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Mayie's Odyssey: A Journey of Heart and Mind

INTRODUCTION

Welcome to my Teaching Travels blog! I'm Marrielle Kate F. Moleño (Mayie), a fourth-year (4th) Food Services major at Iloilo Science and Technology University. This blog chronicles my incredible experience as a SeaTeacher in South Kalimantan, Indonesia (Batch 10, October 7 - November 1, 2024). Get ready for stories, teaching tips, and cultural insights from my transformative journey.

Indonesia: A Transformative Teaching Journey

The Sea Teacher Exchange Program in Indonesia was more than just a teaching internship; it was a transformative experience that intertwined cultural immersion, educational exploration, and a profound connection with the ocean.

Teaching Experience

Stepping into an Indonesian classroom was a humbling experience. The vibrant energy, the warmth of the students, and the rich tapestry of cultural traditions painted a vivid picture of a world vastly different from my own. Navigating language barriers, adapting teaching styles, and embracing new perspectives fostered a deep sense of empathy and understanding. I learned that teaching transcends language, and that shared laughter, genuine curiosity, and a passion for learning can bridge any cultural divide.

Teaching in a new environment presented its share of challenges. Adapting to different teaching methods, managing classroom dynamics, and overcoming language barriers pushed me beyond my comfort zone. These challenges, however, fueled my growth, honed my resilience, and instilled in me a newfound confidence in my abilities as an educator.

The Sea Teacher Exchange Program in Indonesia left an indelible mark on me. It broadened my horizons, deepened my understanding of cultural diversity, and ignited a passion for environmental advocacy. The connections forged with my students, colleagues, and the local community will remain a source of inspiration and motivation as I continue my journey as an educator. This experience solidified my belief in the power of education to foster understanding, promote sustainability, and create a more just and equitable world.

Culinary Adventures

Being a SEA Teacher at SMAN Banua Bilingual Boarding School in Indonesia was a really great experience, especially when I was teaching there. The food in Indonesia was amazing. I loved trying different dishes, from chicken barbecue "sate" to noodle soups called "bakso." Every meal was like a little adventure for my taste buds. I especially loved the simple "bakso" and the unique "ayam bakso" noodles, they were full of flavor and texture. I also got to try "pesang keju," which is a delicious fried banana with cheese that's really popular there. Indonesian cuisine showcases the nation's agricultural bounty and culinary creativity. Sharing meals with my students and their families wasn't just a delicious introduction to their food; it forged deeper connections between us.

Exploring South Kalimantan

My time in South Kalimantan extended beyond the classroom thanks to the kindness of our student buddies, teachers, and school staff. They generously took us on tours of several stunning locations, although unfortunately, illness prevented me from visiting the famed Siring Floating Market. We did, however, experience the tranquility of Lake Riam Kanan, the charm of Martapura, the beauty of Danau Seran and Bukit Mawar (where I purchased souvenirs for my family), and the unique atmosphere of Mandi Angin (Bat Wind). Each location offered breathtaking views and cultural insights, further enriching our appreciation for Indonesia's natural beauty and the simple joys of shared experiences. These memories will stay with us forever.

Reflection and Encouragement

My SeaTeacher experience in Indonesia was profoundly transformative, fostering both personal and professional growth. It was a fantastic experience that helped me become a better teacher. I'm so thankful to SEAMEO for making this program possible. I hope they keep working with universities in Southeast Asia so that more teachers can have this amazing opportunity. Thank you to SMAN Banua and ULM for being so welcoming and supportive. I really appreciate everything you did to make my time there special. I hope future teachers will have the same great experience at all the partner universities.

To all the future SEA Teachers, get ready for an incredible adventure. Learn everything you can, but remember to be respectful of the culture and language of the country you're visiting. These experiences will make you a better teacher and open your eyes to new things. I wholeheartedly encourage fellow educators to seek similar opportunities; the rewards of cultural immersion and international collaboration are immeasurable. The friendships, lessons, and shared experiences have reshaped my perspective on life and education. While leaving Indonesia was bittersweet, I'm overwhelmingly grateful for everything I gained. This journey was far more than just teaching; it was self-discovery, cultural exchange, and personal growth. I returned home with renewed purpose and a deeper understanding of education's transformative power, eager to share my lessons and connections, inspiring others to embrace cultural diversity and the bridge-building power of education.

