Her Plan: From Blueprints to Blackboard

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Teaching is more than the mere sharing of facts; it is the art of crafting experiences that deeply resonate with students. During my time in the SEA Teacher Program, I came to deeply understand why being a teacher is not just a profession—and why it is a noble calling. This nobility demands more than passion. It requires thoughtful preparation, the careful construction of teaching materials, and the intricate design of lessons that inspire curiosity, foster understanding, and ignite the desire to learn. This realization shaped my approach to teaching. Therefore, to honor this responsibility, I needed to plan my journey with both intention and and mindful surrender of what comes along. From crafting instructional materials ,understanding my students' needs, and finally designing my final lesson plan every step had to be purposeful and reflective of the educator I aspired to become. And so, my teaching journey began—not just as a task to complete, but as a mission to shape lives.

Understanding My Students and Building Relationships

I knew very well how unpredictable my teaching journey would be. At first, I never knew how to draw my first strike in orchestrating my very first Indonesian classroom, nor do I have the idea to even start planning. As anxious as I was, I was also grateful that I started with a blank canvas. Teaching at SMP UMP was full of possibilities and untapped potentials yet to be unfolded. One thing, however, is for certain: I am a teacher who aspire to understand the young minds that I teach. And so as I stepped in the quiet of the classroom, I heard their voices—hesitant, curious, hopeful. And in those echoes, I found my own.

The first essential step in my teaching plan involved truly understanding the diverse backgrounds and learning needs of my students. Through a week of observation, I examined their cultural contexts, different learning preferences, and behavioral patterns.

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This initial assessment allowed me to adapt my teaching strategies effectively. I introduced a mix of visual, auditory, and kinesthetic activities. For example, most of my students preferred hands-on activities, so I incorporated some art activities in the primary days of my teaching.

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A positive and supportive classroom environment was a top priority for me. I dedicated time to establish genuine relationships with my students, which I saw as vital for effective teaching. One example of this is maximizing my cultural exchange. I've taught my students some Filipino words and they taught me Bahasa Indonesia. In the process, a mutual familiarity is established.

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Getting to know their interests and strengths not only helped me connect with them personally but also allowed me to tailor lessons that resonated with their lives. I made sure to introduce myself in an approachable and reliable manner. This built trust and encouraged open communication, making students more willing to participate in class discussions.

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As my students learn English as a Foreign language, I simplified my teaching instruction. I've set learning goals that aligned with both the curriculum standards and my students' capabilities. I used hand drills and associative doodles in teaching grammar lessons. I also used the intertextuality of the English, Filipino, and Bahasa Indonesia to further built rapport and clarity.

Lastly, to refine my navigation in the Indonesian classrooms, I dedicated myself in attending various teacher training programs along with the faculty of SMP UMP if I had the opportunity. This made me more familiar with the educational context of Indonesian schools and its similarities with the Philippines.