Teaching Across Borders My SEA Teacher Experience in the Philippines
- Kemala Wijaya
- Mar 13
- 11 min read
Welcome To My Journey as a SEA Teacher
Teaching Diaries in the Philippines
Hello readers!
I'm Kemala and I’m thrilled to share my experience as a SEA Teacher participant in the Philippines through this blog. I am an Early Childhood Education student with a passion for teaching, exploring new cultures, and of course working with children.
I created this blog to document my journey, where I have met incredible people, encountered new challenges, and gained valuable insights into international education.
Here, you’ll find stories about my teaching experiences, touching and humorous moments, as well as personal reflections. Whether you are a future SEA Teacher participant or simply curious about teaching abroad, I hope my writiTeaching Across Borders My SEA Teacher Experience in the Philippines ngs offer you clear insights and inspiration.
Central Luzon State University
On the SEA Teacher program, I was placed at Central Luzon State University (CLSU) in the Philippines. CLSU is a well-known public university located in Science City of Muñoz, Nueva Ecija. It was founded in 1907 as Central Luzon Agricultural School (CLAS) and later became Central Luzon State University (CLSU) in 1964.
This university is famous for its research in science, technology, and agriculture. CLSU has made important contributions to aquaculture (especially tilapia farming), crop science, and water management. It is also part of the Philippine Science Consortium (PSC), which aims to improve science education in Luzon. With its green and spacious surroundings, CLSU provides a comfortable place to study and grow.
The campus is large and well-equipped, with research centers, laboratories, a library, sports facilities, dormitories, livestock farms, and experimental agricultural fields. With good academic quality, complete facilities, and a focus on research and innovation, CLSU not only produces skilled graduates but also prepares them to contribute to the global workforce.
When I first arrived at CLSU, I was amazed by how big the campus was, the fresh and cool air, and the many trees around it. The peaceful and green environment makes it a great place not just for studying but also for personal growth and new experiences.
DepEd CLSU Elementary Lab School
DepEd-CLSU Elementary Lab School is a laboratory school under the Philippine Department of Education (DepEd), in collaboration with Central Luzon State University (CLSU). Located within the CLSU campus in Science City of Muñoz, Nueva Ecija, Philippines, the school serves as a training ground for College of Education students at CLSU, giving them the opportunity to observe and teach before undergoing off-campus training.
During the Sea Teacher programme, I had the amazing opportunity to teach and experience first-hand the education system in the Philippines. I was assigned to a kindergarten class at the DepEd-CLSU Elementary Lab School, which has about 80 students, divided into two classes: Kinder Green and Kinder Yellow.
The moment I walked into Kinder Green, I immediately felt the warmth from the teachers and students. Everyone was so friendly - teachers, staff, and even the children - that I instantly felt part of their extended family. This is something that I really appreciated and was very grateful for during my time there.
What also stood out to me was how the teachers made learning fun and interactive. They are always open to new and creative ways of teaching, which I found very inspiring. But what amazed me the most was how independent the students were. I have never seen kindergarteners so independent at such a young age! Usually, children their age rely on adults for help, but these students are different.
Apart from being independent, these children are also friendly, enthusiastic, and very easy to interact with. Their warmth and joy made my teaching experience even more enjoyable and unforgettable.
Accademic support system
DepEd-CLSU Elementary (Lab) School has an academic support system that aims to assist students in learning and support teachers in teaching methods by providing media and learning resources. In supporting teaching activities, each classroom is equipped with a whiteboard, smart TV, laptop, and printing machine to facilitate teachers in creating and presenting learning materials. In addition, classrooms are also equipped with facilities such as fans, bookshelves, educational tools, and bathrooms. DepEd-CLSU Elementary (Lab) School has a spacious and green courtyard, creating a comfortable environment for students' learning and playing activities.
Pedagogical Contents
Teaching early childhood requires a different approach. The teaching methods used are usually based on learning through play. Some of the methods commonly applied in Kindergarten include storytelling, songs, arts and crafts, and physical activities.
The learning materials used in DepEd-CLSU Kindergarten are also very diverse. Learning often starts with the use of flashcards or posters. In addition, technology has begun to be integrated in the learning process, for example through the use of animated videos, television, and PowerPoint presentations.
Learning in Kindergarten takes place from Monday to Friday. Morning classes start at 07.00 - 10.30, while afternoon classes run from 12.30 - 15.30. Each learning session begins with the habituation of prayer, ceremony, singing the national anthem, as well as motor activities.
After that, students are asked to check the attendance of their classmates, then mention their numbers and names. This activity is a simple part of classroom learning, namely counting and recognising letters. Next, the teacher will invite students to review the previous learning. This is done so that students do not forget easily and are better prepared to understand the next topic.
Every day, students are required to bring green notebooks and yellow notebooks as a place to paste their worksheets. The teacher will explain the learning material first, then distribute 1 to 5 different worksheets in turn each day.
