SEA-TEACHER PROJECT
The SEA-Teacher Project, also known as the Pre-Service Student Teacher Exchange in Southeast Asia is a project for 4th year pre-service student teachers whose majors are in Math, Science, English and Pre-school. This project gives an opportunity to pre-service student teachers to conduct their practicum within the Southeast Asian Countries. The participants of the project must conduct observation, assistantship and demonstration teaching within a one month time frame. This is in line with one of the project’s main objective, which is to expose future teachers to diverse teaching and learning situations and opportunities and the value of flexibility.
For the year 2023, the Bicol State College of Applied Sciences and Technology were among the participants of the SEA-Teacher Project, therefore choosing six delegates to send to their partner school, which is the Universitas Negeri, Surabaya, located in Surabaya, Indonesia. The delegates consists of three student teachers from the elementary education and one delegate only from science, math and english.
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SMP LABSCHOOL
UNESA 3
ABOUT US
SMP Labschool UNESA 3 is a private school located in Lidah Wetan, Surabaya, Indonesia. SMP Labschool UNESA 3 consists of Junior High Learners from 7th to 9th grade. Their current headmaster is Dian Hijrah Saputra, S. Pd.
VISION
"Berkarakter kearifan lokal, berwawasan global"
MISSION
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Melaksanakan kurikulum 2013 di sekolah
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Mewujudkan siswa labschool unesa yang berkarakter dan berbudaya kearifan lokal
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Menjadikan labschool unesa sebagai pusat pengembangan kurikulum pendidikan
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Mewujudkan pembelajaran yang efektif dan efisien guna menghasilkan lulusan yang
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berdaya saing global
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Mewujudkan pembelajaran bilingual
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Mengembangkan menegerial pendidikan guna mewujudkan kuwalitas pendidikan
ACADEMIC SUPPORT SYSTEM
SMP Labschool UNESA 3 gives their utmost best in ensuring that the students have a conducive learning environment. The school has set of laboratories for their science classes and each classroom has an installed air conditioner. Each classroom also has chairs and tables for the students and a teacher’s table for the teacher. An ample amount of natural light also illuminates inside the classroom. Whiteboards and bulletin boards can also be seen in the classroom in support to the teaching-learning process.
TEACHING SYSTEM
Each subject has a time allocation of 40 minutes only. For SMP Labschool UNESA 3, classes usually starts at 7:00 in the morning and ends at 3:00 in the afternoon. However, the schedule differs during Mondays due to the reason that they conduct their mandatory flag ceremony. During Mondays, the class hours usually starts around 7:40 in the morning.
TEACHING METHOD OF THE TEACHER
The teaching method in SMP Labschool UNESA 3 is fun learning approach. This consists of learning through series of activities and games to incorporate knowledge to the students. Upon my observation during the 1st week, I have observed in the English, Mathematics, and Science class that the psychomotor skills of the students are being enhanced and practiced. According to one of my cooperating teacher, she stated that in her class she also likes to elicit the psychomotor skills of the students and would like them to move around instead of being passive learners. This statement of hers allowed me to have another perspective in my teaching strategies as a future teacher on how to incorporate fun learning to incorporate knowledge to my future students.
LEARNING MATERIALS, TECHNOLOGY USED, AUTHENTIC ASSESSMENTS
The teachers in SMP Labschool UNESA 3, particularly the English teachers, use modules as their learning material. Even though the subject is English, the module is in Bahasa, Indonesia. In lieu of this, the module is being used to create worksheets or activities that will be given to the students per meeting. It also consists authentic assessment that the teacher gives at the end of the discussion. The teacher also maximizes the use of technology by using websites that consists of games or fun activities that the students will enjoy. Additionally, PowerPoint presentations are also being used by the teacher to discuss the topic of the day.
CURRICULUM
During my one month stay in Indonesia, particularly in Labschool UNESA 3, I was able to learn about how Indonesia differs from the Philippine Education system. In Indonesia, the elementary, junior and senior high school learners has their own term unlike in the Philippines wherein elementary learners are just referred as “elementary”, the same goes with junior and senior high school learners. In Indonesia, SMK refers to the elementary learners, SMP is referred to as the junior high school learners, which is only composed of 7th to 9th grade learners, and SMA is referred to as the senior high school learners, which is composed of 10th to 12th grade learners only. This differs to the Kto12 curriculum in the Philippines whereas the junior high school learners are from grade 7-10 and senior high school learners are from grade 11-12.
TEACHING PLAN RELATED TO MAJOR
The lesson plan in English consists of three parts only. The pre, while, and post lesson. Attached herewith is the link of lesson plans that I made during my demonstration teaching in 8th grade classes in SMP Labschool UNESA 3.
