SEA Teacher Program Batch 10

imamiatul210000202
Mar 8
12 min read

Updated: Mar 16

**Teaching, Learning, and Growing: My SEA Teacher Batch 10 Experience at DepED-CLSU Elementary (Lab) School**

About Me

Hello, I’m Imamiatul Azizah, 22 years old, currently in my 4th year studying Early Childhood Education at Universitas Ahmad Dahlan, Yogyakarta. I’m originally from Sumenep, a small town in East Java, Indonesia. I’m passionate about working with young children and making a positive impact in the field of early childhood education.

DepEd-CLSU Elementary (Lab) School - Profile

Location: Central Luzon State University, Brgy. Bantug,
Science City of Muñoz, Nueva Ecija, Philippines

Contact: 0917-107-8737
School ID: 105542
Email: depedclsu105542@gmail.com

Brief History

The DepEd-CLSU Elementary (Lab) School was established on July 13, 1970, through a Memorandum of Understanding (MOU) between the Bureau of Public Schools (BPS) and Central Luzon State University (CLSU). Initially named MEC III-CLSU and later DECS-CLSU, it now holds the name DepEd-CLSU Elementary (Lab) School.

According to the MOU, the school would be supervised by the Schools Division Office, while CLSU would provide the necessary facilities and equipment that BPS could not. The school began with two combined classes—Grades I-II and III-IV—with two teachers from Bagong Sikat Elementary School and two Peace Corps volunteers teaching English and Mathematics. Classes were held in makeshift rooms under the CLSU grandstand, which also served as the school’s clinic and library.

Thanks to the efforts of key figures like CLSU President Amado C. Corpuz, Professor Conchita M. Cruz (Dean of the College of Education), Dr. Filomena Campos (the first lady of the university), Governor Eduardo L. Joson, and alumnus Prescilliano Evangelista, the school expanded. By the 1972-1973 school year, Grade V was added, completing the elementary school curriculum.

The school also functions as a laboratory school for the College of Education, where students observe and participate in teaching before undertaking their off-campus training. Initially, the school primarily served the children of the university’s staff and employees.

Academic Support System

The DepED-CLSU Elementary (Lab) School, supported by the College of Education, CLSU, offers a range of facilities that enhance the academic environment. These include photocopying machines, printers, computers, large yards, a lab, fans, mineral water, bathrooms, and teachers’ rooms. These resources provide ample support for teachers, creating an optimal setting for both teaching and learning.

Teaching System

As an Early Childhood Education student, I was placed in a Kindergarten class, where the learning system focuses on the development of basic literacy and numeracy skills (reading, writing, and arithmetic). The learning is carried out using a classical system, where the teacher remains the central figure in the teaching process, but it is also interspersed with child-focused games to make learning more enjoyable. The class is divided into two sessions: the first session in the morning from 07:30 AM to 10:30 AM, and the second session in the afternoon from 01:00 PM to 03:30 PM.

Each day begins with a prayer, followed by singing the Philippine national anthem, the DepEd song, and the Munoz song. Gross motor activities are then conducted with songs and movement to stimulate the children's physical activity. Afterward, the children greet the teacher and their classmates before continuing with the lesson.

In the learning session, the teacher introduces the day's topic by showing a video or encouraging the children to sing along. After that, the children begin to learn the topic of the day, followed by completing the prepared worksheets.

After the lesson, the children are given time for snack time, followed by cleaning activities, including brushing their teeth in turns. The practice of independence is also encouraged by teaching the children to tidy up and clean their personal belongings and the classroom after use, whether after class or after other activities.

Materials and Other Learning Sources

The teacher studies and adjusts the existing curriculum for the learning process. They also update lesson plans, materials used, as well as children's assignments and learning media. Additionally, the teacher refers to educational books for children, especially literacy and numeracy books, uses the internet to find references, or even utilizes educational toys such as alphabet and number cards, as well as online educational videos as tools to support learning in the classroom.

Measurement and Evaluation System

The teacher provides assessments every time the children complete their worksheets. During this process, the teacher also guides and directs the children if something is incorrect. One thing that surprised me a little was the existence of exams for kindergarten children. These exams are intended to measure the children's literacy and numeracy skills, which are assessed through the completion of literacy and numeracy worksheets. The difference between regular worksheets and the exam sheets is that the exam sheets contain more comprehensive questions. Of course, each child has different abilities, but overall, the kindergarten children at DepEd-CLSU Elementary Lab School are already able to read, write, and count well. I found this to be different from Indonesia, where at the kindergarten level, literacy and numeracy are still in the introductory stage.

Pedagogical Contents

Based on my observations in the Yellow Kindergarten class, where each session consists of 18 children, the teacher, Ma'am Leonora, employs a combination of classical and child-centered teaching methods. The classical approach involves the teacher being the central figure in the lesson, providing direct instruction and often using the whiteboard to explain concepts. This method is particularly effective for teaching basic literacy and numeracy skills, giving clear, structured guidance to help children focus on the material. At the same time, Ma'am Leonora incorporates child-centered methods that shift the focus to the children’s active participation. Through games, discussions, and interactive activities, she encourages exploration and engagement, making the learning experience more enjoyable and hands-on. For instance, she uses games related to literacy and numeracy to help the children grasp concepts more effectively while having fun.