At the end of class, the teacher usually asks each student to queue in front of the teacher's desk to take turns learning to recognise letters and numbers, read simple words, and count. This activity aims to assess students' progress in various aspects of learning.
Measurement and Evaluation System
At DepEd-CLSU Elementary Lab School, especially in Kindergarten, teachers assess each worksheet completed by students. After that, the teacher will correct the mistakes and help the students in correcting them. This process is done regularly at the end of each learning session.
In addition, DepEd-CLSU Kindergarten also organises a written test for students, which takes place over two consecutive days. The exam includes questions related to reading, writing and numeracy skills. The purpose of this exam is to help teachers assess the extent of students' understanding of the material that has been taught.
The Curriculum
Early childhood education in the Philippines is guided by the Kindergarten Curriculum Framework (KCF), which is part of the K-12 Curriculum. The KCF was developed based on the National Early Learning Framework (NELF), which underlines the principles of play-based, collaborative and reflective learning.
While the KCF emphasises holistic child development, its implementation in the field shows that literacy and numeracy remain top priorities.In my observations while teaching at the DepEd-CLSU Kindergarten Elementary Lab School, I found that the kindergarten curriculum in the Philippines has a strong emphasis on literacy and numeracy. From an early age, children are given structured materials to develop their literacy and numeracy skills. Evaluation of learning is done regularly through various worksheets as well as written exams that take place over two consecutive days. This approach shows that early childhood education in the Philippines is more orientated towards basic academic mastery in preparation for entering the next level of education.
Unlike the Philippines, Indonesia uses the Merdeka Curriculum in early childhood education (ECE), including at the kindergarten level. This curriculum focuses more on a child development-based approach, which adapts to the needs, interests and abilities of each individual.The concept of learning through play is the main principle in Merdeka Curriculum, where children are encouraged to explore, interact, and build understanding naturally without excessive academic pressure. In this curriculum, literacy and numeracy learning is not used as the main obligation, but rather as part of the developmental process that is adjusted to the child's readiness.
Teaching Plan
As a SEA Teacher participant from Indonesia to the Philippines, I feel that I have a responsibility to introduce Indonesian culture through this kindergarten teaching practice. Therefore, I developed an Indonesian-themed lesson plan, which includes an introduction to the Indonesian flag, Indonesian icons, famous landmarks, and the basics of the Indonesian language. This material was packaged in a simple way to be easily understood by children, with the aim of providing an overview of Indonesia in a fun and interesting way. In addition, I also prepared a special lesson plan to introduce the numbers 1-10, given that learning in DepEd-CLSU Elementary Lab School kindergartens places great emphasis on literacy and numeracy.
Through this material, I hope to provide an interactive learning experience while introducing the children to aspects of Indonesian culture and language.Here is an example of the Lesson Plan that I have created :
Observation On Teacher
Based on the observations I made in the classroom, the teacher always arrives early before the students arrive. While waiting, the teacher prepares teaching materials or media that will be used on that day, such as printing worksheets for students. Before the lesson begins, the teacher also asks the children to prepare the necessary tools, such as green notebooks, scissors, glue, and three crayons of different colours. The equipment needed is adjusted to the materials and activities that will be carried out on that day.
In the learning process, the teacher applies various methods to keep the children interested and not easily bored. The methods used include singing, telling stories, playing games, and discussing with students. In addition, teachers also often utilise smart TV to support the learning process, for example by displaying educational videos, PowerPoint presentations, and various supporting images.
At the end of the lesson, teachers check students' work to assess their understanding. This process is also accompanied by providing guidance and correction if needed.
After all students go home, the teacher will clean and tidy up the classroom to make it comfortable and ready for the next day's learning.
Teaching Practice
Hello, readers! One of my favourite parts of the programme was teaching the Kinder Green Class. According to the lesson plan that I had prepared earlier, I planned to introduce Indonesia to the students in this class. The lesson plan was approved and ready to be used in the lesson.On the first day of teaching, I walked excitedly from my accommodation to theschool. I couldn't wait to meet my students for the first time. Arriving in the classroom, I immediately prepared various media and learning support tools, such as laptops, printed worksheets, stickers, smart TVs, and stationery.
My first class started by asking the students to line up in front of the class. We started the day's activities by singing the Philippine national anthem, the DepEd Mars, and the Muñoz song. After singing the songs, we proceeded with morning exercises, which are usually filled with popular dances like APT dance and others. However, this time I wanted to introduce Senam Pancasila which originated from Indonesia. Before we started, I explained to the children that today we were going to try Indonesian gymnastics, so we did the gymnastics together.
After the warm-up was over and the children returned to their seats, we started the lesson with a prayer together. I then introduced myself and told them that today we were going to learn together. I also reminded them that during class, we would be using English, as many students often speak Tagalog when communicating with me.
Filipino kindergartens tend to use tables and chairs, unlike in Indonesia, where children often learn by sitting in a circle. Wanting to introduce an Indonesian-style learning environment, I invited the children to learn in a circle. Before that, I gave them time to get the stationery they needed.
