SEA TEACHER IN DIGOS CITY, DAVAO DEL SUR, PHILIPPINES

 1. SCHOOL: GENERAL INFORMATION AND ACADEMIC ADMINISTRATION 

1.1 School Profile 

Digos City National High School 

Digos City National High School is a public secondary school located at Rizal Avenue, Digos City, province of Davao del Sur, Philippines. It was established in August 1946. It is surrounded by market, residential area, and roadway. This school has an area around seven (7) hectares. There are Junior High School starts from grade 7 to 10 and Senior High School starts from grade 11 to 12. It has around eleven thousand (11.000) students and around two hundred (200) teachers for the entire of departments. 

The classes here are divided into two shifts, because of the large number of students and classroom limitation. The class in the first shift starts around 6:00 A.M to 12 P.M, while the second shift starts around 1 P.M to 6 P.M. The number of students in each class is different in each curriculum; in Science Technology Engineering and Mathematics (STEM) there are 20-30 students for each class. In the General Curriculum there are around 50-60 students. And, in the Specialize Curriculum there are 20-30 students.

Beside that, the school does flag ceremony on Monday as the routine activity. They also have clubs/extracurricular programs such as YES-O (environment organization), SPA Club (dance, sing, etc), LESS (Organization for future engineering), SPS Club (club related to sports), SPFL (Special Program in Foreign Language), etc.

The facilities provided of the school are academic facilities such as classrooms, library, laboratories, reading center, and teacher's rooms. There are also help and sport facilities such as a school health unit and a gymnasium. Technology and security facilities such as PISO Wi-Fi (the Wi-Fi that will connect if you put a coin), security station. Other facilities are toilets, canteen, etc.

1.2 Academic Support System 

• PISA; one of the academic support system in here, in order to help students who cannot read. 
• Summer Classes; extra class that conducts to students who failed or had low grades. 

1.3 Teaching system

Digos City National High School's (DiCNHS) teaching methodology is dynamic and structured, guaranteeing that students receive high-quality instruction that is in line with the Department of Education's (DepEd) curriculum. To accommodate different learning styles, educators use a combination of conventional and innovative teaching techniques, including technology integration, group projects, and lecture-discussions. Additionally visible is differentiated instruction, where teachers modify their pedagogical approaches to meet the requirements of pupils with different skill levels. Student-centered methods like performance challenges and project-based learning also promote critical thinking and the practical application of knowledge.

Assessment in DiCNHS is multifaceted, incorporating both formative and summative evaluations to track student progress effectively. Teachers use quizzes, written outputs, oral recitations, and performance-based assessments to gauge understanding and skills development. Regular interventions, such as remedial classes and peer tutoring, are provided to support struggling learners and ensure academic success for all students. The school also promotes holistic education by incorporating values formation, leadership training, and extracurricular activities that develop students' social and emotional skills. Overall, the teaching system at DiCNHS is designed to foster academic excellence, inclusivity, and lifelong learning among its students.

1.4 Materials and Other Learning System

In the observation conducted on Materials and Other Learning System, it was found that the learning materials used by the Teacher mostly used PowerPoint presentations, because the class I observed has TV to present PowerPoint presentations. The use of it is in order to help students understand the concept more visually.

1.5 Measurement and Evaluation System 

The evaluation system in DiCNHS is multifaceted, incorporating both formative and summative evaluations to track student progress effectively. Teachers use quizzes (short/long quizzes), written outputs, oral recitations, and performance-based assessments to gauge understanding and skills development. Regular interventions, such as remedial classes and peer tutoring, are provided to support struggling learners and ensure academic success for all students.

Students during summative test

1.6 Curriculum 

• General Curriculum 

This curriculum is for students who need higher learning. The General Curriculum is offering Math, English, Philippines language, Values, MAPEH (Music, Arts, Physical Education & Health) as their subjects.

• Science Technology Engineering and Mathematics (STEM) 

This curriculum provides additional materials for Science, Technology, and Mathematics which is more enriched. The STEM curriculum is offering Math, English, Filipina, Values, MAPEH (Music, Arts, Physical Education & Health), Science, Technology and Mathematics as their subjects.

• Specialize Curriculum 

1. Special Program in Sports (SPS)

This program offers a special curriculum in sports with the purpose of discovering students who have potential skills in sports to be in athletic competition.

2. Special Program in Arts (SPA)

This program provides curriculum to encourage students' talents in visual arts, music, dance, drama/theater.

3. Strengthen Technical Vocational Education Program (STVEP)

This program provides vocational programs such as welding, cookery, baking, dressmaking, computer services and electrical insulation and maintenance wherein students are equipped to vocational courses and professions. They are also guaranteed with an NCII certification right after completing the course. 

