Summary and Suggestions 1.1 Purpose of the Practicum I am truly grateful for the opportunity to experience teaching internationally. Being assigned to the UDRU has been a remarkable experience that I will cherish throughout my teaching journey. This experience has allowed me to guide students and discover alternative ways to overcome language barriers in the classroom. The experiences I gained—such as class observations, traveling, and, most importantly, teaching—have helped me become a more flexible and adaptive teacher. I also gained a deeper understanding of what a classroom truly is. It is not just about making students learn; it is about helping them find the purpose of education. During my first class, I felt a bit out of place when my students were not fully interacting with me. However, as I continued to inspire and engage them, I was able to build their self-confidence, encouraging them to interact and respond to my questions during discussions. This transformation is one of the most significant impacts that a student exchange program can have on international students. Moreover, I worked to help remove their insecurities and stigma around speaking English. Witnessing my students engage in lessons has been incredibly fulfilling and stands out as one of the best experiences of my exchange journey. During my observation week, I had the opportunity to observe not just one, but three teachers, each with different approaches and teaching methodologies. I believe I can incorporate elements of their practices into my future endeavors. Observing their classes day by day helped me realize that teachers are not just guides; they are innovators of knowledge and play a crucial role in shaping the future of their students. This awareness has equipped me with a better understanding of the teacher's role in the classroom. Additionally, this program has exposed me to various learning environments and familiarized me with different teaching pedagogies. Learning about Thai culture and their school curriculum has reinforced the idea that, as a teacher, one should be adaptable—like a chameleon—able to adjust to any environment and find ways to thrive in it.like a chameleon, a reptile that adopt and can adjust to any environment and can learn how to make use of it.
“Step by step educative process” 1.2 Procedures of the Practicum
“Fruits of Labor” 1.3 Outcomes of the Practicum Teaching Grade 11 students in UDRU brings me immense joy for two significant reasons. Firstly, I have gained valuable knowledge and experiences through my interactions with both the teachers and the students. This experience has transformed me, deepening my commitment to education. I have come to realize that, as a teacher, I need to embody the roles of an artist who paints the future of my students, a doctor who heals their ignorance, and an engineer who builds the best versions of themselves. This journey is truly amazing, especially for future teachers like us, as it equips us with skills that we can apply in our future professions. I am also grateful to serve as a catalyst for students to develop their self-confidence in speaking English. It is incredibly fulfilling to know that I am making a positive impact on the lives of young minds. Through this work, I understand why I have been given this opportunity: because I have the potential to make a lasting difference. My goal is to bridge the gap between students and education and to help eliminate their fears of speaking English.
“Overcoming trials in practicum" 1.4 Challenges of the Practicum Language Barriers During my teaching experience in grade 11, I encountered significant challenges related to language. The students predominantly spoke Thai, which was the main medium of instruction. As a result, many of them struggled with English vocabulary and were often hesitant to engage in conversations in English. This language barrier presented a considerable obstacle to effectively delivering my lessons. To address this issue, I made a conscious effort to simplify my language, utilizing basic English words and phrases to enhance their understanding and participation in class discussions. Interestingly, this language challenge extended beyond the classroom. Even in local market areas, I observed that many individuals had limited comprehension of English, prompting us to rely on our Thai-speaking friends for assistance when ordering food or making purchases. Fortunately, we were supported by our buddies, coordinators, and cooperating teachers who provided invaluable guidance throughout this process, alleviating some of the challenges we faced. Culture There are notable differences between Philippine and Thai cultures, particularly in how each society respects and values its royal family. In Thailand, discussing the royal family is highly sensitive; mentioning their names or positions is seen as taboo, as they are revered figures deeply embedded in the national identity. This cultural reverence is something quite distinct from the Philippines, where we have a more relaxed approach to discussing public figures. The teaching styles also differ markedly between the two nations. In Thailand, the educational focus tends to emphasize cognitive development, while in the Philippines, there is a more balanced approach that incorporates cognitive, affective, and psychomotor dimensions in teaching. This divergence can affect classroom dynamics and student engagement, making it essential for educators to adapt their methods to best fit the cultural context of their students. Food Food is often regarded as a core aspect of a province's or a nation's identity, and the culinary variations between Thai and Filipino cuisines are striking. Thai cuisine is renowned for its bold use of spices, which can be overwhelming for those who are not accustomed to such flavors. In contrast, Filipino food typically emphasizes a balance of sweetness and sourness, reflecting a different palate. Moreover, the dietary habits of Thai people lean more towards vegetarianism, as they often incorporate a variety of vegetables and plant-based ingredients. In comparison, Filipino cuisine generally features a higher consumption of meat. One distinctive characteristic of Thai dishes is their aromatic qualities, which can be quite strong; as a result, some of us found certain Thai foods challenging to enjoy. However, amidst these differences, we discovered that the fried rice was absolutely phenomenal, and the fresh fruits available in Thailand were exceptionally delicious, providing a delightful experience that bridged some of the culinary gaps.
“Experiences as our key for teaching progress” 1.4 Overall Impression on the practicum If I were to encapsulate my overall impression in a single word, it would undoubtedly be 'memorable.' Participating in this program feels like a dream come true for me, and I have had high expectations that have truly been met and exceeded. I am filled with joy as I navigate the UDRU exchange program journey, immersing myself in the breathtaking beauty of the university campus and experiencing the incredible kindness of the people here. The warmth and friendliness of both the faculty and fellow students create an inviting atmosphere that makes me feel at home. One of the highlights of my experience has been the food, particularly the mango sticky rice, which has left an unforgettable impression on my palate. The perfect combination of sweet mango and sticky rice, drizzled with coconut milk, is simply divine. Additionally, exploring the rich cultural infrastructure, including stunning temples and various tourist attractions within the province, has been nothing short of spectacular. Each site tells a story and offers a unique glimpse into the local heritage, making it impossible to put into words the profound impact they have had on me. Overall, this experience has been filled with 'wow factors.' The amazing moments I have encountered during this program will undoubtedly become some of my treasured memories, shining like gold as I continue my educational journey.