Summary and Suggestion
My teaching practicum at Mambusao National High School, particularly with Grade 7 Section Capella, was a transformative experience that deepened my understanding of classroom instruction. The primary purpose of this practicum was to gain hands-on teaching experience in a real classroom setting, applying pedagogical theories to practice. Throughout the process, I followed structured teaching procedures, from lesson planning to execution, ensuring that each session was interactive and student-centered. The outcomes of this experience were significant—I observed improvements in students' engagement and comprehension, and I also grew more confident in managing a classroom. However, the journey was not without challenges, such as language barriers, varying levels of student proficiency, and time management issues, which required adaptability and creative problem-solving. Despite these hurdles, my overall impression of the practicum was highly positive, as I built strong connections with the students and learned valuable teaching strategies.
For future improvement of the SEA Teacher program, I suggest enhancing the pre-departure training by incorporating more classroom management strategies and cultural adaptation sessions to better prepare student-teachers for diverse teaching environments. Additionally, increasing collaboration between host schools and student-teachers before arrival, such as through virtual meetings or lesson planning discussions, could help align expectations and facilitate smoother transitions. Providing more structured mentoring from local teachers would also be beneficial, allowing student-teachers to receive continuous feedback and improve their teaching strategies effectively. Lastly, integrating more opportunities for peer reflection and discussion among SEA Teachers throughout the program would enhance the learning experience, enabling participants to share challenges, insights, and best practices in real time.