Comments and Suggestions 

Purpose of Practicum

The SEA-Teacher Project gives future teachers a chance to teach in schools across Southeast Asia. The main goal is to help them improve their teaching skills by letting them observe classes, assist teachers, and lead their own lessons. It also helps them learn about different cultures and ways of teaching. By joining the program, student teachers become more confident, flexible, and better at working with others. The project also builds stronger connections between Southeast Asian countries through education. In the end, it helps future teachers become more open-minded and ready to teach in different kinds of classrooms

Procedures of Practicum

Our practicum officially began with an online orientation on April 14, 2025, organized by our receiving school. This session provided us with essential information about the program, expectations during our stay in Indonesia, and important guidelines to follow while living and teaching abroad. This orientation helped us become more prepared and respectful as we entered a new cultural and educational environment. Upon our arrival in Indonesia, we were warmly welcomed and supported by UNISSULA, our receiving university. They provided us with safe and comfortable accommodations, ensuring that we felt settled and cared for.

A welcoming ceremony was held to formally introduce us to the university, where we had the opportunity to meet key faculty members from both Universitas Islam Sultan Agung (UNISSULA) and SMP Al-Azhar 14. The next day, we were deployed to our assigned practicum school SMP Al-Azhar 14 where our teaching journey officially began.

The first week of our practicum was designated for observation. During this time, I familiarized myself with the school environment, the class schedules, and the teaching styles of my mentor teachers. Observing their classroom management and lesson delivery gave me a clear picture of how I would later carry out my own classes.

In the second week, I transitioned into the role of a teaching assistant. I supported my mentor during class discussions and classroom activities. He also provided me with a sample lesson plan, which helped me understand the school’s instructional format and allowed me to start drafting my own lesson plans in preparation for the next phase.

By the third week, I began leading the classes with my mentor’s guidance and feedback. The experience I gained from observing and assisting made me more confident in taking charge. I also conducted my final demonstration teaching during this week, which was evaluated by my mentor and two faculty members from my receiving university.

In the final week, we wrapped up our practicum and spent time reflecting on our experiences and growth. It was also a moment to express gratitude to the school community and say goodbye to the students and teachers who supported us throughout the journey.

Outcomes of Practicum

As a Mathematics major participating in the SEA-Teacher program under SEAMEO, this practicum provided me with valuable experiences that shaped my growth as a future educator. Teaching mathematics in an international setting gave me a deeper appreciation of how the subject can be taught and understood across different cultures and learning environments.

At SMP Al-Azhar 14, I had the opportunity to apply mathematical concepts using strategies that catered to the needs of Indonesian students. I adapted my lessons to suit their learning pace and language proficiency, making use of visuals, real-life examples, and interactive activities to ensure comprehension and engagement.

The practicum also allowed me to reflect on my teaching style through observation, classroom teaching, and feedback from my mentor teachers. Their insights helped me identify both my strengths such as clear explanation of concepts, lesson preparation, and rapport with students—and areas where I could improve, like classroom questioning techniques and simplifying instructions.

Beyond teaching skills, I built strong connections with the school community and experienced how cultural sensitivity plays a crucial role in education. This journey has strengthened my confidence, expanded my teaching strategies, and developed my ability to teach mathematics in a diverse and multilingual classroom. It has truly been a meaningful step toward becoming a globally competent math educator.

  Challenges of Practicum 

Starting my teaching journey in a foreign country came with both excitement and challenges. One of the main difficulties I faced was the language barrier, which at times made it hard to communicate and connect with the students, particularly in regular classes where many students had limited proficiency in English. This often hindered their understanding of instructions and lesson content, making it necessary to adjust teaching methods by incorporating gestures, visual support, and sometimes brief translations to bridge the communication gap

Despite the overall effectiveness of the lesson, several challenges surfaced throughout the practicum. Managing classroom behavior was one area that demanded close attention, as minor distractions occasionally disrupted the flow of the lesson and required swift intervention to keep students on track. Encouraging participation from all learners also proved to be difficult—especially among more reserved students who were hesitant to speak up. .

Being away from the Philippines also meant dealing with homesickness. I missed the familiar environment, culture, and comfort of home. Fortunately, I was surrounded by fellow Filipino teachers who served as a strong support system. Their presence, understanding, and shared experiences helped me adapt more easily and feel a sense of belonging, even miles away from home. Together, we encouraged each other and found ways to make our stay fulfilling and memorable.

Overall Impression

My overall impression of SEAMEO and the SEA-Teacher Program is one of deep appreciation and admiration. This program is a powerful platform that goes beyond classroom teaching—it is a bridge that connects cultures, promotes mutual understanding, and shapes globally minded educators.

As a mathematics major, I am truly grateful for the opportunity to teach in a foreign context, explore new approaches to learning, and immerse myself in the educational system of Indonesia. Through SEAMEO, I was able to step out of my comfort zone and discover new dimensions of teaching and learning that I would not have experienced within my home country.

The structure of the SEA-Teacher Program was thoughtfully planned, from orientation to deployment and final evaluation. It provided the right balance of challenge and support, ensuring that we grew in both confidence and competence as future educators. More importantly, it fostered strong collaboration among ASEAN nations, reinforcing the idea that education is a shared responsibility across borders. The memories, lessons, and friendships I gained through this exchange will continue to guide me in my journey as a teacher and as a citizen of the global community.

 Suggestions for Future Improvement

Extend the Duration of the Exchange Program

One key improvement that could enhance the SEA-Teacher experience is extending the length of the practicum. A longer exchange period would allow pre-service teachers to become more fully immersed in the host country’s culture, education system, and daily school routines. This deeper immersion would not only lead to a stronger understanding of local teaching practices, but also create more meaningful and lasting cultural exchange.

With additional time, participants would have more opportunities to observe various teaching methods, conduct more independent teaching sessions, and gradually adapt to the classroom environment. It would also enable teachers to form closer bonds with their students, mentor teachers, and fellow educator fostering stronger collaboration and mutual learning.

Moreover, a longer stay could open the door for involvement in extracurricular activities, school events, and community outreach, providing a richer, more holistic teaching and learning experience. This extended interaction would help pre-service teachers develop greater cultural sensitivity, flexibility, and confidence in handling diverse educational setting skills essential for becoming effective global educators.