In terms of learning materials, Ma'am Leonora uses a variety of resources, including textbooks and supplementary kindergarten books, to enhance the learning experience. She also incorporates visual media, such as images, to reinforce the lesson and make abstract concepts more concrete. Given that the focus is still on literacy and numeracy, these materials, alongside the whiteboard, are key tools in explaining the content. While I didn’t observe any significant technological innovations, the teacher also regularly takes the children outdoors for activities that allow them to connect with their environment, further enriching their learning.

For the sources of learning, Ma'am Leonora primarily uses textbooks, printed pictures, videos, and other kindergarten books to support the lessons. Technology, such as the internet and laptops, is also used to enhance the learning experience, especially when exploring additional resources or activities.

Regarding assessment, Ma'am Leonora conducts regular evaluations every time the children complete their worksheets, providing guidance and corrections as necessary. Kindergarten students also undergo exams designed to assess their literacy and numeracy skills. These exams differ from regular worksheets, as they contain more detailed questions to measure the children’s abilities in reading, writing, and counting. This approach allows for a comprehensive evaluation of each child's progress, ensuring they are on track to meet the expected milestones for their age group.

General Curriculum

The Kindergarten Curriculum Framework (KCF) in the Philippines is based on the objectives of the K-12 Basic Education Curriculum and the principles of the National Early Learning Framework (NELF). The curriculum is designed to facilitate a smooth transition to the content-based curriculum for Grades 1 through 12.

This framework adopts a constructivist, integrative, thematic, collaborative, inquiry-based, and reflective approach with the application of Developmentally Appropriate Practices (DAP). It supports principles of child growth and development, as well as the development and assessment of learning programs. The interconnected learning domains represented by ellipses indicate a holistic approach to child development, while the circle illustrates the system of applying Kindergarten education.

The curriculum is also designed with a thematic approach that emphasizes interactive, child-centered learning. At the outer layer, curricular themes form the basis of the Kindergarten Curriculum Guide (KCG), which is developed to support the gradual development of the child.

However, as I mentioned earlier based on my observations, I found that while the curriculum framework emphasizes a child-centered approach, there is still a blend with the classical approach. In the classroom, the teacher remains the central figure in instruction, providing structured guidance. For example, children are asked to complete literacy and numeracy worksheets with direct instruction from the teacher, reflecting a classical style of teaching where the teacher is the main source of information. Ma'am Leonora, the teacher, explained that the classical approach is still frequently used in her class because, in her view, it is the most effective and straightforward method for focusing on literacy and numeracy. She believes that this approach helps children stay focused and learn quickly. Although the child-centered approach is emphasized in the curriculum, the classical approach is more commonly used in practice.

Teaching Plan

Considering that the focus of learning in Kindergarten at DepED CLSU Elementary Lab School is on literacy and numeracy, I have developed lesson plans related to these areas. Additionally, I have created a lesson plan that introduces the flags of Indonesia and the Philippines through a game concept that is still linked to literacy and numeracy, and here are my lesson plans.

Observation on Teacher

Based on the observations made in the classroom, the teacher prepares both new material and content continued from previous lessons. Before the class begins, the teacher ensures the classroom is clean and tidy, prepares the students' worksheets, and writes new material on the whiteboard. The teacher also prepares textbooks and other materials such as images or any other media needed. During the teaching process, the teacher uses various planned methods, including the whiteboard, images, and interactions with the students through questioning, discussions, and games that support the learning process. Additionally, the teacher utilizes TV media to show relevant educational videos, helping the children understand the material in a more engaging way. Each time the children complete their worksheets, the teacher provides assessments, offering guidance and corrections as needed. Furthermore, there are exams to measure the children's literacy and numeracy skills.

Teaching Practice

Photos of me practicing teaching and receiving feedback from the observer

(Click or swipe the photo to see more)

At the beginning of my teaching practice, I was given the opportunity to do a teaching demo before fully teaching on my own. During this phase, I learned how to manage the class and interact with the children. For the procedures of teaching, I used the classical method in the first session, following the lesson plan from my cooperating teacher, which was more structured. I prepared worksheets and materials for the children, and taught using a more direct and focused approach. However, on the second day, I wanted to try game-based learning to make the learning process more interactive and fun. I started with a group prayer and singing the Philippine national anthem, followed by getting the children energized with the song Aram Sam-Sam. After that, I introduced numbers 1 to 10 through a freer game, allowing the children to learn while playing.

Why did I try using the game-based learning method? It’s a method I’ve seen used frequently in Indonesia, where the concept of learning through play is very common. Children in Indonesia are more accustomed to learning through play, so I thought it would be an interesting method to try here as well. However, I quickly realized that this approach was less effective because the context was different. The children in this class were more familiar with the classical method, which is more structured and focused on literacy and numeracy. They were more comfortable with a more directed and straightforward method, while game-based learning caused them to become overly active and difficult to control. It turns out that not all methods that work well in Indonesia can be directly applied in this classroom.

