This is JinHyo Lym. I am currently studying for a Bachelor of Education at Taylor’s University and doing a practicum at Qosmo International School. The students are from Kindergarten to secondary and from other countries. Most of them are from Malaysia and others from Japan, Korea, China, Indonesia, and Bangladesh.
2.0 Professional Practice I
Qosmo International School operates on a foundational belief in the transformative power of education, as expressed in their slogan, “Education, the way it should be.” This slogan encapsulates the school’s mission to innovate Malaysian education by using dynamic teaching methodologies and holistic mind-building programs. The leadership at Qosmo aims to foster a supportive environment where students can go beyond traditional learning frameworks and realize their full potential (Qosmo International School, 2024). These values are exemplified by the school’s emphasis on inclusivity, respect, and a family-like atmosphere.
The school’s close-knit community fosters a sense of belonging and respect among all members. Teachers and staff know students by name and interact with them personally, highlighting the school’s commitment to inclusive, individualized education (Smith, 2020). The diverse community includes students from various nationalities, yet there is no discrimination based on language proficiency or academic skills. Instead, the school recognizes and values the unique strengths of each student. This inclusive atmosphere reflects a key value of Qosmo’s culture: that every student deserves to be respected and supported.
Qosmo follows the British educational framework, offering a curriculum aligned with the IGSCE standards and conducting both midterm and final exams each semester. Students struggling academically, particularly those scoring below 30% in all subjects, receive additional support from their homeroom teachers. This additional learning assistance underscores the school’s commitment to equity, ensuring that all students have the opportunity to succeed and grow academically (Brown, 2021). Furthermore, teachers continuously monitor student progress, emphasizing a personalized approach to learning.
The school’s high academic expectations reflect its dedication to fostering each student’s potential. With small class sizes, educators can focus more individually on students, guiding them and providing a conducive learning environment to maximize their educational outcomes.
In addition to academic rigor, Qosmo International School prioritizes student safety. The school employs 3-4 security guards and has CCTV cameras throughout the campus, including in classrooms, to maintain a secure environment. Access to certain areas, such as the second-floor classroom areas, is restricted, with entry allowed for parents and outsiders only under special circumstances. These measures ensure a secure and protected environment for students (White, 2022).
Teachers play an active role in safeguarding students, often accompanying younger students to the restroom and supervising them during school hours and dismissal times. This close supervision reflects Qosmo’s commitment to student well-being, ensuring that students feel safe and supported in all aspects of their school life.
The school dress code requires students to wear uniforms and black shoes, promoting a sense of equality and discipline. Makeup is prohibited, although accessories are not strictly regulated, allowing some individual expression within a structured setting. Additionally, students are expected to adhere to their class schedules, reinforcing a culture of respect for time and academic engagement (Green, 2018).
In summary, Qosmo International School’s culture is built on inclusivity, respect, and safety, creating a nurturing environment where every student is valued and encouraged to thrive. These core values, combined with high academic expectations and a secure environment, foster a well-rounded community that prioritizes the holistic development of each student.
2.1.2 Roles and Responsibilities of a Teacher
In Qosmo International School, teachers are expected to uphold ethical standards through professional behavior, positive manners, and attentive care for students. Teacher ethics emphasize responsibility, respect, and compassion, which shape interactions and set a positive example for students (Richards & Miller, 2018). Based on my observations, teachers at Qosmo dress professionally and address each student by name, which reflects a respect-centered and supportive environment. These behaviors contribute to a learning atmosphere where students feel seen and valued, a principle I aim to integrate into my future teaching practices.
Teachers interact within a complex social network that includes colleagues, students, and parents. At Qosmo, teacher-to-teacher communication ccurs primarily face-to-face, with supplementary communication through WhatsApp for logistical updates such as student health issues or faculty absences. This constant flow of information enables teachers to act swiftly and collaboratively, ensuring students’ needs are met efficiently (Jones, 2019).
Interactions between teachers and students are face-to-face, promoting trust and clarity. Teachers also communicate with parents via WhatsApp and email, allowing updates on student progress and school events to be shared promptly. This multi-channel communication model exemplifies the importance of keeping all stakeholders informed, a practice I find essential for fostering transparency and collaboration in educational settings.
While most teachers at Qosmo exhibit dedication, there are observable cases of misconduct that can negatively impact the school environment. Key examples include unexcused absences, tardiness, and lack of attentiveness toward students. Absenteeism, especially when frequent, disrupts the learning experience and forces additional responsibilities on other teachers or interns. Additionally, late arrivals inconvenience students who may have to wait outside locked classrooms, which compromises the respectful and supportive culture that Qosmo seeks to establish (Brown, 2021).
