Aina Zillan Zalila - Teaching Journey

A. Observation

My teaching journey at NU Nazareth School began with orientation and classroom observation from May 4 to May 13, 2026. During this period, I observed Grade 4 St. Benedict under the Science subject, consisting of 48 students.

Throughout the observation sessions, I closely learned how my cooperating teacher, Ms. Salve Imee S. Cea, managed the classroom and facilitated student engagement. Her teaching style was primarily teacher-centered, yet highly interactive. I noticed how students listened attentively and actively participated in every discussion.

One thing that stood out to me was how Ms. Salve maintained classroom focus by using simple but effective prompts and strategies to re-engage students whenever their attention shifted. She also made sure that even the quietest students were given opportunities to speak and participate.

The students themselves were incredibly cooperative, energetic, and welcoming. On my very first day observing, they greeted me warmly, and one student even gave me a hand-drawn greeting card, which became one of my most memorable moments.

Compared to classrooms in Indonesia, I noticed that students here were highly expressive and confident in sharing their ideas. They were encouraged to think critically, discuss openly, and participate actively, which created a dynamic and engaging learning environment.

B. Lesson Planning

For my teaching preparation, I developed a lesson plan for the Science topic: Safety Precautions Against Too Much Sunlight.

The lesson was designed based on references from the Grade 4 Science Textbook and the DepEd Matatag Curriculum Guide. One of the biggest challenges was adjusting to the NU Nazareth School lesson plan format, which was different from what I usually use in Indonesia, while also working within a limited preparation time.

Fortunately, language was never a barrier throughout the process. Since English is the primary medium of instruction at NU Nazareth School, and with the constant guidance and support from my cooperating teacher, Ms. Salve, I was able to adapt smoothly.

To make the lesson more interactive and engaging, I prepared several teaching materials including a PowerPoint presentation, a large poster showing safe and unsafe behaviors under the sun, and safety protection cut-outs such as hats, sunglasses, umbrellas, water bottles, long sleeves, and sunscreen.

This preparation process taught me how important flexibility and creativity are in designing lessons for different educational settings.

C. Teaching Practice

On May 11, 2026, I conducted my final teaching demonstration for Grade 4 St. Benedict in Science, focusing on the topic Safety Precautions Against Too Much Sunlight.

The lesson began with visual prompts to activate students’ prior knowledge by showing pictures of children under the sun demonstrating both safe and unsafe behaviors. This led to an engaging discussion about the importance of sun protection and the dangers of prolonged sun exposure.

One of the most exciting parts of the lesson was the group activity called “Protect the Child,” where students worked together to identify and attach protective items to a large poster of a child under the sun. The activity encouraged teamwork, critical thinking, and practical understanding of sun safety.

The students were incredibly enthusiastic and actively participated throughout the lesson. Since I had already spent time observing and interacting with them, building connections beforehand made classroom communication much easier.

One unexpected challenge happened during the activity when I had trouble attaching the materials to the board. Thankfully, one student immediately volunteered to help me hold the materials for the class, which made the activity continue smoothly. That simple gesture made me realize how supportive and involved the students were.

What I will always remember most was the nervousness before starting and the overwhelming warmth from the students once the lesson began. Their enthusiasm made me feel seen, appreciated, and confident.

To my surprise, my mentor gave me very positive feedback and appreciated how I managed the class effectively. Hearing that from someone I deeply respected made this experience even more meaningful for my growth as a future educator.

Although my assigned teaching practicum was in Grade 4 Science, my academic background is in Early Childhood Education. What made this journey even more meaningful for me was the opportunity given by my cooperating teacher, Ms. Salve Imee S. Cea, who understood my field of study and allowed me to observe preschool and kindergarten classes as well.

Through these observations, I was able to see how young learners build their foundational skills through play, routines, and guided exploration. I also had the chance to witness their Moving Up ceremony, which gave me a deeper understanding of how early childhood milestones are celebrated and valued in the school community.

Even though I was not assigned to teach kindergarten students directly, being given the space to learn from their environment made me feel seen as an Early Childhood Education student. It reminded me that teaching is not limited to where we are placed, but also about how open we are to learning from every stage of education.