Amanda's SEA Teacher

Amanda’s Journey

in the Philippines

SEA Teacher batch 9 - 2023

Mabuhay!

Amanda here!

I am Hayfa Amanda Putri and I am a fourth-year English Language Education student in Universitas Negeri Surabaya (Unesa). I am currently participating in SEA Teacher project at Bicol State College of Applied Science and Technology (BISCAST), Philippines. I am teaching English subject at BISCAST Laboratory High School.

Bicol State College of Applied Sciences and Technology

Vision

Aware of its responsibility to contribute to the intellectual and economic development of the overall community, the Bicol State College of Applied Sciences and Technology, envisions itself as an internationally-recognized smart university for transformative and innovative education.

Bicol State College of Applied Sciences and Technology

Mission

In pursuit of excellence, Bicol State College of Applied Sciences and Technology is committed to: Produce technology-competent, environment-resilient, culture-sensitive, and industry-ready graduates who are socially responsive leaders imbued with character, work, and personal values through innovation management, transformative education, cutting-edge research, and industry-driven enterprise development.

Core Values

Brilliance

Intelligent and passionate pursuit for quality and excellence.

Integrity

Exemplify high standard of professional behavior and transparency adhering to values, ethical and moral principles.

Student-Centric

Provides student-centered learning experience focused on needs, interest, abilities and learning styles to produce satisfied graduates.

Competence

Value excellence, sustainability, innovation, creativity, and holistic development.

Adaptability

Flexible to change with respect to culture, diversities, and the environment.

Service-Excellence

Provides pro-active and engaging, accessible, courteous and committed service to attain the highest level of customer satisfaction.

Teamwork

Collaborate in synergy towards the realization of goals and objectives.

School History

Bicol State College of Applied Sciences and Technology (BISCAST) began its journey in 1911 under the name of Camarines Sur Trade School (CSTS). It organized trade courses, carpentry, drawing, and trade arts. In 1925, the first permanent school building was constructed and woodworking courses were also introduced. After the outbreak of World War II in 1945, the school was re-opened and Auto-Mechanics, Building Construction and Furniture and Cabinet Making were offered. Three years later (1948), girls trades courses in Dressmaking, Cosmetology and Food Trades were being offered.

The school was nationalized and renamed to Camarines Sur National School of Arts and Trades (CSNSAT) in August 1952 by virtue of House Bill No. 2919 (R.A. 825). Two years later (1954), the two-year post-secondary trade-technical education was offered.

The CSNSAT was converted into a college and renamed as Bicol College of Arts and Trades (BCAT) upon its conversion to a full-fledged college by virtue of R.A. No. 5056. It was authorized to offer courses like Bachelor of Science in Industrial Education (BSIE).

School History

The first tertiary level was opened in 1977 with the Bachelor of Science in Industrial Technology (BSIT).

In 1988, by virtue of DECS Order No. 39, s. 1988, the Teacher Education was expanded and offered the Bachelor of Secondary Education (BSEd), major in Technology and Home Economics, Mathematics, English and Physics; and Bachelor of Science in Elementary Education (BEEd) with Home Economics and Livelihood Education (HELE) as its specialization.

Bicol College of Arts and Trades (BCAT) started its offering of engineering courses namely: Electrical Engineering (BSEE), Electronics and Communications Engineering (BSECE), Mechanical Engineering (BSME) and Bachelor of Science in Architecture (BSA).

School History

Bicol College of Arts and Trades (BCAT) was integrated to the Camarines Sur Polytechnic Colleges (CSPC) in December 2000. Pursuant to CSPC Board of Trustees Resolution No. 00-044, the former BCAT was named into CSPC Naga Campus.

In October 2012, Pres. Benigno Aquino III signed the passage of RA 10231 to formally separating the school from Camarines Sur Polytechnic College (CSPC) and naming it to Bicol State College of Applied Sciences and Technology (BISCAST).

The new mandate is given:

“To primarily provide advanced education, higher technological, professional and vocational instruction and training in the sciences, arts, education, entrepreneurship, engineering and other related courses. It shall also undertake research and extension services and provide progressive leadership in its areas of specification.”