2. PEDAGOGICAL CONTENTS 

1.1 Teaching Methods 

The teacher uses the lecturer method combined with group discussion. The teacher explains the material directly with learning aids such as black board or presentation. Furthermore, the teacher always puts group discussions in a learning process, in order to make students more active in the class. The teacher also uses technology such as a projector and TV to help the teacher in giving material. The students give a good response with the teaching method used. They are active in participating activities in the classroom especially in group discussion. However, the use of lecturer methods sometimes makes students bored easily, so the teacher puts visual, short discussion, or games to make students enjoy and focus in the learning process. 

The teacher enforces classroom rules in class such as making a cleaning schedule, not being allowed to use the phone while learning the process (except, it is needed), greeting teachers who passed by, allowing them to eat or picking up the call. In addition, the teacher gives awards for those students who get good grades, such as a medal or certificate in order to motivate students to study harder and get a good grade.

Learning here is delivered using English except for the materials on values and Filipino. So many students can speak English because they are encouraged to use it during lessons. In values and Filipino learning is delivered in their local language, namely 'Bisaya'. 

1.2 Learning Materials and Innovation 

Digos City National High School (DCNHS) welcomes innovations and educational resources that improve the quality of instruction. To accommodate different learning styles, educators incorporate both digital and traditional resources, including interactive modules, multimedia presentations, and textbooks. To guarantee student interest and understanding, the school also makes use of technology-driven innovations like project-based learning, e-learning platforms, and blended learning techniques. Teachers also develop curriculum-aligned, locally relevant, and contextualized teaching materials that take into account students' real-world experiences. These resources support students' independent learning, creativity, and critical thinking.

Additionally, DCNHS consistently creates and applies innovative teaching techniques to adjust to the changing nature of education. To make classes more engaging and significant, educators use student-centered approaches and customized learning. Additionally, the school promotes teamwork and professional growth, which enables teachers to experiment with novel approaches and incorporate 21st-century skills into their lessons. DiCNHS has access to modern learning materials and technology through collaborations with public and commercial organizations. By creating a more efficient and welcoming learning environment, these innovations and resources guarantee that students receive high-quality instruction that is catered to their individual requirements.

1.3 Source of Learning and Technology 

The technology learning sources used here are computer, laptop, TV, and some of the classes provide a projector. The traditional learning sources used are such as textbook, manila paper. 

Using manila paper to give instructions 

1.4 Authentic Assessment

At Digos City National High School, authentic assessment places a strong emphasis on applying what pupils have learned to real-world situations, enabling them to meaningfully showcase their knowledge and abilities. Teachers incorporate performance-based assignments, portfolios, and project-based evaluations that are relevant to real-world scenarios rather than only using conventional pen-and-paper exams. These techniques foster critical thinking, creativity, and teamwork—all of which are necessary for learning throughout one's life. For example, role-playing, debates, and essay writing are all used in English lessons to evaluate students' analytical and communication skills. By using these many evaluation techniques, students are assessed on their capacity to apply information successfully in addition to their memorizing skills.

Moreover, authentic assessment fosters student engagement and motivation by making learning more interactive and purposeful. At Digos City National High School, educators provide constructive feedback that helps learners improve rather than simply assigning grades. This approach also supports differentiated instruction, allowing teachers to cater to students' diverse learning styles and needs. For example, in science classes, students may conduct experiments or create research presentations to demonstrate their understanding of scientific concepts. By implementing authentic assessment, the school ensures that students develop practical skills that prepare them for academic and professional success beyond the classroom.

Students perform from Special Program in Art

3. TEACHING PLAN 

1.1 Curriculum 

Digos City National High School's curriculum adheres to the Philippine Department of Education's (DepEd) K–12 Basic Education Program. It offers a thorough and learner-centered approach, guaranteeing that students gain the necessary skills in foundational areas including science, math, English, and Filipino. Under the Senior High School (SHS) program, the school also provides specialty tracks, such as the Technical-Vocational-Livelihood (TVL) Track, the Arts and Design and Sports Tracks, and the Academic Track (STEM, HUMSS, ABM, and GAS). These paths prepare students for difficulties in the real world by giving them the skills they need for entrepreneurship, higher education, or the workforce. The curriculum also incorporates ICT-based learning, values education, and 21st-century skills to improve students' flexibility and competitiveness in the global marketplace.