SCHOOL PROFILE

Located in Jalan A. Yani Gambut, Kabupaten Banjar, South Kalimantan, SMAN Banua Kalsel Bilingual Boarding School is a leading public secondary school established in 2011. Offering a comprehensive education, the school boasts on-campus boarding, a science lab, sports center, and health unit. SMAN Banua Kalsel stands out for its unique blend of academic excellence, Islamic values, and bilingual instruction, fostering a supportive community that cultivates 21st-century skills, critical thinking, and strong character. Its rigorous curriculum, innovative teaching, and experienced faculty prepare students for success in higher education, their future careers, and responsible global citizenship. A participant in the National Science Olympiad (OSN), the school is renowned for its outstanding alumni and its unwavering commitment to excellence.

ACADEMIC SUPPORT SYSTEM

SMAN Banua Kalsel's robust Academic Support System ensures student success and well-being through a combination of state-of-the-art facilities and comprehensive support services. Students benefit from well-equipped science and language labs, smart classrooms, a spacious library with extensive resources, computer labs, internet access, and online learning platforms. Comfortable boarding, counseling services, prayer rooms, and recreation areas complement the academic environment. This comprehensive infrastructure, coupled with mentoring, academic advising, tutoring, study groups, remedial classes, enrichment programs, and counseling, supports students in grades 10-12. Regular assessments, standardized tests, and teacher professional development ensure ongoing progress and high-quality instruction. This supportive community empowers students to achieve their full potential.

TEACHING SYSTEM

SMAN Banua Kalsel's innovative curriculum blends the Indonesian National Curriculum with the Cambridge English Language Assessment to cultivate strong English communication skills. Instruction utilizes both Indonesian and English, ensuring subject matter comprehension while building English proficiency. Engaging teaching methods, including task-based, project-based, and technology-enhanced learning, are employed. Assessment is multifaceted, incorporating quizzes, tests, projects, and presentations, and learning resources are diverse, ranging from textbooks to online platforms and multimedia. SMAN Banua prioritizes holistic development, fostering academic excellence alongside personal growth through a supportive and collaborative learning environment enriched by extracurricular activities and programs.

PEDAGOGICAL CONTENT OF ENGLISH EDUCATION

SMAN Banua Kalsel's English curriculum fosters comprehensive language skills and cultural understanding through a bilingual approach. The curriculum emphasizes communicative language teaching, utilizing interactive methods like conversations, role-plays, and group discussions to build real-world communication skills. A strong focus on literature enhances critical thinking and cross-cultural awareness. Grammar and vocabulary instruction is integrated through context-based activities, and listening comprehension is developed using diverse audio materials. Assessment incorporates both formative (quizzes, participation) and summative (essays, presentations) methods to provide comprehensive feedback. In essence, the curriculum equips students with strong English proficiency, critical thinking abilities, and cultural sensitivity, preparing them for success in a globalized world.

TEACHING PLAN

A teaching plan for SMAN Banua involves outlining the objectives, content, methods, and assessments tailored to the school's unique environment and student needs. The lesson plan at SMAN Banua is a detailed document that enhances clarity and effectiveness. The importance of a detailed teaching plan is not merely a formality; it is a vital component of effective teaching. It enhances clarity, engagement, and adaptability while promoting professional growth and confidence. By investing time in creating comprehensive lesson plans, educators can significantly improve the learning experience for their students.

This is the flow of my teaching plan:

I. OBJECTIVES:

At the end of the lesson, the learners will be able to:
read and understand a text about a charity which supports environmental causes.
make predictions about the future.
score at least 75% on their assessments.

II. SUBJECT MATTER:

A. Topic:

Talking about the future

B. Lesson Components:

READING

Students will demonstrate their ability to comprehend a text, extracting relevant information about a charity’s work.

SPEAKING

Students will apply their understanding to make a reasoned predictions about the future, demonstrating critical thinking and an awareness of the factors that might influence its success.

