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The SEA Teacher Program has been an enriching educational exchange initiative that fosters collaboration among Southeast Asian nations, offering pre-service teachers the opportunity to teach abroad while learning from different education systems. One of the schools that participated in this transformative program is Ramon Magsaysay Central Elementary School (RMCES), located in Digos City, Philippines. This blog post will provide a comprehensive look into the school’s general information, academic administration, teaching systems, and curriculum, alongside the vital role played by the SEA Teacher program in shaping the educational experience at RMCES.

1. School General Information and Academic Administration

1.1 School Profile

Ramon Magsaysay Central Elementary School is a public school located in the heart of  Digos City, one of the major cities in the southern part of the Philippines. The school caters to students from elementary levels, ranging from grade 1 to grade 6, with over 1,000 enrolled students.

The school is well-equipped with modern facilities such as classrooms with projectors and internet access, a computer lab, library, and other educational resources that enhance the learning experience. Its vision is to provide quality education that promotes not only academic achievement but also the development of strong moral values and good character.

1.2 Academic Support System

The academic support system at RMCES is structured around both in-school and out-of-school activities designed to aid students in their learning journey. RMCES offers:

• Guidance Counselors: The school provides counseling services to students for both academic and emotional support. Students with special needs are given individualized attention.
• Tutoring Programs: To ensure that all students receive equal learning opportunities, RMCES offers after-school tutoring programs, especially for students who need additional help in certain subjects.
• Parent-Teacher Association (PTA): The PTA plays a vital role in academic support by organizing events and initiatives that involve both parents and teachers in the educational process.

The SEA Teacher Program integrates into this system by offering additional international perspectives, making students and teachers more open to new teaching methods and educational models.

1.3 Teaching System

The teaching system at RMCES follows a student-centered approach. The teachers strive to engage their students actively in the learning process through hands-on activities, group discussions, and interactive lessons. The teaching system emphasizes cooperative learning, where students work together to solve problems and help each other succeed.

In addition to the regular classroom setup, RMCES also promotes extracurricular activities, such as sports, music, and cultural events, which help develop well-rounded individuals. The SEA Teacher participants contribute to this system by introducing new teaching methodologies from their home countries and helping implement collaborative and project-based learning strategies.

 

1.4 Materials and Other Learning Sources

RMCES utilizes various learning materials and sources to supplement its curriculum, ensuring that students have access to engaging and informative content. These materials include:

• Textbooks: The school follows the national curriculum provided by the Department of Education (DepEd), and textbooks are aligned with the learning standards for each grade level.
• Digital Resources: RMCES has integrated technology into its classrooms, with access to computers, educational software, and smart TV . The school encourages students to use the internet and other digital platforms for research and learning.
• Library: The school library houses a collection of books, magazines, and learning resources that students can borrow to expand their knowledge beyond the classroom.
• SEA Teacher Contributions: As part of the SEA Teacher program, international participants bring different teaching materials, such as educational games, learning tools, and visual aids, which add diversity to the classroom experience.

These materials and resources are essential in maintaining the dynamic and engaging learning environment at RMCES.

1.5 Measurement and Evaluation System

The measurement and evaluation system at RMCES is designed to track students’ academic progress and performance. Teachers use both formative and summative assessments to gauge students' understanding of the material and provide feedback.

• Formative Assessments: These include quizzes, group work, and class activities that help teachers assess students' ongoing progress and adjust teaching strategies accordingly.
• Summative Assessments: End-of-term exams and standardized tests are used to evaluate students' overall performance. Additionally, periodic report cards provide a comprehensive overview of students' academic standing.
• Teacher Feedback: In addition to grades, teachers provide feedback on students' strengths and areas of improvement, helping guide students toward academic success.

The SEA Teacher participants play a role in diversifying the assessment methods by introducing new types of evaluations such as peer assessments, collaborative project work, and interactive presentations.

1.6 Curriculum

RMCES follows the K to 12 curriculum set by the Department of Education (DepEd) in the Philippines, which spans from Kindergarten to Grade 12. The curriculum is designed to equip students with both academic knowledge and the skills they need for personal development and social responsibility.

