School Tour and Pedagogical Content

Teaching Journey Begins: First Impressions at Araullo High School

On the morning of October 16, 2024, my SEA-Teacher journey took a significant step forward as we were assigned to Araullo High School, a public school near the Philippine Normal University (PNU) campus. Dr. Victoria Delos Santos, affectionately called Dr. Vicky, picked us up from the PNU Hostel. To save time, we hopped on a jeepney instead of walking, as we were slightly pressed for time.  

Upon arrival, we waited briefly before each of us was escorted to meet our respective cooperating teachers. I was introduced to Mrs. Jocelyn E. Cruz, my cooperating teacher for biology. My first impression of her was heartwarming; she was kind, approachable, and genuinely curious about me and Indonesia.  

Learning the Ropes

Mrs. Cruz made an excellent effort to make me feel comfortable on my first day. She introduced me to the teaching schedule and system at Araullo High School, providing valuable insights into their curriculum and structure. She even lent me her lesson plan as a reference and answered my numerous questions with patience. Additionally, she provided a textbook and a detailed explanation of the Grade 7 science schedule, which I would be teaching.  

I learned that I would handle five classes daily: two regular classes and three special science classes. The special science classes consisted of higher-performing students. Classes began as early as 6:00 a.m. and concluded at 10:45 a.m.  

One aspect that surprised me was the consistent daily schedule and the 45-minute duration for each subject. The school also implemented a moving class system, where students moved between rooms while teachers remained in designated classrooms. This was quite different from the system back home in Palembang, making it an interesting learning experience.  

Mrs. Cruz encouraged me to practice creating lesson plans, which she would later review and provide constructive feedback on. After clarifying my responsibilities, she invited me to rejoin my peers.  

Classroom Observations Begin

The next day, October 17, 2024, my peers and I began two weeks of classroom observations. In the second week, we were given opportunities to take over some classes.  

During my observations, I noticed Mrs. Cruz’s preference for the question-and-answer method. She frequently posed questions to students, who responded enthusiastically, fostering an interactive learning environment. Her approachable yet firm demeanor made her well-liked by her students.  

One practice I admired was her use of PowerPoint slides, where she included instructions for classroom activities. Students often took turns reading these instructions aloud, ensuring clarity and involvement.  

Two Weeks of Observation: Discovering the Art of Teaching

Spending two weeks observing classes at Araullo High School was a transformative experience. It allowed me to uncover numerous fascinating insights into the art of teaching and its impact on students.  

Through these observations, I learned that teaching is much more than delivering material—it is about creating a dynamic, engaging environment that encourages students to explore, question, and participate actively. I was inspired by how different teachers tailored their approaches to suit their students' needs, making learning both enjoyable and meaningful.  

From managing the flow of lessons to incorporating creative teaching aids and interactive methods, each moment in the classroom was a testament to the delicate balance between structure and flexibility. Watching how teachers adapted their strategies, fostered connections with students, and used small yet impactful practices like quizzes or games gave me a deeper appreciation for the nuances of effective teaching.  

This period of observation not only provided valuable insights but also fueled my excitement to implement these techniques in my own lessons. It was a reminder that teaching is indeed a blend of skill, empathy, and creativity—a true art form.

Engaging Teaching Practices 

Mrs. Cruz integrated dynamic teaching methods to align with the Matatag curriculum’s emphasis on lesson language practice. She employed varied daily activities, ranging from text vignettes to simple games using Wordwall.com. These activities helped students familiarize themselves with key vocabulary for the day’s lesson.  

Her lessons followed a clear structure. Using the textbook as a foundation, she supplemented content with additional information from the internet, displayed through PowerPoint presentations. She typically covered one subtopic per one or two sessions due to the short class durations.  

At the end of each lesson, Mrs. Cruz conducted a five-question multiple-choice quiz as an assessment. Students completed the quiz before it was collectively reviewed and discussed. This approach not only reinforced learning but also allowed her to track students' progress effectively.  

Reflections 

My early days at Araullo High School were both enlightening and inspiring. Observing Mrs. Cruz’s innovative and engaging teaching methods reinforced the importance of adaptability and creativity in education. Her ability to maintain an active, enjoyable, and effective learning environment left a lasting impression on me as I prepared for my own teaching opportunities.