in Sentences with Intervening Phrases

4.      Observation on Teacher

I took a selfie with my Cooperating Teacher and with students from grade 5 for my other observation.

4.1 Planning for Teaching

I observed learning for a week, followed by making a lesson plan. I learned that effective teaching starts with good planning. The teacher I observed emphasized this by outlining clear and achievable objectives for each lesson, making sure they aligned with the curriculum standards. Observing the planning process taught me the importance of being well-prepared, as it greatly impacts student success and the effectiveness of the classroom.

4.2 Preparing Lessons and Materials

I learned that preparation is more than just planning lessons; it also involves creating engaging materials for students. The teacher I observed spent a lot of time developing various resources that matched the lesson objectives. My cooperating teacher used visual aids, hands-on activities, and digital tools to make learning interactive and relevant. The teacher also organized her classroom to ensure that materials were easy to access. She set up learning stations with resources that encouraged students to explore and work independently. This thoughtful arrangement made the learning experience more engaging, as students were more eager to participate in activities.

4.3 Teaching in Class

I was impressed by how the teacher created a dynamic and inclusive classroom environment. Her teaching style was interactive, combining direct instruction, group work, and individual tasks. She used effective questioning techniques to encourage critical thinking, prompting students to elaborate on their answers and participate in discussions. She used multimedia presentations and educational software, which helped capture the students' attention and made complex topics easier to understand.

4.4 Measurement and Evaluation

My cooperating teacher used various methods to measure and evaluate student understanding. She regularly conducted formative assessments, including quizzes, group discussions, and observations during activities. This continuous evaluation helped her see where students had difficulties, allowing her to adjust her teaching to better meet their needs. She also placed great importance on giving constructive feedback.

 

5.     Teaching Practice

5.1  Procedure of Teaching

Once I have prepared lesson plans, PowerPoints, and assignments that have been approved by my cooperating teacher, I will begin classroom teaching. My first topic in practical teaching is subject-verb agreement. I used Power Point, laptop, and projector. Before starting class, I will give them a game or ice breaker so they can focus more and relax. I also organize discussions, quizzes, and exercises for students to briefly present to the class in groups for assessment to measure their understanding of the material. I focused on creating an engaging, student-centered English lesson for elementary students. My goal was to help them understand subject-verb agreement through fun activities and build their confidence. After discussing my plan with my cooperating teacher, I adjusted it to better match the students’ level and included examples from their daily lives.

5.2 Time Management and Organizing Activities

My cooperating teacher gave me a timetable for teaching, usually before teaching practicals, my cooperating teacher Ma’am Jasmine told me to prepare.

• I have an hour for each lesson (7:30-8:30)

• To start, it takes 5 minutes
• To review the previous topic, it takes 5 minutes
• For my presentation, It took me 50 minutes, including discussion and quizzes.
• For the assessment, it takes 30 minutes including exercises, group activities, games and assessments.

However, I noticed some students needed more time to understand the activity. Teacher Jasmine advised me to allow extra time for the main activity if needed, so I adjusted by moving some review points to the next lesson. This experience taught me the value of being flexible with time and activities, especially when teaching new concepts.

5.3 Problem-Solving

I faced some challenges during the lesson. Some students found it hard to understand subject-verb agreement and struggled to choose the correct verb forms. Seeing this, I added extra examples on the board and explained them step-by-step. My cooperating teacher encouraged me to check on students individually, which helped me give more personal support. A few students also had trouble staying focused. To help with this, I included quick activities like clapping patterns and simple movements to reset their attention. This approach helped them refocus and brought more energy to the class.

5.4 Classroom Management

By classroom management while teaching before starting the lesson, I give the students a game or ice breaker for 10 minutes, then I ask the students questions about the previous topic to consolidate memory of the children and I also asked questions about the topic of that day’s lesson. They will be more active and focused. I learned how important classroom management is for a positive learning environment. Throughout the lesson, I praised students for correct answers and encouraged everyone to participate. My cooperating teacher advised me to stand closer to students who were easily distracted, which helped them stay focused and engaged.

 

6.      Summary and Suggestions

6.1 Purposes of Practicum

As an English major, I wanted to apply my knowledge and develop my teaching skills in an international setting. This practicum gave me hands-on experience in lesson planning, managing a classroom, and assessing students. It was also a cultural exchange, where I learned about Filipino educational practices and shared my own culture with students and colleagues.

6.2 Procedures of Practicum

The teaching practice process begins with classroom observation for a week. I observed experienced teachers to learn their teaching styles, methods for engaging students, and the overall school environment. During this time, I make a lesson plan for demo teaching next week, the cooperating teachers gave many suggestions and comments to improve the lesson plan that had been developed. Afterward, I began teaching English lessons myself, covering topics like subject-verb agreement for elementary students. My cooperating teacher, Teacher Jasmine, closely supervised my teaching and gave helpful feedback that improved my approach. Besides teaching, I also participated in school activities like supervising student competitions, which made my experience even more rewarding.

6.3 Outcomes of Practicum

It helped me improve my lesson planning and adapt my teaching to fit the needs of young learners. I became more confident in managing a classroom, explaining ideas clearly, and creating a positive learning environment. I also learned new teaching techniques, like using games and group activities to make learning fun. On a personal level, this practicum made me more adaptable and improved my communication skills, which will be valuable in my future teaching career.

6.4 Challenges of Practicum

I faced some challenges but learned a lot. The language barrier with some students made it hard at first, so I had to simplify instructions and find new ways to explain concepts. Adjusting to the school's curriculum and assessment methods, which were different from what I was used to, was also challenging. I needed to manage my time well to prepare lessons, teach, and join school activities. Understanding the students' unique backgrounds and cultural differences took time, but it was a meaningful learning experience.

6.5 Overall Impression

Overall, my experience in the SEA Teacher program at the CVSU Child Development Center in Cavite State University was incredibly rewarding. I felt welcomed by both the faculty, especially Teacher Jasmine, and the students, which made me feel like part of the community. I was impressed by the dedication of the teachers at CDC, who cared not only about academic success but also about the personal growth and well-being of their students. The school’s focus on holistic education inspired me to include similar values in my own teaching approach.

6.6 Suggestions for Future Improvement

As a participant in the SEA Teacher program at the CVSU Child Development Center in Cavite State University, Philippines, I have some suggestions for future student teachers to enhance their practicum experience. First, I believe a more thorough orientation on the school’s teaching methods, curriculum, and cultural expectations would be very helpful. This would help student teachers feel more prepared and shorten their adjustment period. Second, creating more opportunities for collaboration with local teachers would be beneficial. Working together would allow student teachers to learn effective practices and receive immediate feedback and mentorship. Lastly, I recommend encouraging more informal interactions with students outside the classroom. This would help build rapport and improve communication skills, making the teaching experience even more rewarding.