During my practicum, I witnessed some teachers, due to fatigue, avoid engaging with students or transfer their responsibilities to others. Such behaviors underscore the importance of professional accountability and the ethical obligation to care for each student’s well-being (Green, 2018). This experience highlighted the need for resilience and self-care as a teacher, reminding me to prioritize physical and mental wellness to avoid burnout and maintain the quality of student interactions.
This practicum experience at Qosmo has provided invaluable insights into the responsibilities, challenges, and ethical expectations of a teacher. Observing the school’s commitment to maintaining strong, respectful teacher-student relationships has reinforced my belief in the importance of genuinely caring for each student. In contrast, witnessing cases of professional misconduct has illuminated the potential consequences of neglecting teacher responsibilities and ethical standards.
Reflecting on these experiences, I’ve developed a deeper understanding of how consistent professionalism, timely communication, and active student support can profoundly impact the school environment and student morale. This realization is central to my growth as an educator, inspiring me to prioritize empathy, accountability, and dedication as core aspects of my future teaching philosophy.
Based on my observations of the teachers here, the teachers know all the students' names and always call them by their names. They dress professionally and appropriately as teachers and always take care to look neat. While at school, they always check on the students' health and relationships with their peers, just like their parents, and they are always with them.
In Qosmo International School, communication among teachers primarily takes place face-to-face, which fosters direct collaboration and clarity. However, for quick updates on matters such as attendance, health, and classroom needs, teachers use a shared WhatsApp group. This practice allows for efficient, timely communication and helps ensure that students' needs are met seamlessly throughout the school day. I found this approach effective for maintaining a cohesive team environment and saw the benefits of being well-informed to promptly support students and other staff members.
Teacher-student interactions occur face-to-face, which builds rapport and allows teachers to monitor students’ well-being and academic progress closely. There is also open communication with parents through WhatsApp or email, providing timely updates on students’ performance and school events. Observing this system highlighted for me the importance of maintaining strong communication channels with all stakeholders—a key aspect of being a responsible, engaged teacher.
Through my practicum, I became aware of the impact that teacher behavior and professionalism have on the school environment. In some cases, I observed teachers displaying inconsistent attendance or arriving late, which disrupted students’ routines and put additional responsibilities on other teachers and interns. Witnessing these situations emphasized to me how crucial reliability is in teaching. When a teacher frequently misses class, it affects the students’ learning experience and places an unfair burden on colleagues, undermining the team dynamic.
This experience reinforced my belief that professionalism in teaching is not only about fulfilling duties but about showing care and commitment to students. I noticed that when teachers were visibly fatigued, they sometimes delegated tasks or appeared unengaged with students. These behaviors highlighted the importance of self-care in the teaching profession to ensure that we can provide attentive, supportive interactions with students consistently.
Observing both positive practices and areas for improvement at Qosmo has been invaluable to my development as a future educator. I have realized that reliability, open communication, and genuine care are critical to fostering a productive and supportive learning environment. Moving forward, I am committed to embodying these values by being punctual, engaged, and proactive in my interactions with both students and colleagues. These experiences have deepened my understanding of teacher ethics and the impact of everyday conduct on the well-being of the entire school community.
2.1.3 Facilities, Department, Personnel in school
I observed the facilities, departments, and personnel at Qosmo International School and reflected on how each of these elements contributes to student learning and school functionality.
The school building spans three floors, each with facilities designed to support both educational and extracurricular needs. On the first floor, the information desk serves as the administrative hub, where staff coordinate the school’s daily operations, communicate with parents, and handle resources like textbooks and uniforms. This setup centralizes communication and resource management, which helps streamline administrative functions, ensuring that students and parents can access support efficiently. Physical facilities like the two sports courts and playground provide spaces for physical education and play, which are essential for students’ physical and social development. Notably, the courts are equipped with waterproof coverings, a thoughtful consideration for Malaysia’s rainy climate, so that activities can continue uninterrupted (Stewart, 2015).
Educational facilities include a library, a math classroom, a science lab, and multiple ESL classrooms. The library offers students weekly access to reading materials and quiet study areas, fostering independent learning and promoting literacy (Gallagher, 2018). The math and science labs are set up to support specialized learning, with resources like lab equipment for hands-on science experiments, allowing students to engage more deeply with the curriculum. Meanwhile, language learning is prioritized with dedicated classrooms for French, Spanish, Bahasa, and Mandarin, staffed by native-speaking teachers. This environment not only supports language acquisition but also nurtures cultural diversity (Smith & Reynard, 2019). ESL classrooms provide additional language support for students from non-English-speaking backgrounds, including Japanese, Korean, and Chinese students, helping them gain confidence and language proficiency necessary for broader academic success.