The curriculum focuses on core subjects such as:

• Mathematics
• Science
• Language (Filipino and English)
• ESP
• TLE
• Mapeh
• Edukasyong Pantahanan at Pangkabuhayan (Edukasyong Pagpapakatao - Values Education)

In addition to these, RMCES incorporates physical education, music, arts, and health education into its curriculum, providing a holistic approach to student development.The SEA Teacher program offers a unique addition to the curriculum by bringing international perspectives, which can influence the delivery of these subjects, especially in fostering cross-cultural understanding and collaborative learning.

1.7 Teaching Plan in Elementary School

In the elementary level at RMCES, teachers prepare detailed teaching plans that align with the DepEd curriculum. These plans are structured around learning objectives for each subject area, with the goal of achieving specific knowledge and skills. Teachers incorporate a variety of teaching methods to ensure that lessons are engaging and accessible to all students. These methods include:

• Direct Instruction: The teacher presents information and guides the students through structured lessons.
• Collaborative Learning: Students work together in groups, solving problems and engaging in discussions.
• Hands-on Activities: Practical, interactive activities that encourage students to apply what they’ve learned in real-world scenarios.
• Use of Technology: Interactive lessons using educational apps, videos, and digital tools.

A sample teaching plan for a subject like Edukasyong Pantahanan at Pangkabuhayan (Values Education) might include activities such as group discussions, role-playing, and community service projects, focusing on values like honesty, respect, responsibility, and environmental stewardship.

The SEA Teacher participants contribute to the development of teaching plans by providing insights into new ways of teaching values and incorporating international teaching methodologies such as project-based learning and inquiry-based teaching.

1. Pedagogical Contents

1.1 Teaching Methods

During my SEA Teacher internship at Ramon Magsaysay Central Elementary School, I observed and practiced various teaching methods that were effective in engaging young learners. The school primarily uses student-centered approaches, such as:

• Activity-Based Learning: Students participate in hands-on activities, group discussions, and collaborative tasks to reinforce their understanding of lessons.
• Inquiry-Based Learning: Teachers encourage students to ask questions, analyze problems, and find solutions independently or through guided discussions.
• Differentiated Instruction: Teachers modify lesson plans to cater to diverse student needs, ensuring that every child receives personalized learning support.
• Lecture and Discussion: Traditional teaching techniques, such as storytelling and direct instruction, are combined with interactive questioning to maintain student engagement.

 

1.2 Learning Materials and Innovation

The school provides a wide range of learning materials to support classroom instruction, including:

• Textbooks and Workbooks: Standardized curriculum materials aligned with the Philippine educational system.
• Visual Aids and Manipulatives: Charts, flashcards, posters, and realia to make abstract concepts more tangible.
• Digital Resources: The use of PowerPoint presentations, videos, and online educational platforms enhances student learning experiences.
• Project-Based Learning Materials: Students engage in hands-on projects, experiments, and model-making activities to apply theoretical concepts in real-world scenarios.

1.3 Sources of Learning and Technology

The school integrates various sources of learning and technological tools to enhance education, including:

• Library and Reference Books: The school library serves as a valuable resource for students and teachers to access supplementary materials.
• E-Learning Platforms: Online tools, such as Google Classroom, YouTube educational videos, and other digital resources, support both in-person and distance learning.
• ICT Integration: Computers, tablets, and interactive whiteboards are used in lessons to facilitate digital literacy among students.
• Community and Environmental Learning: Field trips, guest speakers, and hands-on activities outside the classroom help students connect learning with real-life situations.

1.4 Authentic Assessment

Authentic assessment methods are employed to evaluate student learning effectively, such as:

• Performance-Based Assessment: Students demonstrate their understanding through presentations, role-plays, and hands-on experiments.
• Portfolio Assessment: Compilation of student work, including projects, reflections, and written assignments, to track progress over time.
• Rubric-Based Grading: Teachers use clear rubrics to assess student performance objectively in projects, oral presentations, and practical activities.
• Self-Assessment and Peer Review: Encouraging students to evaluate their own work and provide feedback to classmates fosters critical thinking and self-improvement.