1.2 Teaching Plan Related to Your Major

The teaching plan in Digos City National High School is designed to align with the K-12 curriculum, ensuring that students receive a well-rounded and competency-based education. Teachers create structured lesson plans that incorporate various teaching strategies, including interactive discussions, collaborative activities, and technology integration to enhance learning. The plan also emphasizes differentiated instruction to accommodate diverse student needs, promoting inclusivity and learner-centered approaches. Assessments, both formative and summative, are strategically embedded to track student progress and provide necessary interventions. Through this structured planning, teachers ensure that learning objectives are met while fostering critical thinking and active participation among students.

Additionally, the teaching plan integrates values education and real-life applications to make learning more meaningful for students. Teachers are encouraged to use localized and contextualized materials to make lessons more relevant to learners’ daily experiences. Co-curricular and extracurricular activities, such as school clubs and academic competitions, are also included to support holistic student development. Collaboration among teachers, administrators, and stakeholders plays a crucial role in continuously improving lesson planning and instructional delivery. With these approaches, Digos City National High School upholds its commitment to providing quality education that prepares students for future academic and professional endeavors.

4. OBSERVATION ON TEACHER 

1.1 Planing for Teaching 

• The lesson plan follow the format, including opening, motivation, activity proper, analysis, abstraction, application, and assessment. 
• The time is well-managed.
• The teacher puts application and assessments such as performance, quizzes, games, group discussion, etc.

1.2 Preparing Lessons and Materials 

Lesson materials used are PowerPoint presentation, visual aids to do activities. The teacher prepared a lot of activities to do in class related to the topic. In addition, the teacher ensures that materials suitable for all students, gives larger fonts on PowerPoint presentation so the students at the back can see it.

1.3 Teaching in Class

The teacher uses interactive learning methods by involving students in discussions and other activities that make students involved in the class, such as asking them to read Powerpoint presentation slides or asking some questions. In addition, when students start to lose focus or there are students who disrupt the lesson, the teacher gives instructions, such as reprimand the students, number game; pointing to students to say a number (ex; number 3), then the teacher counts (1, 2, 3). The student who is at number 3 must answer the question. After number 3 answers the question, he needs to say the number again (ex, 10), then the teacher counts the students again. The student who gets number 10 must answer, etc.

Students during the class discussion 

1.4 Measurement and Evaluation 

Teachers use a variety of evaluation methods, such as short quizzes, individual, pair and group assignments, and formative and summative tests. Feedback is given to students who get incomplete grades. 

5. TEACHING PRACTICE 

1.1 Procedures of Teaching 

During play a motivation game

In the learning process in class, I follow the procedures that have been created in the lesson plan. The learning procedure includes:

• Greeting, followed by prayer, drill, quick review about last topic, and reading objectives.
• Then, continued by motivation activity (short game or give questions related to the topic) and activity appropriately followed by analysis activity.
• Abstraction; delivering material and discussion.
• Application (quizzes or performance tasks), assessment, conclusion, closing.

1.2 Time Management and Organizing Activities.

Each subject has 45 minutes. With that limit time, it is quite difficult to complete one lesson plan in one day. Therefore, I cut the activities in the middle, by completing one lesson plan in approximately two days.

Day 1:

• Approximately 5 minutes are spent on the following activities: Greeting, followed by prayer, drill, quick review about the last topic, and reading objectives.
• Approximately 10-15 minutes for: continued by motivation activity (short game or give questions related to the topic) and activity proper followed by analysis activity.
• 20-25 minutes for: Abstraction; delivering material and discussion. (Cutting in the middle), closing.

Day 2:

• Approximately 5 minutes for the following activities: Greeting, followed by prayer, drill, quick review about the last topic, and reading objectives.
• Approximately 15-20 minutes for the following activities: Abstraction; delivering material and discussion. (Continuing the last material).
• Approximately 20-25 minutes for activities: Application (quizzes or performance tasks), assessment, conclusion.

                The class during activities proper 

1.3 Problem-Solving

• Disturbance from outside the classroom: increase the volume and here the teacher uses a lapel microphone to teach.
• Difficulty understanding the material: provide additional examples and explanations if necessary.

1.4 Classroom Management 

To create a conducive classroom atmosphere, I apply several classroom management strategies, namely:

• ‌Providing varied learning activities, such as discussions, group work, and educational games, so that students remain enthusiastic and motivated.
• ‌Walking around the classroom to ensure students are involved in learning activities.
• ‌Giving appreciation to students who actively participate in class or to students who get high grades.

6. SUMMARY AND SUGGESTIONS

1.1 Purpose of Practicum 

This practicum purposes to provide teaching experience in international educational environment, to be able to understand various innovative learning strategies, classroom management, curriculum implemented in a country, teaching ethics, responsibilities as an educator. In addition, improving communication skills with English and adaptation through interaction with teachers, students, and school staff who have different cultural backgrounds to mine. 

