About Me

Hello and Welcome to this blog. The owner of this blog is Naufal Hamid, a 21-year-old Indonesian man who really loves listening to music and playing video games. Aside from that, he is a student from Ahmad Dahlan University who recently completed the SEA Teachers program in the Philippines at CAPSU (Capiz State University), which is located in Burias, Mambusao. In this blog, he will explain his amazing experience participating in the SEA Teachers Program in the Philippines.

The Sea-Teacher Wall

Name: Naufal Hamid

Nationality: Indonesia

Duration of Internship: January 24, 2025 - February 18, 2025

University of Origin: Ahmad Dahlan University

Receiving University: Capiz State University - Burias Campus

Receiving School: Mambusao National High School

Capiz State University

Capiz State University is a public research university in the Philippines. It is mandated to provide instruction and training in agriculture, fishery and forestry, science and technology, arts and humanities, education and other fields. It is also mandated to undertake research, extension services and production activities. The center of administration of the university is located in Roxas City. This campus was formerly called Panay State Polytechnic College (1980 - 2004) and has the motto "Center of Academic Excellence Delivering Quality Service to All". Now Capiz State University has 9 campuses spread throughout Capiz.

What is The SEA Teacher Project Program?

In October 2014, the Southeast Asian Ministers of Education, through the SEAMEO Council, introduced the SEAMEO Education Agenda, outlining seven priority areas to enhance education quality in Southeast Asia, one of which is "Revitalizing Teacher Education." To support this goal, the SEAMEO Secretariat launched the "Pre-Service Student Teacher Exchange in Southeast Asia" (SEA-Teacher Project), aimed at providing pre-service student teachers with the opportunity to gain teaching experience in schools across the region. This program specifically helps student teachers develop their teaching skills and pedagogy, improve their English proficiency, expand their regional and global perspectives, and adapt to diverse teaching environments. Designed for third- and fourth-year education students majoring in subjects such as Math, Science, English, Early Childhood Education, Primary Education, Economics, Physical Education, and Social Studies, the one-month exchange program follows a cost-sharing model and requires English as the primary language for all activities. Throughout the practicum, student teachers are given weekly roles and responsibilities, while host universities provide mentors for supervision and buddies for additional support during the exchange period.

School Profile

Mambusao National High School, located in Tumalalud, Mambusao, Capiz, is a secondary school committed to providing quality education for its students. The school has a total of 1,467 students, divided into 675 students in Junior High School and 492 students in Senior High School. To support the learning process, the school has 44 teachers for Junior High School and 23 teachers for Senior High School, all dedicated to educating and guiding students.

Classes begin at 7:15 AM for Junior High School students and 7:30 AM for Senior High School students, following a structured schedule to ensure effective learning. The school implements the Matatag Curriculum, which is designed to enhance learning quality and equip students with relevant skills for their future. Additionally, Mambusao National High School has a well-established academic support system, including innovative learning materials, a structured evaluation system, and well-planned teaching strategies tailored to students' needs at each educational level.

With adequate facilities and a team of dedicated educators, Mambusao National High School strives to create a conducive learning environment that supports both intellectual and character development, ensuring that students are well-prepared for higher education and future challenges.

Teaching Strategies and Assessment in Mambusao National High School

At Mambusao National High School, various interactive teaching methods are employed, emphasizing student-centered learning where students actively participate in discussions, cooperative learning, and problem-based learning. Teachers also use direct instruction for subjects requiring strong conceptual understanding. Learning materials include printed textbooks, digital modules, PowerPoint presentations, educational videos, and online quizzes, with technological innovations such as Google Classroom and Quizizz enhancing engagement. The school provides diverse learning resources, including a well-equipped library, e-books, academic articles, and access to computers and projectors. Assessment methods go beyond written exams, incorporating authentic assessments like projects, presentations, performance tasks, and portfolios. Additionally, teachers utilize observation-based and reflective assessments, assigning real-life tasks to evaluate students’ comprehensive understanding.

Teaching Plan

The curriculum used by grade 7 of Mambusao National High School is a new curriculum that was implemented this year. The strategy applied in this curriculum is 4A (Analysis, Analysis, Abstraction, and Application). Because my major is English, this is a challenge because I have to teach students who are more fluent in English than me. I developed several strategies with the help of my cooperating teacher, and also two student teachers. There I tried to understand how the strategies are usually applied by teachers in teaching, then I tried to adjust it to my teaching style. The result was that I succeeded in the final demonstration and only received a little input from the assessors.

Teacher's Lesson Planning and Classroom Implementation

During my observation, I noticed that the teacher planned the lesson carefully by preparing a structured lesson plan and relevant teaching materials. Before entering the class, the teacher reviewed the lesson objectives and ensured that all necessary resources, such as worksheets and visual aids, were ready. In class, the teacher engaged students through interactive activities and clear explanations, making the lesson more enjoyable. In addition, the teacher regularly assessed students’ understanding by asking questions and providing direct feedback. This approach helped maintain student engagement and ensure that learning objectives were achieved effectively.

Teaching Practice

Teaching at Mambusao National High School, particularly with the 7th-grade students in Section Capella, has been an incredible journey filled with learning, challenges, and rewarding moments. Before stepping into the classroom, I carefully planned each lesson, incorporating interactive activities, multimedia presentations, and student-centered approaches to make learning engaging. Managing time effectively was a challenge, as Filipino students are very active and enthusiastic, but I addressed this by setting clear time limits and using a timer. Language barriers and varying levels of English proficiency among students required me to use visual aids, body language, and real-life examples while encouraging peer learning. Classroom management was another crucial aspect. I established clear rules, used positive reinforcement, and built a friendly yet respectful relationship with students to maintain discipline and engagement. This experience not only enhanced my teaching skills but also broadened my cultural understanding, making my journey in Section Capella truly memorable.

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.

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