1.5 Other Observations

Aside from classroom teaching and learning, I observed the school’s strong commitment to holistic student development. Extracurricular activities, such as sports, arts, and leadership programs, play a crucial role in shaping students’ character and talents. Additionally, teachers and staff emphasize the importance of values education, discipline, and respect, creating a nurturing and inclusive learning environment.

3. Teaching plan

1.1 Curriculum in the Philippines

            The Philippine education system follows the k to 12 Basic Education Curriculum, which aims to provide a holistic and competency based approach to learning. The curriculum is structured as follows:

• Kindergarten. A preparatory year that focuses on foundational skills such as literacy, numeracy, and socio-emotional development.
• Elementary Education (Grades 1–6). Covers core subjects such as Filipino, English, Mathematics, Science, Araling Panlipunan, Edukasyon sa Pagpapakatao (EsP), Music, Arts, PE, and Health (MAPEH), and Technology and Livelihood Education (TLE).

1.2 Teaching Plan in Elementary Education

The teaching/lesson plan in elementary education is a structured guide that helps teachers facilitates lessons effectively. It includes lesson objectives, instructional methods, materials, and assessment techniques. Teachers prepare lesson plans that align with the Most Essential Learning Competencies (MELCs) set by Department of Education  (DepEd).

The following are the components of a lesson plan:

1. Objectives. Defines what students should learn (e.g., Identify strategies for applying spiritual principles to everyday problems)

2. Subject Matter. Covers the topic based on the curriculum (e.g., Grade – 6 ESP Spirituality: Attaining Inner Peace)

3. Instructional Methods. Strategies like group activity, storytelling, video presentation, and interactive discussions.

4. Instructional Materials. It refers to the use of smart TV, multimedia, visual aids, and worksheets.

5. Assessment and Evaluation. It includes quizzes, performance tasks, and oral recitations to measure the learning progress.

• The teacher prepares a Daily Lesson Plan (DLP) for each lesson, ensuring clear, engaging, and effective instruction that meets the learning needs of students. This plan helps maintain a structured flow of the lesson, keeping it aligned with learning objectives and curriculum standards. Additionally, it serves as a guide for the teacher, ensuring that the lesson stays on track and that all key concepts are covered efficiently.

4. Observation on teacher (s )

1.1 Planning for teacher

Planning for teaching is a crucial step in ensuring a smooth and effective learning experience for students. At RMCES,we write a detailed lesson plans based on the curriculum guidelines and students' learning needs. I am clear learning objectives, structure the lessons logically, and incorporate various teaching strategies. Additionally, they consider students' prior knowledge and background to make the lessons more relatable and engaging.

SEA Teacher Experience at Ramon Magsaysay Central Elementary School

1. Observation of Teaching

The SEA Teacher Program provided an incredible opportunity to observe and understand the teaching process at Ramon Magsaysay Central Elementary School. During this phase, I closely observed the teaching methods, classroom management strategies, and student engagement techniques used by the teachers. I also analyzed how the teachers adapted their lessons based on students’ needs and classroom dynamics. This observation period helped me gain insights into the Philippine education system and understand the challenges and best practices in primary education.

1.1 Planning for Teaching

Planning is a crucial step in ensuring effective teaching and learning. The teachers at Ramon Magsaysay Central Elementary School followed a structured approach in lesson planning. They aligned their lesson objectives with the curriculum and considered students’ prior knowledge and learning capabilities. Lesson plans included clear objectives, engaging activities, and appropriate assessment methods. I learned the importance of preparing detailed lesson plans to ensure smooth and effective teaching sessions.

1.2 Preparing Lessons and Materials

Before conducting a class, I spent time preparing lessons and materials to make learning more engaging and interactive. I utilized visual aids, flashcards, PowerPoint presentations, and worksheets to enhance student understanding. The school provided teaching resources, but I also incorporated my own creative materials to cater to different learning styles. Preparing interactive and student-centered materials helped create a more engaging learning environment and facilitated better knowledge retention.