Link: https://drive.google.com/drive/folders/1BoGyiOvEBGkaceHp8mE4N_OPguBfjSGq?usp=sharing
PROCEDURES OF TEACHING
Before proceeding with the discussion proper, I ask the student first to pick up the pieces of dirt under their chairs. Then, I will ask them how was their day and how are they feeling. I believe it is a good practice for a teacher to know how the students are mentally and emotionally, so the teacher may give them a lending hand if they are having struggles or problems. Afterwards, I will be conducting a motivational activity in relation to the lesson. In this way, they would be able to have a sense of familiarity to the new topic so that they would not feel overwhelmed with the discussion proper. Applying the fun learning approach, I will be continuing on in discussing the lesson through group activities and give my authentic assessment at the end of the lesson.
TIME MANAGEMENT AND ORGANIZING ACTIVITIES
Time is quite valuable especially in the classroom. In lieu of this, I handle my time management skills by ensuring that each activity that I will conduct in the classroom is in line within the 40 minute allocated time. For instance, the warm up activity must only be five minutes, therefore I should design an activity that can be done in a five minute time range only. I usually allocate my activities with a timer that the students can
visibly see during the lesson so they would also be conscious with the time in finishing their tasks.
CLASSROOM MANAGEMENT
There are times that the students in class are being noisy. When this happens, I often give them energizer so they would be back on track to the discussion. At the beginning of the class, I say the word ,”ho” and they must response with “ha”. During the discussion, when someone is being noisy, I just repeat the chant and afterwards they would be back to listening. The other alternative that I make is to be silent and give them the “shh” or “be quiet” sign by pointing my forefinger to my lips.
PROBLEM SOLVING WHILE TEACHING AND STAYING IN THE DESIGNATED SCHOOL
If there are things that I’m not familiar with in the classroom, especially in making lesson plans, I often times ask my cooperating teacher for clarification and she willingly helps me with the content and what I should do and must not do inside the classroom. Since the education system of the Philippines is different from Indonesia, I personally believe that consulting first is a good step before making any actions in the classroom because I might act something that could be offending to the students. That is why I’m quite grateful for the help of my cooperating teachers during my practicum in SMP Labschool UNESA 3.
PURPOSES OF PRACTICUM
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To embrace diversity and inclusivity inside the classroom
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To practice and enhance the use of English language inside the classroom
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To acquire knowledge about the education system of another country
PROCEDURES OF PRACTICUM
1st week
In the first week, we were given an opening program to discuss what we will be doing for the whole month in SMP Labschool UNESA 3. The following days were allocated for campus tour on the different Labschool’s located in Surabaya, Indonesia.
3rd week
On the second week, the format of the lesson plan that I must use during my demonstration teaching was given to me by my cooperating teacher. After making my lesson plans, I was able to conduct my demonstration teaching on the third week. I taught the 8th grade the topics: a. Obligation, prohibition, and suggestion and b. Inviting someone to do something, requesting someone to do something, and asking and giving permission.
2nd week
During the second week, we were tasked to assist our cooperating teacher. I was able to assist my cooperating teacher by the means of assistantship teaching. This served as a warm up for me for my upcoming demonstration teaching the next week.
4th week
Lastly, on the fourth week, we were given the time to prepare our reports as well as to ask for the evaluation forms that our cooperating teachers used to evaluate our teaching during the third week. We also requested them to sign our DTR’s as proof of our attendance at the school during the one month time period. Attached herewith is the link of the evaluation forms and DTR : https://drive.google.com/drive/folders/1FRbPJTK8kf5sKJadQ62WxLu57Ua8mXGT?usp=sharing
OUTCOMES OF PRACTICUM
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The student teachers was able to embrace individual differences and inclusivity inside the classroom
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The student teachers were able to practice and enhance their use of English language as a means of communication inside the classroom
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The student teachers were able to gain knowledge about the education system of another country
CHALLENGES OF PRACTICUM
During my one month stay in UNESA, the challenges that I’ve encountered is the language barrier. We had trouble communicating with other people due to the reason that some of them do not speak the English language and since we do not also know how to speak in Bahasa, it was also a struggle on our end to be on the same page with the one whom we are talking to. Fortunately, we were blessed to have our buddies because they helped us to communicate with others by translating the words for us and accommodating us all throughout our stay in Surabaya.
OVERALL IMPRESSION
The SEA-Teacher project gave me the opportunity to see how the education system works in a neighboring ASEAN country. This provided me insights and fresh perspectives in terms of content and pedagogy that I may adapt in the classroom. Therefore, this project gave me the impression that it is meant to strengthen the skills and knowledge of the student teacher’s all over the ASEAN countries. Indeed, it is leading through learning. Moreover, the SEA-Teacher Project does not solely focuses on teaching, but also on how one should embrace culture and diversity.
SUGGESTION FOR FUTURE IMPROVEMENT
For future improvement of the program, I personally suggest that in each school there should be a personnel from SEAMEO or SEA-Teacher Project that will monitor the student teacher’s progress in the school that they are assigned in, due to the reason that they might be having problems that are not being addressed or acknowledged. I believe this may hinder in achieving the purpose of their practicum if they are encountering problems and have no one to seek help from considering they do not know anyone from the school that they are currently assigned in.