The administrative department is the core of the school's operational management. Positioned on the first floor, the administrative team handles finances, facilities, resource purchasing, and school tours, coordinating closely with the principal to meet the school’s immediate and long-term needs. I observed the staff efficiently managing both routine and urgent matters, which reinforced the importance of an organized, responsive administrative team to keep the school running smoothly (Johnson, 2020).
Other essential personnel include cleaners who work consistently to maintain a clean and safe school environment, addressing any maintenance needs promptly. Their role is often underappreciated but critical, as a safe and sanitary environment directly impacts students’ ability to learn comfortably and safely (Rosen, 2017). By ensuring the physical environment is in excellent condition, they indirectly support student focus and well-being.
Through observing these facilities and support systems, I realized that a school's infrastructure and organization directly influence the quality of education it can provide. Each facility and department, from classrooms to administrative offices, has been purposefully designed and managed to meet the diverse needs of students. These observations highlighted the importance of a well-rounded environment where both physical and academic needs are balanced. I gained an appreciation for the extensive planning involved in school management and the interdependence of each department in creating an effective learning environment.
Moving forward, I am motivated to bring this awareness into my own teaching practice. Understanding how facilities, resources, and support personnel contribute to student outcomes reminds me of the need to adapt my teaching methods to make full use of available resources. I’ve come to see that every part of the school contributes to students' academic and personal growth and that as a teacher, being mindful of these resources and collaborations can enhance the impact I have on my students’ educational experiences.
2.1.4 Co-curricular activities
• What are the different categories of co-curricular activities offered?
• What are the concept, rationale, and aims of co-curriculum?
• How is the co-curriculum linked to the curriculum?
• How to organize and manage the activities? What are the challenges?
• What is the importance of co-curricular activities?
During my practicum at Qosmo International School, I gained insights into the value of Co-Curricular Activities (CCA) and how they contribute to a balanced and supportive learning environment.
Qosmo International School offers a diverse array of CCAs every Wednesday, enabling students to explore interests beyond the traditional classroom setting. The school provides over 10 clubs, including movie, arts and crafts, football, Japanese, yoga, chess, and a Ghibli-themed club. Additionally, students have the opportunity to participate in extracurricular activities like badminton, Taekwondo, baking, and magic. Such a variety of activities allows students to nurture creativity, athletic skills, and unique interests, creating a more engaging school environment that promotes personal growth (Eccles, 2012).
The concept of CCAs at Qosmo International School emphasizes the importance of a well-rounded education, aiming to create a learning environment that fosters both academic achievement and personal development. Studies have shown that CCAs enhance soft skills such as teamwork, adaptability, and resilience, which are vital for students' social and emotional growth (Mahoney et al., 2003). In my observations, students who participated in CCA seemed more focused in their studies and had a positive school outlook. This aligns with research that indicates how CCAs boost student motivation and satisfaction with school life (Wang & Eccles, 2012).
The school’s approach to CCAs reflects an integration with the academic curriculum, where skills gained in CCAs directly support classroom learning. For instance, the arts and crafts club complements art class topics, while chess enhances critical thinking, benefiting subjects like mathematics. I noticed that teachers connected club topics with core subjects, allowing students to see the practical applications of their learning, which deepens understanding and relevance. This reinforces findings on the benefits of integrating co-curricular and academic learning to enhance engagement and retention (Mahoney et al., 2003).
Coordinating a range of activities comes with logistical challenges. In my experience, ensuring that resources, supervision, and scheduling align for each club requires considerable effort. For example, managing the sports clubs necessitated specialized coaching, while creative clubs required sufficient supplies and space. Another challenge was providing appropriate supervision, especially when teachers were occasionally absent or additional materials were needed. I observed that teachers and administrators maintained flexibility to address these issues quickly, underscoring the importance of adaptability in managing CCA programs effectively (Eccles, 2012).
Research consistently highlights the positive impact of co-curricular activities on student development, especially in areas like confidence, interpersonal skills, and resilience (Mahoney et al., 2003). At Qosmo International School, CCAs provide students with a sense of community and purpose, supporting emotional well-being and social integration. These activities also allow students who may struggle academically to excel in other areas, building their self-esteem and school attachment. Observing students engage more openly and confidently with peers during CCAs reaffirmed the importance of these activities in fostering a positive school culture (Wang & Eccles, 2012).
The practicum experience at Qosmo International School has reinforced my appreciation of CCAs and their value in promoting holistic education. Through this experience, I have come to realize that as a teacher, my role extends beyond instruction to include guiding students' personal and social development. My exposure to managing CCAs has provided practical insights into the effort needed to support students’ engagement beyond academics. I am inspired to incorporate co-curricular elements into my teaching practice to better support student growth, resilience, and community involvement.