1.3 Teaching in Class

Teaching in class was one of the most exciting and challenging parts of the SEA Teacher Program. I had the opportunity to conduct lessons for elementary students, applying the techniques and strategies I had observed earlier. Engaging students through interactive activities, storytelling, and group discussions made learning more enjoyable. Classroom management was also an essential aspect, as maintaining students’ attention and discipline required patience and effective strategies. The experience of teaching in an actual classroom setting improved my confidence and communication skills.

1.4 Measurement and Evaluation

Assessment plays a vital role in evaluating students’ learning progress. I used various assessment methods, including quizzes, group activities, and individual assignments, to measure student understanding. Teachers at the school emphasized both formative and summative assessments to track students’ progress effectively. Providing constructive feedback and encouragement helped students improve their learning outcomes. This experience taught me the importance of assessment in ensuring that students achieve their learning objectives.

1.5 Other Experiences

Beyond teaching, I had the opportunity to participate in school events, interact with fellow teachers, and engage with students outside the classroom. The school welcomed me warmly, and I experienced the rich Filipino culture through school activities and local traditions. I also joined teacher meetings and professional development sessions, which gave me deeper insights into the Philippine education system. Additionally, the bond formed with students and teachers made my SEA Teacher journey even more memorable.

The SEA Teacher Program at Ramon Magsaysay Central Elementary School was a transformative experience that enhanced my teaching skills and broadened my cultural perspective. Observing, planning, preparing, teaching, and assessing students provided valuable insights into the teaching profession. This journey not only strengthened my passion for teaching but also allowed me to develop adaptability, creativity, and a deeper appreciation for cross-cultural exchange in education.

5.Teaching Practice

As a SEA Teacher participant at Ramon Magsaysay Central Elementary School , I had the opportunity to engage in real classroom teaching, observe local teaching methods, and implement my own instructional strategies. This experience allowed me to develop my skills in various aspects of teaching, including lesson planning, student engagement, and assessment techniques.

1.1 Procedures of Teaching

The teaching procedures followed a structured format, ensuring that students received clear and effective instruction. The steps I implemented in my teaching sessions included:

• Lesson Preparation: I prepared detailed lesson plans based on the Philippine curriculum, incorporating interactive activities and visual aids.
• Lesson Introduction: Each lesson began with a warm-up activity or a simple question to engage students.
• Lesson Delivery: I used a combination of direct instruction, discussion, and student-centered learning approaches.
• Practice and Activities: Students participated in hands-on activities, group work, and individual exercises.
• Assessment and Feedback: I provided immediate feedback through oral responses, quizzes, and performance-based assessments.
• Lesson Closure: A short summary and a reflective question helped reinforce learning before ending the class.

1.2 Time Management and Organizing Activities

Effective time management played a crucial role in delivering efficient lessons. I managed my time by:

• Allocating specific time slots for each part of the lesson to ensure smooth transitions.
• Setting clear objectives and prioritizing essential content.
• Using timers and visual cues to maintain students’ focus during activities.
• Preparing backup activities in case lessons finished earlier than expected.
• Balancing instructional time with interactive and engaging activities to keep students motivated.

 

1.3 Problem Solving

Challenges are inevitable in the classroom, and I encountered several situations that required quick thinking and adaptability. Some of the problems I faced and how I solved them include:

• Language Barrier: Some students had difficulty understanding English, so I used simpler language, visual aids, and gestures to communicate effectively.
• Student Participation: The students verry participate. To encourage engagement, I used interactive games, peer discussions, and positive reinforcement.
• Technical Issues: When multimedia tools malfunctioned, I quickly adapted by using alternative teaching methods, such as storytelling and board illustrations.

1.4 Classroom Management

Maintaining a positive and disciplined classroom environment was essential for effective learning. I applied the following classroom management strategies:

• Establishing Rules and Expectations: On the first day, I clearly communicated classroom rules and expectations.
• Positive Reinforcement: I praised students for their good behavior and participation, fostering a supportive learning atmosphere.
• Engaging Lessons: I incorporated games, and hands-on activities to keep students interested and reduce disruptive behavior.
• Classroom Arrangement: I arranged seating to encourage group collaboration while ensuring an organized and structured setup.