Academic Support System

First and foremost, the faculty members are chosen based on their qualifications and commendable expertise, ensuring the quality of education provided.

The Parents-Teachers Association (PTA) plays a vital role in the holistic operation of the Lab High by providing financial assistance through the development fund. This fund supports faculty remuneration, as well as various activities and programs within the school.

The Alumni Association generously supports the needs of the faculty, students, and the procurement of equipment, materials, and facilities used in the overall delivery of instruction.

The Administration also plays a crucial role by providing unwavering support for the overall operation of the Laboratory High School.

Pedagogical Contents

In observing Ma’am Kresselle as my cooperating teacher, I noticed that she used the context, the subject matter, and the specific objectives of the lesson.

Teaching Methods

Lecture/Discussion: The teacher presents information to the students through spoken words. She promote critical thinking and communication skills by facilitating class discussions.
Demonstration: The teacher shows how to perform a task or solve a problem by writing it on the board.
Role-Playing: The teacher give students the opportunity to engage students in real-life situations or scenarios to promote their critical thinking and communication skills.
Questioning: The teacher always ask questions to validate students answers.
Assessment and Feedback: The teacher always give exercises and short quizzes in the class.

Pedagogical Contents

In observing Ma’am Kresselle as my cooperating teacher, I noticed that she used the context, the subject matter, and the specific objectives of the lesson.

Learning Materials

While developing the learning materials, Ma’am Kresselle used:

Textbooks (ECAS 8th Edition - English Communication Arts and Skills through Philippine Literature)
PowerPoint Presentations
Syllabus

Pedagogical Contents

In observing Ma’am Kresselle as my cooperating teacher, I noticed that she used the context, the subject matter, and the specific objectives of the lesson.

Innovation and Sources of Learning and Technology

While developing the learning materials, Ma’am Kresselle used Canva and DEPED Modules that contain various activities for the students. Not only that, she also used books and internet.

Authentic Assessment

Ma’am Kresselle developed role-playing with rubrics as one of her authentic assessments. It is being developed because role-playing can make students show their oral and presentation skills.

Authentic Assessment

While developing the role-playing activity, Ma’am Kresselle also developed the rubric for the assessment of the students that can be seen in the picture below.

Pedagogical Contents

Source:

KRESELLE MAE E. CAÑARES

Curriculum

Source:

https://www.deped.gov.ph/wp-content/uploads/2019/01/English-CG.pdf

The curriculum used is K to 12 Curriculum from Department of Education (DepEd). This curriculum covers all education levels, starting from elementary until senior high school.

K to 12 Curriculum has many features, namely:

To strengthen the early childhood education;
To make the curriculum relevant to the learners;
To build proficiency;
To ensure integrated and seamless learning;
To gear up for the future; and
To nurture the holistically developed Filipino.

Source:

https://www.deped.gov.ph/k-to-12/about/features/

These are learning competencies from the K to 12 Curriculum

given by my cooperating teacher.

Teaching Plan

I developed 3 teaching plans according to the learning competencies given. Fortunately, all teaching plans could be implemented and carried out during my teaching week.

The format of the teaching plans I developed is the format of Indonesian’s latest curriculum. It is called as the Independent Curriculum that focuses on student-centered learning practices.

The sections in the format of Indonesian’s teaching plan are, namely:

Topic, Meeting, Grade, Time Allocation
Initial Competences
Learning Media & Learning Model
Learning Objectives & Outcomes
Sparking Questions
Learning Procedures
Assessment Matrix
Enrichment and Remedial

Teaching Plan

The first teaching plan was developed for grade 7. The topic was Phrases, Clauses, and Sentences. I divided the topic into 2 meetings. The pictures below are the snippets of the teaching plan. The full version can be accessed through https://bit.ly/TeachingPlanGrade7.

Teaching Plan

The second teaching plan was developed for grade 8. The topic was Modal Verbs, Nouns, and Adverbs. The pictures below are the snippets of the teaching plan. The full version can be accessed through https://bit.ly/TeachingPlan1Grade8.