1.2 Procedures of Practicum 

The practicum procedure begins with the first week of class observation. Then, continued with the second week of assistantship. The activities during assistantship I did such as helping to record grades, supervising exams, distributing forms, etc. The last procedure is to start teaching in class in the 3rd week. In this week, there is a final demonstration where our teaching methods will be assessed by experts.

During observation 

Assistantship; sharing forms to the students 

Assistantship; recording students' grade

During final demonstration 

1.3 Outcomes of Practicum 

Outcome 1: strengthening intercultural communication skills

Through interactions with teachers, students, and school staff who have different backgrounds from me, it helps to improve communication skills in English and understand cultural differences in the world of education.

Outcome 2: strengthening ethics and professionalism

Through teaching experiences here, I get better understanding about how work environment of education abroad. I learn the importance of independence, responsibility, discipline, and self-reflection to gaining my quality, that will be valuable provisions for my future. 

Outcome 3: strengthening pedagogical competence. 

During this program in Philippine, I get more understanding about teaching strategies implemented here. Through observation and assistantship, I learn how to design lesson plan and carry out interactive learning and based on students' needs.  

1.4 The Challenges of Practicum 

The challenge during the practicum is adapting to a new environment, which has a different culture. Language is also a challenge, sometimes facing misconceptions and sometimes there are times when it is difficult to express opinions. In addition, when making a lesson plan, I also experienced difficulties such as determining activities that match the lesson objectives, but I learned and followed the guidance of the supervising teacher, as well as assistance from student buddies. The last challenge is in the subjects that when I did the practicum were in the form of "research", sometimes once or twice I had difficulty conveying the material.

1.5 Overall Impression 

This program has been an amazing experience. I gained a lot of experience and of course I learned a lot from all the activities I did here. Here I also took the opportunity to practice my English. In addition to the language, of course I learned about education in the Philippines and the culture here. 

In addition, during the practicum my mentor teacher also helped me a lot by giving me directions to make it easier for me. I also learned a lot from. The information he gave for each of my questions was very useful. He is a very supportive and creative mentor teacher. In addition, my student buddy also always helped me. When it was the first week of teaching in class, he helped me prepare many things. 

The students in the class I taught were also very active, participative, and enthusiastic. That made me want to be even better. For example, they clapped after activities such as playing games. Additionally, they are also very smart and follow the lesson well. They are very fluent in English. I really appreciate all of them.

After final demonstration in TechVoc class

1.6 Suggestions for Future Improvement

To improve this program in the future, the first is giving phycologist and logistic support for the participants so they can adapt with the new environment especially abroad. Second, strengthen Training about educational systems in a country, cultural adaptation method, and communication strategies in a country. The third, periodic evaluations to help identify and give solutions on the obstacles faced by the participants. Through these improvements, it is hoped that this program can be better and giving meaningful experiences to the participants.

Special Thank you to Davao Del Sul State Collage 

We would like to express my gratitude to Davao Del Sul State Collage which gave warm welcome to us as exchange students. You were very accommodating. We were impressed by your kindness and support. Thank you for making us feel comfortable especially when we visited DSSC. Thank your for the opportunity to experience and learn new things. For the faculty members, staff, fellow students, we deeply appreciate to everything you have done for us. Your commitment and hospitality have made our exchange experiences very meaningful. One DSSC.

Special Thank you to Digos City National High School

We are deeply thank you to Digos City National High School which gave us opportunity to learn and being student teachers. We learned many things during our internship there. We sincerely appreciate to the school principal, our cooperation teaches, all the staff members, and other student teachers who shared your knowledge and time for us. And for the students, thank your for welcoming us, and thank you very much for helping me during teaching practice there. To my cooperation teacher, I sincerely appreciate your hard work to teach and direct me. Thank your for the support you gave to me. You are an amazing teacher. I will not forget all of experiences and memories from this school.

Special Thank you to our student buddies 

And to our amazing student buddies. Thank you so much for being such a big part in our exchange journey in Digos City, Philippines. Your kindness, support, friendliness, cares, patience, we were sincerely appreciate it. Thank your for always accommodating, you made us feel at home. We truly appreciate the time you spent for accompanying and helping us, introducing new things, hanging our with us. You made us feel welcome from the first day we met. Thank your for helping us to adapt in a new environment. We would not forget every memories we created from the first day until our last day. We are always rooting for you. We hope we can meet again someday.

Special Thank you to UNISSULA

The last, to our campus. We would like to say thank you for the support and facilitations that provided in this exchange student program. Thank your for this amazing opportunity. This program has been an incredibly valuable experience. Thank you for the trust and support you have given us to become the participants in this international program. We hope this kind of program can continue and give benefits to other students.