 

1.5 Other Experiences

Beyond teaching, I also experienced various cultural and professional learning opportunities:

• Collaboration with Local Teachers: I learned different teaching techniques and classroom management styles from my mentor teachers.
• Participation in School Events: I joined extracurricular activities, including flag ceremonies and cultural performances, which enriched my understanding of Filipino school culture.
• Building Connections with Students: Interacting with students beyond the classroom helped me understand their learning styles and personal interests.
• Exploring the Local Community: My host school and community welcomed me warmly, allowing me to experience Filipino hospitality and traditions firsthand.

My SEA Teacher experience at Ramon Magsaysay Central Elementary School was a transformative journey that enhanced my teaching skills, cultural awareness, and adaptability. The challenges and triumphs I encountered shaped me into a more confident and effective educator. This program not only provided me with practical teaching experience but also fostered lifelong friendships and unforgettable memories.

6. Summary and Suggestion

In summary, the SEA Teacher practicum at Ramon Magsaysay Central Elementary School was a remarkable experience that contributed significantly to my professional growth. Despite challenges, the lessons learned and the relationships built made it an unforgettable journey. Future improvements in pre-practicum training, language support, and extended teaching duration can further enhance the effectiveness of this program for future participants.

1.1 Purposes of Practicum

The SEA Teacher program aims to provide pre-service teachers with an opportunity to gain teaching experience in an international setting. The objectives of this practicum include:

• Enhancing teaching skills through real classroom exposure.
• Understanding different education systems and teaching methodologies.
• Improving communication and cross-cultural interaction.
• Developing adaptability and problem-solving skills in a new teaching environment.

1.2 Procedures of Practicum

The practicum followed a structured approach to ensure a meaningful learning experience. The key steps included:

• Orientation and School Introduction: Familiarization with the school environment, curriculum, and teaching expectations.
• Observation: Learning from mentor teachers by observing their teaching styles and classroom management techniques.
• Lesson Planning: Preparing lesson plans aligned with the school curriculum and students' learning needs.
• Teaching Practice: Conducting lessons under the supervision of mentor teachers while applying effective instructional strategies.
• Assessment and Feedback: Evaluating students' understanding and receiving constructive feedback from mentor teachers.
• Reflection and Reporting: Documenting the overall experience and reflecting on areas of improvement.

1.3 Outcomes of Practicum

Through this practicum, I achieved significant personal and professional growth:

• Gained confidence in lesson delivery and classroom interaction.
• Improved lesson planning and time management skills.
• Learned diverse teaching techniques adaptable to different learning environments.
• Developed effective communication skills for engaging students in English.
• Built meaningful relationships with students, teachers, and the school community.

1.4 The Challenges of Practicum

Despite the enriching experience, there were challenges along the way:

• Language Barrier: Some I teach understanding English language , requiring creative communication methods.
• Classroom Management: Managing student behavior in a different cultural setting required adaptability and patience.
• Time Constraints: Balancing lesson delivery with interactive activities within limited timeframes was challenging.
• Adjustment to New Curriculum: Understanding and implementing the Philippine curriculum required additional learning and preparation.

1.5 Overall Impression

The practicum at Ramon Magsaysay Central Elementary School was a valuable and transformative experience. The supportive environment, friendly students, and welcoming mentor teachers made the journey enjoyable and insightful. This program strengthened my passion for teaching and cross-cultural learning.

1.6 Suggestions for Future Improvement

To further enhance the SEA Teacher program, the following improvements are suggested:

• Pre-Practicum Training: Providing more preparatory sessions on the host country's education system and classroom management techniques.
• Language Support: Introducing basic local language training to facilitate communication with students.
• Extended Teaching Duration: Allowing more time for practical teaching to maximize learning and adaptation.
• Enhanced Cultural Exchange Activities: Organizing more cultural immersion activities to deepen understanding and appreciation of the host country.

6. Summary and Suggestion

In summary, the SEA Teacher practicum at Ramon Magsaysay Central Elementary School was a remarkable experience that contributed significantly to my professional growth. Despite challenges, the lessons learned and the relationships built made it an unforgettable journey. Future improvements in pre-practicum training, language support, and extended teaching duration can further enhance the effectiveness of this program for future participants.