Teaching Plan

The third teaching plan was developed for grade 8. The topic was Transition Signals or Transition Devices. The pictures below are the snippets of the teaching plan. The full version can be accessed through https://bit.ly/TeachingPlan2Grade8.

Cartoon Female Teacher Teaching Alphabet

Teaching Practice

According to the teaching plan, the procedures of teaching that I carried out consist of 3 phases, namely:

Pre-Teaching;
Whilst-Teaching; and
Post-Teaching.

Pre-Teaching

In every teaching plans I developed, I will have a greeting session, take the attendance of the students, a brainstorming session, and the conveyance of the learning objectives.

Most of my brainstorming sessions used YouTube videos related to the topic that I will teach that day.

Teaching Practice

According to the teaching plan, the procedures of teaching that I carried out consist of 3 phases, namely:

Pre-Teaching;
Whilst-Teaching; and
Post-Teaching.

Whilst-Teaching

After the Pre-Teaching, there is a Whilst-Teaching session where I carried out my teaching activities. After watching the video and conveying the learning objectives, I started the class by showing a PowerPoint presentation containing the learning materials.

When I am done explaining while also having direct questions and answers with the students, I proceeded to the exercise where I give the students 4-5 items to recall what they have learned just now.

I will conduct a quiz session after discussing the answers of the exercise with the students. The quiz I developed always in a multiple choices form.

Teaching Practice

Whilst-Teaching

Another activity that I developed in some of my teaching plans is group activities. I developed 2-3 exercises in every group activity. The students were divided into a group of 3 to discuss their answers together.

Teaching Practice

Post-Teaching

Finishing the class, there will be a Post-Teaching session. I usually conclude and review the learning topic from today’s class in this session. If I have an assignment for the students, I also give the instructions in this session.

I also created a very short song to be sung by the students before I wrap up the class:

Sing, sing, sing a song

Come and sing along

Jolly, jolly, jolly, jolly

Learn English is fun

Teaching Practice

Problems that I encountered and how I solve them

The Students

There were times when the students were being noisy during the group activities. I solved this problem by saying “Please be silent, discuss with your friends.” When they were noisy during the time I explained the material, I said “Hello? I need your attention, please.”

There were also times when some students used their mobile phones when it is strongly prohibited to use it during the class. I solved this problem by saying “Please keep your phones during the class.” After the class ended, I reported the students who used their phones to my cooperating teacher.

The Classes

I developed group activities and quiz sessions in my teaching plans. In my last two group activities, I managed the time by using a timer that was being shown on the screen. In the quiz sessions, I waited for 1-2 minutes before I proceed to the next items.

Summary

The practicum meets my need as the future English educator, or the teacher of English. I could know what I am capable of and things that I need to improve. Not only that, I also adapted myself with the K to 12 curriculum in the Philippines that is very different from the curriculums in Indonesia that I learned during my three years of study.

The procedures of the practicum were carried out well from the assistantship week (second week) to the evaluation week (fourth week). My mentor, my cooperating teacher, and my student buddy helped me through the weeks by giving me advices and suggestions.

The language barrier that I am worrying about before the departure; if it will limit my interactions with the teachers and students, did not happen. I could use English most of the times although there were some pronunciation mistakes between me and Filipinos. My soft voice was also being my concern since it will sound shaky when I speak loudly, but fortunately, it did not interrupt with the way I taught the class.

Suggestions

I am very grateful for this big opportunity from SEAMEO Secretariat. I do appreciate all people that contributed in this SEA Teacher project.

A suggestion that I would like to convey is the teaching hours. SEA Teacher project demand its awardees to have 20 hours of actual teaching in the cooperating school. It was quite challenging for me to achieve it due to the actual teaching phase that was only one week (the third week). Fortunately, I could achieve the 20 hours of teaching by asking suggestions from my mentor. My actual teaching hours is combined with my assistantship hours in the second week of the practicum.

Therefore, in order to achieve 20 hours of actual teaching (without being combined with the assistantship hours or without asking for additional classes in the fourth week), SEA Teacher project needs either to lessen the minimum actual teaching hours or to extend the one-month practicum duration.

Bonus: AmandArchives

My Lovely Students