C. References:

Doff, A., Thaine, C., Puchta, H., Lewis-Jones, P., Stranks, J., & Burton, G. (2015). Cambridge English empower intermediate student’s book. Cambridge University Press. pg. 56-58

Doff, A., Thaine, C., Puchta, H., Lewis-Jones, P., Stranks, J., & Burton, G. (2015). Cambridge English empower intermediate teacher’s book. Cambridge University Press. pg. 73-75

https://www.youtube.com/watch?v=fVnY_TNZYgA

D. Materials:

Laptop, Projector, Textbook, Handouts, Worksheets, Marker

E. Media:

Presentation slides

https://www.youtube.com/watch?v=fVnY_TNZYgA

F. Value Focus:

Critical Thinking, Understanding, Active Participation, Patience, Respect, Compassion

III. PRELIMINARY ACTIVITY

A. Greetings

B. Checking of attendance

C. Review

(What did we learn in the previous meeting?)

D. Motivation

Present the ice breaker “Mystery Box Game” wherein the students will choose a letter and the letters consists of questions. After answering, the students will decide to Keep or Give the box with points inside. The team with highest points wins. (15 minutes)

Source: https://games4esl.com/powerpointgames/mystery-box/

E. ACTIVITY

Reading

Students answer the question: Has anyone heard of The Whitley Fund for Nature (WFN)?

Students watch video of Whitley Fund for Nature's story of 2022.

Source: https://www.youtube.com/watch?v=fVnY_TNZYgA

Students read and understand the article entitled “The Whitley Fund for Nature (WFN)”.

Students discuss the article

Answer the questions

Who do they give money to?

How much money do they give?

What can winners do with the money?

Student’s pairs. Read and understand the article of three people who won £35,000.

Discuss the article.

b. What do you think their projects are?

c. Answer the questions below

Where does the person work?

How did they first get interested in conversation?

What wildlife are they trying to protect?

Does the person work with local people? What does he/she do?

What does the person hope will happen in the future?

d Discuss these questions

What do the people and their projects have in common?

Do you think one project is more important than the others?

Which project would you like to visit or help? Why?

Speaking

Divide students into 2 groups.

Students read predictions 1-6 and decide if they agree or not in the predictions.

Students discuss their answers in a debate form.

Reference: https://www.youtube.com/watch?v=fVnY_TNZYgA

F. ANALYSIS

Students answer question to get deeper understanding:

What can you say about the video?

What have you learned in this discussion?

Can anyone summarize what we have learned today?

G. ASSESMENT

Written Test

Test 1

Instructions: Test what you have learned about these dedicated conservationists. Answer the following questions to see how much you know. Encircle the letter of your answer.

Which individual works to protect a diverse range of bird species in Turkey?

Dr. Apajarita Datta

Cagan Sekercioglu

Ekwoge Enang Abwe

Who focuses on protecting the unique biodiversity of the Ebo Forest in Cameroon?

Dr. Apajarita Datta

Cagan Sekercioglu

Ekwoge Enang Abwe

Which individual works to conserve the hornbills in the Pakke Tiger Reserve in India?

Dr. Apajarita Datta

Cagan Sekercioglu

Ekwoge Enang Abwe

What award has Cagan Sekercioglu won for his conservation work?

The nobel prize

The Whitley Gold Award

The Goldman Environmental Prize

What is the name of the project that Ekwoge Enang Abwe leads in the Ebo Forest?

The Ebo Forest Research Project

The Hornbill Consrvation Program

The Wildlife Corridor Initiative

Test 2

Instructions: Write TRUE if the statement is correct and FALSE if the statement is wrong. Write your answer before the number.

Dr. Apajarita Datta’s work primarily focuses on protecting endangered tigers in the Pakke Tiger Reserve.

One of the main threats to the Ebo Forest is deforestation due to logging operations.

The construction of dams is a major threat to bird habitats in Turkey, according to Cagan Sekercioglu.

Dr. Apajarita Datta’s work in the Pakke Tiger Reserve faces challenges from habitat loss due to agriculture expansion.

The Ebo Forest Research Projects aims to establish a sustainable tourism industry in the Ebo Forest.