As a result, I decided to stick with the classical method, but I started to incorporate more interactive games. The games I used did not involve much physical movement, but rather focused on activities that encouraged the children to think, such as guessing words or completing word sequences. For example, after explaining the material, I invited the children to play by asking, "Who can guess what this is?" or "What word follows this one?" These kinds of games remained interactive and kept the children focused on the material without making the class too chaotic.

Additionally, although the children need movement, I made sure the movements were structured and controlled. For example, when introducing the word “hat,” I asked the children to act out how to put on a hat. So, while there was movement, it was still relevant to the material being taught and did not lead to uncontrolled running around. This helped them stay engaged while staying focused on the lesson.

For time management and organizing activities, I divided the lesson into several parts with clear time allocated for each activity. I made sure that every activity proceeded according to plan and that the children’s attention remained on the material. When the class became too noisy, I used techniques such as asking interactive questions, like "How does a snake sound?" and inviting them to imitate the sound of a snake. This technique was effective in refocusing their attention. I also encouraged the children to stay focused by saying "Hello" and having them reply with "Hi." This helped keep the children engaged in the lesson.

In terms of problem-solving, the main challenge I faced was how to manage the overly active class and ensure they remained focused during the game-based activities. By adjusting the types of games and keeping the activities structured, I was able to address this issue. Using games that didn’t involve much physical movement but were still interactive proved more effective in maintaining order and enhancing the children's understanding of the material.

For classroom management, I made sure the children remained seated and organized at their desks, avoiding the use of circle or line methods that could distract them. When the children began to lose focus, I used visual cues or changed my tone of voice to capture their attention. Techniques like having the children take a deep breath also helped them refocus. With a more structured approach that remained interactive, I was able to maintain a conducive classroom environment, making it easier for the children to grasp the material being taught.

Overall, while I tried various methods, I realized that a combination of the classical method with structured interactive games was far more effective in helping the children understand the material, while also ensuring they remained engaged without losing focus.

Summary and Suggestions

With my kiddos! (Click or swipe the photo to see more)

Purposes of Practicum: The purpose of my practicum was to gain practical teaching experience and improve my classroom management skills. I aimed to apply the theoretical knowledge I had acquired during my studies and to observe how these methods and strategies work in a real classroom setting. This practicum gave me the opportunity to learn how to adapt my teaching to the needs of young learners while building my confidence and refining my skills.

Procedures of Practicum: Throughout the practicum, I had the chance to both observe and actively participate in teaching. On the first day, I followed my cooperating teacher's structured lesson plan and used a classical teaching method, where I used worksheets and direct instruction. After this, I attempted a more interactive approach by using game-based learning to engage the children. I began with a typical routine: a group prayer and singing national songs, which was followed by physical activities like the song Aram Sam-Sam to energize the children. The game I used aimed to teach numbers 1-10, allowing the children to engage with the material in a more playful way. This was an opportunity for me to see how children respond to structured lessons versus playful games.

Outcomes of Practicum: The outcome of this practicum was multifaceted. I learned how to manage a classroom and keep the children engaged using a combination of structured learning and interactive play. I realized that while games are a great tool for engagement, they must be carefully controlled to prevent the class from becoming too chaotic. The children responded better to the structure and focus of classical methods, especially when learning basic literacy and numeracy. It became clear that balancing these methods was key to effective teaching.

The Challenges of Practicum: The most significant challenge during my practicum was balancing the need for structure with the desire to introduce playful activities. While I had hoped to create a more dynamic and engaging classroom by using game-based learning, I quickly discovered that the children were more accustomed to the traditional, structured approach to learning. They were more focused and better able to grasp the material when it was presented in a clear, step-by-step manner, with worksheets and direct instruction. Moreover, language barriers presented an additional challenge. Although the children understood English, their primary language of communication was Tagalog. This sometimes hindered their ability to fully engage with the lesson when conducted in English. It became a challenge to balance using English for teaching while ensuring that they understood and could fully participate in the lesson in their native language. This added complexity to classroom management, as I had to adjust my teaching to accommodate both language and learning preferences, ensuring the children remained engaged and focused.

Overall Impression: Overall, this practicum experience has been incredibly valuable in shaping my teaching practice. It provided me with insights into how young children learn, the importance of adapting teaching strategies, and the need for flexibility in managing a classroom. I gained confidence in my ability to manage diverse needs and learned the importance of balancing structure with interactive methods to keep children engaged and focused. The experience also reinforced the idea that teaching methods should be tailored to the students' learning styles and context, rather than relying on a one-size-fits-all approach.

Suggestions for Future Improvement: For future improvement, I would recommend focusing on more interactive yet controlled games that align with the students' learning styles while maintaining the structure that works best for them. Incorporating more bilingual teaching strategies could help bridge the language gap, making sure the children can engage with the content more effectively. Additionally, gaining more feedback from mentors and applying it in subsequent lessons would be valuable for refining my teaching skills further. Lastly, more hands-on experience with diverse student groups would help me understand how to better balance the methods and classroom dynamics that suit each individual group of students.