SEA-TEACHER BATCH 10 JOURNEY AT DEBESMSCAT

Hello! My name is Wafiqoh Al Haniyah, a student from Universitas Negeri Jakarta, and I had the unforgettable chance to join the SEA-Teacher Programme in Masbate, Philippines. For one month, I became part of the big family of Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture and Technology (DEBESMSCAT), a place full of warmth, energy, and inspiration. From the very first day I stepped on campus, I could already feel its vibrant spirit. DEBESMSCAT isn’t just a university, it’s a community with a strong vision: to become a globally competitive university in agriculture and technological innovations for socio-economic transformation. That vision is not just words on paper; you can actually see it come alive in the way students study, in the research happening around the campus, and in the way teachers guide their learners with passion. The facilities themselves made me feel at home and excited to learn: the library that smelled of books and ideas, lecture rooms buzzing with discussions, the welcoming OSAS Room, and even the music and computer labs where creativity meets technology. Outside, the wide green fields weren’t just for sports, they were spaces where students laughed, practiced, and built memories together. I still remember walking through those fields, watching the sunset, and thinking: This is where my SEA-Teacher story begins.

For my practicum, I was placed at Cabitan Elementary School, a warm community where teachers and students welcomed me with open hearts. The school facilities included a library, classrooms, and a teacher’s room, simple yet meaningful because of the joy that filled the environment. Cabitan Elementary applies the Matatag K–10 Curriculum, part of the Philippine K–12 program, which focuses on holistic, student-centered learning.

One of the first things I noticed was the daily routine that reflects discipline and nationalism. Every Monday, students and teachers held a flag ceremony as a symbol of their patriotism. Each morning before lessons, children cleaned their classrooms and the school environment sweeping, mopping, and tidying up together. This habit made me reflect on how character education is deeply rooted in small, consistent actions. During my observation, I saw that teachers applied student-centered learning approaches. They encouraged students to participate actively, using interactive media, group discussions, and inquiry-based learning. Typically, the teacher started with a presentation, then asked students to read aloud from the textbook. Afterward, oral questioning ensured that students understood the lesson. Group tasks were then assigned, followed by student presentations, discussions, and evaluation. Finally, homework was given to reinforce learning. This cycle reminded me of deep learning theory, where knowledge is not just memorized but internalized through exploration, collaboration, and reflection.

Learning materials at Cabitan were varied textbooks, worksheets, storybooks, and even real-life objects. For example, the Math teacher used concrete objects to explain geometry, while videos from YouTube were often shown in Science classes to bring abstract concepts to life. Teachers also relied on authentic assessments, such as oral presentations and group projects, to measure understanding in a more meaningful way than written tests alone. As a PGSD student, I was excited to design lesson plans for Grade 6 Science based on the Philippine curriculum. Each day, I had to prepare and submit my lesson plan and teaching materials to my mentor teacher, Ma’am Ruby, for review. After revisions, I delivered the lesson the following day. This routine trained me to be more disciplined and detail-oriented. To make my classes engaging, I used songs, PowerPoints, videos, and games. I believed that “learning by playing” could help students remember and enjoy Science more. For example, when teaching about body systems, I played a science song so students could easily recall the terms.

Managing my one-hour lesson, I usually began with prayer and ice-breaking activities (15 minutes), continued with the main lesson using PowerPoint and videos (20 minutes), gave students reading and group activities (15 minutes), and closed with individual assignments to be collected the next day (10 minutes). This structure helped me practice both time management and classroom management, ensuring that all students stayed engaged. Of course, challenges were part of the journey. The biggest one was internet access. Since Wi-Fi was not available in classrooms, I had to carefully download all materials like PowerPoints, videos, and resources before class. This taught me to always be prepared and flexible as a teacher.

The flow of the practicum was very enriching. It began with an orientation, where I toured the school and even joined a webinar on campus. During the observation stage (three days), I watched how teachers handled their classes from morning until dismissal. Then, I assisted teachers for three days, learning how to write lesson plans using the Philippine curriculum. After my mentor believed I was ready, I stepped into independent teaching for two weeks. Each day, I taught interactively, applied what I observed, and reflected on the feedback I received. This cycle of orientation → observation → assistance → independent teaching → reflection made my learning process complete and meaningful.

Beyond teaching, SEA-Teacher also improved my English communication skills. Every day, I interacted with students, teachers, and fellow interns in English, which boosted my confidence in public speaking and classroom instruction. Moreover, I was deeply inspired by the Filipino culture, their kindness, hospitality, and strong sense of community. I experienced unforgettable moments, like watching the sunset with my fellow interns, sharing food, and even joining iftar gatherings during Ramadan. These simple moments carried deep meaning for me.

Looking back, this practicum met my expectations and more. I learned not only how to adapt my teaching to a new curriculum but also how to be resilient, creative, and culturally sensitive. The main challenges adjusting lesson plans and shorter class periods (1 hour in the Philippines compared to 2 hours in Indonesia) became valuable lessons in flexibility and efficiency.

My overall impression of the SEA-Teacher Programme is one of gratitude and inspiration. I left the Philippines with memories I will never forget, skills that will shape my future as a teacher, and friendships that crossed borders. For future improvement, I hope SEA-Teacher can provide a more structured orientation, cultural sessions, and collaborative teaching opportunities to maximize learning. In the end, this journey reminded me of one important truth: teaching is not just about transferring knowledge it is about inspiring, adapting, and connecting with others across cultures.