Wrap up Wonders
This part of the blog will contain summary and suggestions specifically:
Purposes of practicum
Procedures of practicum
Outcomes of practicum
The challenges of practicum
Overall impression
Suggestions for future improvement
PURPOSES OF PRACTICUM
The aim of SEAMEO Program
The aim of the SEAMEO Student Exchange Program is to
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to enable the student teachers to develop their teaching skills and pedagogy.
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to encourage the student teachers to practise their English skills.
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to allow the student teachers to gain a broader regional and world view
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to expose future teachers to diverse teaching and learning situations and opportunities, and the value of flexibility
I believe that all those aims were successful with my experience. I was able to develop my teaching skills and pedagogy proven with my adherence to project-based learning which is different to what I’m used to in the Philippines which is outcome-based learning. I was also able to practice my English skills such that I was more careful with using deeper English words and taught me how to communicate simpler and get my point all the same. I was also able to widen my regional and world view with my experiences such as up-close learning about Muslim religion, traditions and culture of Indonesia and even learn about the different tribes in the country and how they are all one at the same time. Lastly, my flexibility was tested as I had to ensure that my teaching plan fits well with my students’ capabilities. It exposed me to different learning situations such as teaching in a classroom with a little warmer temperature or teaching in a class with low English proficiency.
Outcomes of the Practicum
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During my practicum, I achieved several outcomes that helped shape my approach to teaching:
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Developing a Student-Centered Approach
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My focus on adapting to the students' needs and English proficiency showed me the importance of flexibility in teaching. While I had a structured plan, the real learning moments often came when I stepped back to support students individually, building their confidence and allowing them to engage with the material at their own pace. This reinforced my belief that teaching is as much about guiding students as it is about delivering content.
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Creating a Comfortable Learning Environment
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Rather than sticking rigidly to classroom norms, I encouraged a space where students felt comfortable speaking up, discussing ideas, and learning actively. This relaxed environment supported not only their learning but also their willingness to participate and take risks in using English, reinforcing my goal of fostering openness and inclusivity.
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Constructive, Motivating Assessments
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The point system taught me how assessment can boost student morale by acknowledging their efforts, even if they don’t get everything right. Recognizing their attempts with partial points showed students that their work had value, encouraging them to stay engaged rather than feel discouraged by a less-than-perfect performance.
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Professional Growth through Mentorship
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Guidance from Sir Ali helped me see the broader perspective of teaching, beyond just delivering lessons. His advice on flexible assessment and lesson planning inspired me to think more critically about how each component of a lesson serves both learning and motivation. This mentorship enriched my experience by giving me new tools that I can apply in various teaching contexts.
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Overall, the practicum taught me to balance structure with adaptability, focus on student-centered assessment, and keep learning as a teacher myself. These insights are invaluable, and I look forward to carrying them forward in my teaching journey.
Challenges
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The challenges I faced during the practicum required me to continuously adapt my expectations and approaches. Here’s how each challenge unfolded and what I learned:
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Relearning Student Skills and Adapting to Diverse Proficiencies
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One of the biggest adjustments was relearning how to gauge students' English skills. Coming from a background where students had a relatively higher English proficiency, I initially overestimated the students’ comfort and familiarity with the language. Realizing this gap meant I had to quickly recalibrate my teaching style, slowing down my pace and simplifying explanations. Instead of covering large amounts of content, I focused on reinforcing foundational skills like vocabulary, basic grammar, and sentence structure, which allowed the students to build confidence gradually. This experience challenged me to become more observant and responsive to students' immediate learning needs.
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Navigating the Language Barrier and Encouraging Confidence
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The language barrier was a continuous challenge, not just for my students but also for me. I had to find ways to communicate instructions clearly without relying on advanced English vocabulary, which would have overwhelmed them. Often, I found myself rephrasing and using simpler terms or even visual cues to help them understand. The barrier was especially evident when students hesitated to speak for fear of making mistakes. I learned that building their confidence was just as important as teaching them English skills, so I encouraged them to participate without the fear of being corrected constantly. This experience taught me patience and showed me that creating a supportive environment is as essential as the content itself.
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Familiarizing Myself with a New Curriculum (Merdeka Curriculum)
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Adapting to Indonesia's Merdeka Curriculum required me to quickly understand its unique structure and goals, which emphasized student autonomy and practical learning experiences. Unlike the more structured curriculum I was familiar with, the Merdeka Curriculum encouraged students to apply what they learned in real-life scenarios, fostering independence and critical thinking. This shift challenged me to adjust my lesson plans to encourage student-led exploration and creativity. It took time to internalize the curriculum’s objectives, but as I grew more comfortable, I found that the emphasis on adaptability and student-centered learning aligned with my own teaching philosophy, allowing me to deepen my connection with the students.
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Each of these challenges pushed me beyond my comfort zone and helped me develop a more flexible and student-centered approach. These experiences have reshaped how I view teaching and prepared me to be a more adaptable and empathetic educator.
Overall Impressions
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Reflecting on my experience with the Merdeka Curriculum and my teaching practice, I realize how profoundly this practicum has influenced my understanding of pedagogy, classroom engagement, and flexibility. Initially, adapting my lessons to fit a curriculum centered on student autonomy and critical thinking presented a challenge. However, with each teaching day, I grew more adept at creating activities that encouraged students to express themselves, use descriptive language, and build confidence in their communication skills. This experience underscored the importance of not only aligning lessons with curriculum goals but also cultivating a supportive learning environment where students feel safe to explore, make mistakes, and grow.
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My practicum journey was shaped by challenges that pushed me beyond my usual teaching methods. Adjusting my expectations of English proficiency and tailoring lessons to students' capabilities taught me the value of patience and the power of encouragement. I learned to simplify my instructions and prioritize clarity over complexity, which fostered a more inclusive classroom where each student could participate meaningfully.
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The mentorship from Sir Ali was invaluable, guiding me in structuring my lessons with a clear focus on both learning outcomes and student morale. His advice on assessment and classroom management gave me a broader perspective on how each element in a lesson plan contributes to both student learning and motivation.
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Overall, this practicum has refined my teaching approach, emphasizing adaptability and student-centered learning. I am excited to carry these lessons forward, knowing they will help me become a more empathetic and effective educator, equipped to foster meaningful learning experiences that prioritize students’ growth and well-being.
Suggestions
For future improvements, I suggest fostering stronger collaboration and mentorship between teachers in the deployment school and
exchange participants like myself. Although I received valuable guidance from my mentor, Sir Ali, I believe my experience could have been even more impactful with additional insights from the other teachers as well. I was able to interact with other English teachers but I wished I had more time to gain insights from them as well. That was the saddest part of my experience because all English teachers that I met seemed to have their own styles and I wish I was able to learn from them as well. By establishing a system where exchange teachers are matched with a few key local educators or have structured opportunities for feedback from the broader teaching team, we can benefit from a more comprehensive view of best practices and the Merdeka Curriculum’s practical applications.
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