Firda Alfath Nugraha - TEACHING JOURNEY

Classroom Observation

Duration: May 4–13, 2026
Location: Nazareth School of National University (NUNS), Manila, Philippines

My classroom observation took place throughout my placement at Nazareth School of National University, from May 4 to May 13, 2026. Rather than being limited to the days before my teaching demonstration, the observation continued throughout the entire school experience, allowing me to gain a deeper understanding of classroom routines, instructional practices, school culture, and student development from the beginning until the end of my placement.

During this period, I observed Ms. Gemelly R. Ubana, the Grade 4 MAPEH (Music, Arts, Physical Education, and Health) teacher, who also taught Mathematics. Watching her teach different learning areas gave me valuable insights into how effective teaching strategies can be adapted across subjects while maintaining students' engagement and active participation.

One of the most impressive aspects of the classroom was its size. Each Grade 4 class consisted of approximately 45 students, yet the classroom remained highly organized, respectful, and conducive to learning. Despite the large number of learners, classroom management appeared calm and effortless.

Ms. Gemelly demonstrated exceptional classroom management skills. Instead of raising her voice, she used a wireless microphone that allowed every student to hear her instructions clearly while she maintained a calm and composed presence throughout the lesson. The students listened attentively, respected classroom expectations, and rarely displayed disruptive behaviour. Their discipline reflected not only clear classroom routines but also the strong mutual respect that Ms. Gemelly had built through consistency, fairness, and genuine care for her students.

Throughout my observation, I also learned about the implementation of the MATATAG Curriculum, particularly its emphasis on student-centered learning, active participation, meaningful assessment, and holistic character development. Lessons were designed to encourage students to think critically, collaborate with classmates, and confidently express their ideas while teachers acted primarily as facilitators of learning.

Even after completing my final demonstration teaching, my learning journey at NUNS continued. I remained involved in classroom observations, participated in reflection sessions with my cooperating teacher, attended the Farewell and Awarding Ceremony, and had the opportunity to observe the Moving Up Ceremony for Nursery and Kindergarten students. One of the most inspiring moments was seeing every child receive recognition based on their individual strengths and achievements. This meaningful practice reflected the belief that every learner has unique potential deserving of appreciation and reminded me of the importance of celebrating children's diverse abilities.

Looking back, my classroom observation experience became one of the most valuable parts of my SEA-Teacher journey. Beyond learning instructional strategies and classroom management, I witnessed how a supportive school culture, mutual respect, and student-centered practices can create meaningful learning experiences that inspire both teachers and students to grow together.

Lesson Planning

5–10 May 2026 | Nazareth School of National University

Preparing for my final demonstration lesson was one of the most valuable learning experiences during my SEA-Teacher journey. After several days of classroom observation, I worked closely with my cooperating teacher, Ms. Gemelly R. Ubana, to discuss the lesson objectives, classroom expectations, learning standards, and the teaching approach implemented at Nazareth School of National University.

Together, we selected the topic "Benefits of Physical Activities: Disease Prevention, Stronger Bonds, and Improved Relationships" for a Grade 4 Physical Education lesson. Throughout the planning process, Ms. Gemelly patiently guided me in understanding not only the lesson content but also how to align learning objectives, classroom activities, assessments, and values integration with the school's curriculum and students' learning needs.

Inspired by the student-centered learning environment I had observed, I designed a lesson that encouraged students to actively participate through movement, discussion, reflection, and collaboration. One of the main classroom activities was "Simon Says: Move & Know!", an interactive game that allowed students to explore the benefits of physical activity while developing teamwork, communication, and cooperation skills. Instead of simply delivering information, I wanted students to construct their own understanding through meaningful learning experiences.

Throughout the preparation process, Ms. Gemelly continuously provided constructive feedback and thoughtful suggestions that helped refine both my lesson plan and teaching materials. Her mentorship showed me that an effective lesson plan is not merely a document, but a carefully designed guide that helps teachers create engaging, purposeful, and student-centered learning experiences. Working alongside her became one of the highlights of my teaching preparation and strengthened my confidence before conducting the final demonstration lesson.

Teaching Practice

11 May 2026 | Final Demonstration Teaching

On 11 May 2026, I conducted my final demonstration teaching at Nazareth School of National University for a Grade 4 Physical Education class. Although I am an Early Childhood Education student, I was entrusted with teaching upper elementary learners, providing me with a unique opportunity to broaden my teaching experience beyond my usual field of study.

The lesson focused on "Benefits of Physical Activities: Disease Prevention, Stronger Bonds, and Improved Relationships." Students actively participated in warm-up exercises, classroom discussions, movement-based learning activities, and an interactive "Simon Says: Move & Know!" game that reinforced the key concepts through enjoyable physical engagement. The lesson concluded with reflective questions and an exit assessment to evaluate students' understanding of the topic.

One of the most memorable aspects of this experience was learning to remain flexible under unexpected circumstances. On the day of the demonstration, both the teaching schedule and classroom assignment were changed shortly before the lesson began. Despite these last-minute adjustments, I adapted quickly, remained focused, and successfully carried out the lesson with confidence. This experience strengthened my ability to stay calm, think critically, and respond professionally to unexpected situations in the classroom.

After the teaching session, I participated in a post-conference discussion with Ms. Gemelly R. Ubana, where we reflected on the lesson together. Her encouraging feedback, professional insights, and practical suggestions helped me recognize my strengths while identifying areas for continuous improvement. More than evaluating my teaching performance, the discussion inspired me to become a more reflective, adaptive, and student-centered educator.

Looking back, my teaching practice represented much more than the completion of an international teaching requirement. It became a significant milestone that strengthened my confidence, expanded my pedagogical perspective, and reaffirmed my passion for becoming an educator who creates meaningful learning experiences for every student.

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