Answer Key:

Test 1

A

C

A

B

A

Test 2

FALSE (Her primary focus is on protecting hornbills)

TRUE

FALSE (It aims to protect the forest’s biodiversity)

Summary:

Test 1: 5 points

Test 2: 5 points

Final Scoring:

Total points: 10

H. ASSIGNMENT

Choose one (1) of the three individuals (Ekwoge Enang Abwe, Dr. Aparajita Datta, and Çağan Şekercioğlu) and focus on their stories. For the individual you have chosen, create a detailed summary of his/her work. Write in a piece of paper in 150-200 words.

Include:

- The environmental issue his/her addressing: What specific ecosystem or species are his/her trying to protect?

- The threats his/her face: What are the main challenges to his/her conservation efforts?

- His/her strategies: What specific actions are they taking to address these threats?

- The impact of his/her work: How have his/her efforts benefited the environment and local communities?

Grading Rubrics

Prepared by:

Marrielle Kate F. Moleño

TEACHING PRACTICE

At SMAN Banua Kalsel, an engaging teaching approach prioritizes student interaction, recognizing that increased speaking leads to greater engagement. Allowing students to preview PowerPoint presentations and capturing their attention before introducing topics are key strategies. The school's kind, bright, and eager all-girls student body fosters a polite and participative classroom atmosphere conducive to learning. Students readily grasp concepts and demonstrate a strong desire to explore their interests.

The school's teaching practice program provides comprehensive training for student teachers. It follows a structured approach: observation of experienced educators, collaborative co-teaching, and finally, independent classroom management. Continuous feedback from mentors and peers supports professional growth, bridging the gap between theory and practice. This investment in future educators enhances the overall educational experience at SMAN Banua.

The supportive and enthusiastic students create an ideal learning environment.

SUMMARY AND SUGGESTIONS

SMAN Banua: Nurturing Future Educators Through Immersive Teaching Practice

SMAN Banua, a bilingual boarding school in Indonesia, provides student teachers with an exceptional, comprehensive program designed to foster practical teaching skills and pedagogical expertise. The program's structured approach ensures a smooth transition from observation to independent instruction, all within a supportive and enriching environment.

From Observation to Independent Teaching: A Gradual Progression

The program begins with a crucial observational phase. Student teachers immerse themselves in the dynamic classrooms of SMAN Banua, observing experienced educators and gaining firsthand insights into diverse teaching methodologies and classroom management strategies. This immersive experience lays a strong foundation for future teaching practice.

Next, student teachers engage in collaborative co-teaching. Working alongside mentor teachers, they actively participate in lesson delivery, receiving immediate feedback and building confidence in their abilities. This collaborative approach allows for the practical application of theoretical knowledge and the refinement of teaching techniques under expert guidance.

Finally, student teachers assume full responsibility for their own classes. They independently plan and deliver lessons, manage classroom dynamics, and assess student learning. This independent teaching phase is crucial for developing autonomy and solidifying their pedagogical skills. Continuous constructive feedback from mentors ensures ongoing professional development and growth throughout the entire process.

The Indonesian Approach: Fostering Active Learning

The teaching approach at SMAN Banua aligns with the Indonesian emphasis on active student participation. The students are known for their intelligence, politeness, and eagerness to learn, creating a remarkably supportive and engaging learning environment for both students and student teachers. This positive atmosphere facilitates rapid comprehension of new concepts and encourages exploration of subjects of interest.

Enhancing Engagement: Integrating Interactive Methods and Technology

To further elevate the student learning experience and enhance the effectiveness of the student teacher program, integrating interactive learning strategies and leveraging technology is key.

Instead of simply lecturing, incorporating interactive activities like group discussions, role-playing, and hands-on projects will foster collaboration and critical thinking. These activities encourage students to actively participate, share ideas, and build upon each other's knowledge.

Furthermore, integrating technology offers exciting possibilities. Educational apps, interactive online quizzes, and multimedia resources can create dynamic and engaging lessons, catering to diverse learning styles and making learning more accessible and enjoyable. Utilizing technology in this way will transform the learning experience, making it more interactive and impactful.

The SMAN Banua teaching practice program offers a unique opportunity for aspiring educators to gain valuable experience in a supportive and dynamic setting. By consistently refining its approach and incorporating innovative teaching methods, SMAN Banua continues to nurture the next generation of skilled and passionate educators.

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