I started the class by greeting the students and asking them to check who their friends were absent that day. After that, we sang and clapped together. To make the cultural exchange even more pronounced, I made stickers of the Indonesian flag for the children to wear during class. Meanwhile, I myself wore Philippine flag stickers. We put the stickers on visible places, such as cheeks, foreheads, hands, or shirts.
The lesson started with watching an educational video about Indonesia that I took from YouTube. The children were very enthusiastic when watching it. After the video, I continued by explaining the material using PowerPoint, which contained an introduction to Indonesian icons and landmarks, such as the Indonesian flag, Borobudur Temple, Komodo dragons, batik, Pink Beach, and Floating Market. The children gave various responses-they seemed happy, curious, and even amazed by the things they saw
After the material session was over, the activity continued with colouring the Indonesian flag, then colouring batik motifs. The students really enjoyed this activity, especially when colouring the batik. They worked very creatively, choosing various colours for an interesting result.
The next activity was to recognise some Indonesian vocabulary, such as ‘How are you?’ and ‘Thank you’. I asked the children to pronounce the words first, and then practise them with their benchmates. After that, they wrote some simple words in Indonesian. After everyone was done, I checked their work and rewarded them with animal stickers as a form of appreciation.
During the lesson, of course there were some incidents that happened, one of them was when a child cried because his crayon was taken by his friend. I tried to calm him down first by saying, ‘Okay, are you done crying?’ while rubbing his back. Then I continued, ‘It's okay to feel upset that your crayons were taken, but you have to tell your friend that it's not okay to grab like that. If you just cry, does your friend know that it's wrong?’ After hearing my words, the child began to calm down and finally hugged me.
To keep the class in order, I made a deal with the kids. When I said, ‘Hello, Kinder Green...’, they had to reply, ‘Hello, Miss Mala...’. I used this technique as a way to regain their attention when they became distracted.
Teaching in Kinder Green Class has been a very pleasant experience for me. I didn't have any major difficulties because the children were very familiar with me and affectionate, so they were easy to work with. I really love them and am grateful to be able to share my experiences and Indonesian culture with them.
Summary and Suggestions
Purposes of Practicum
The main purpose of this programme is to give prospective teachers hands-on experience in an international setting. I not only learnt about the education system in the Philippines, but also developed my teaching skills, cultural adaptation, and improved my communication skills in English. In addition, I also endeavoured to introduce Indonesian culture to children in the Philippines through interactive learning.
Procedures of Practicum
This teaching practicum started with a classroom observation, where I learnt how the teacher teaches and how students interact in the classroom. After that, I began to assist in learning activities, such as preparing teaching media, accompanying students in class activities, and learning to understand the learning methods applied. Next, I was given the opportunity to teach independently, by preparing a lesson plan that had been approved by the mentor teacher. I applied various teaching strategies, such as the use of visual media, interactive activities, and classroom management techniques to keep students engaged during learning.
Outcomes of Practicum
This programme provided many benefits for my professional and personal development. I gained a deeper understanding of the Philippine education system, especially in the aspect of literacy and numeracy-based learning. In addition, I also learnt how to manage an early childhood classroom with fun and interactive methods. This programme also helped me to improve my cross-cultural communication skills, as well as broaden my horizons regarding educational practices in other countries.
The Challenges of Practicum
Although it was a lot of fun, there were some challenges that I faced during the teaching practicum, including:
Language, Most of the children still speak Tagalog most of the time, so I had to find ways to get them more accustomed to using English during class.
Adaptation to Learning Methods, The learning system in Philippine kindergartens is slightly different from that in Indonesia. I had to adjust my teaching strategies, especially in terms of classroom management which uses more tables and chairs compared to the lesehan system in Indonesia.
Classroom Management, teaching young children is not easy because they are easily distracted. I had to find various ways to keep their focus during the lesson.
Overall Impression.
Overall, the SEA Teacher Programme experience in the Philippines was an amazing and memorable experience. I felt very welcome at the school, both by the teachers, staff, and students. The children were very friendly, enthusiastic, and loving, making the teaching experience more enjoyable. In addition, I also gained many new insights into how early childhood education is implemented in the Philippines, which can be a reference in my future teaching career.
Snapshots of My SEA Teacher Journey
The SEA Teacher journey in the Philippines has finally come to an end. I have gained so many valuable experiences, from teaching in the classroom, getting to know a different education system, to building warm relationships with the children and teachers there. Every moment was special and made me even more convinced that education is a place I love.
In addition, this experience also taught me to be braver, more flexible, and certainly more patient in dealing with various situations in the classroom. Being able to share knowledge while introducing Indonesian culture to the children there is something I will never forget.
For those of you who have dreams of joining a programme like this, don't hesitate! It's not just about teaching, but also about personal growth, cross-cultural friendships, and experiences that will make you richer emotionally and intellectually.
Thank you for following this story to the end! Hopefully it will inspire you and who knows, we can share our experiences again in the future. See you in the next story! 😊✨
Comments