Welcome to SEA Teacher Program
Pilot Batch 3 at University of Tsukuba Japan
This is my journey as a SEA Teacher at Senior High School at Sakado, University of Tsukuba, Japan
About SEA Teacher Program
The SEA Teacher Project, also known as the "Pre-Service Student Teacher Exchange in Southeast Asia." This initiative is dedicated to fostering invaluable teaching experiences for pre-service student teachers from various universities in Southeast Asia. Aligned with the SEAMEO's vision of enhancing education quality in Southeast Asia through seven priority areas, the SEA Teacher Project places special emphasis on "Revitalizing Teacher Education."
-SEAMEO
About UTSS
Since its founding in 1994, the Senior High School at Sakado, University of Tsukuba, has been dedicated to meeting the evolving needs of its students. Recognized for its achievements in the SGH project, Tsukusaka was chosen as a key participant in the WWL Consortium Project in 2019. As an accredited International Baccalaureate (IB) school, their aim is to foster inquisitive, well-rounded individuals who contribute to a more cohesive global community. Alongside fundamental knowledge, their curriculum emphasizes the cultivation of essential skills such as critical thinking and effective communication, empowering students to tackle complex societal issues with confidence. Tsukusaka provides a rich array of opportunities, from lush green surroundings to international excursions and university-level courses, all designed to support students' academic, extracurricular, and personal growth journeys.
UTSS Teaching System
At Tsukusaka, education focuses on empowering students through autonomy-building practices. Students are encouraged to ponder the question "What do you want to be?" in various contexts, guiding them to proactively explore their identities and aspirations. Through self-reflection and engagement with society, students learn to make informed decisions and tackle challenges effectively. They develop problem-solving skills and teamwork abilities through hands-on projects addressing social issues. With a diverse range of elective subjects, students discover their preferred learning styles and continuously assess their progress. Engaging in research opportunities fosters critical thinking and analysis skills, preparing students for lifelong learning. Witnessing the research presentations of graduating students at the open research forum provided firsthand evidence of Tsukusaka's commitment to nurturing capable individuals who can make meaningful contributions to society.
Academic Support System
At Tsukusaka, it is all about empowering students through global education. They believe in nurturing effective communication skills and problem-solving abilities in a friendly and supportive environment. Over three exciting years, students dive into using English to explore diverse social issues, igniting their curiosity and passion for finding sustainable solutions. The first-year adventure seekers embark on field trips in March, where they get to choose destinations and immerse themselves in local cultures, gaining valuable insights and making real-world connections. We're committed to fostering a sense of global citizenship, encouraging students to embrace the world's challenges as their own. Through initiatives like "Campus-in-Campus," they collaborate with partner universities worldwide, opening doors to exciting research opportunities and international adventures for students, educators, and researchers alike.
Information about UTSS
480
Students
4
Classes each grade
2
Curriculums
1. Integrated Course
2. IB Diploma
My Profile
SEA Teacher Pilot Batch 3 Participant
About Me
"From farm to International"
Hello! Iam David Joshua N. Mayor, 21 years old male from the Philippines. A 4th Year undergraduate student Teacher at Central Luzon State University and taking Bachelor of Secondary Education Major in Science. I am from a small town of Quezon, Nueva Ecija and my father was a farmer, and my mother is a housewife.
My Dream
"Law of Attraction"
My dream is to travel and learn different cultures around the world. Japan was my dream since when I was 16 years old. I always wonder how I could get to Japan even when I am from a poor family with enough financial for daily living. I thought it is impossible unless I could get a stable job in the future. But, when I became a SEA Teacher, my dreams come true. Now my new dream is to become a teacher and help people achieve their dreams through quality education.
Why SEA Teacher?
"Fulfilling a dream"
Before being a SEA Teacher, I am admiring the participants from the previous batch and I always think that when it's my turn, I will not waste the opportunity. I know that this program will help me become a globally competitive professional and see the education in global perspective. I also want to fulfill my dream of getting exposed to internationalization and understand the multicultural environment. I know that this program will also provide opportunities such as lectures, seminars, and symposiums that will help me improve my skills and gain more knowledge.
My Challenges
"Explore and Adapt"
The first challenge for me was the language barrier because not all students can speak English, but it worked pretty well during the lessons. Second are the things that I cannot do while in Japan because there might be things that I normally do but for them it is discouraged. Reading signs and listening to talks is a bit hard because everything is in Japanese. Good thing is I can understand some words, so I did not get lost in translation. Teaching is the most challenging part for me because I have to make my students understand the topic using English and how can I make the class participate.
Teaching Pedagogy
1
Methodology
In UTSS, each class lasts for 45 minutes, followed by a 10-minute break before the next session begins. During this break, teachers wrap up discussions or activities from the previous class. Before taking attendance, the seating arrangement is arranged for optimal engagement. With some classes accommodating 45-50 students, teachers prioritize fostering attention and participation through active communication and interaction with every student.
2
Learning Materials
In UTSS, classes primarily utilize visual aids and presentations throughout the entire session. In science classes, laboratories and equipment are occasionally employed for practical demonstrations. Teachers incorporate worksheets and 3D materials to facilitate interactive activities and discussions. Additionally, students utilize laptops and other devices to conduct research and complete activities as directed by their teachers.
3
Sources
UTSS have the state of the arts facilities designed to meet the diverse needs of both students and teachers. Each classroom is tailored to accommodate various classes and subjects, equipped with the latest technologies and tools essential for effective learning and student comfort. With the capacity to comfortably host 45-60 students, our classrooms ensure ample space for everyone to move around freely.
My Teaching Plan
Under the guidance of my supervisor, Mr. Shiochi Nakadai-sensei, I crafted two lesson plans for second-grade Biology classes—Basic Science and Basic Biology. He tasked me with exploring ecosystems and biomes in the Philippines for Basic Biology, and discussing disasters in the Philippines for Basic Science. Mr. Nakadai provided valuable feedback to enhance my lesson plans and optimize class time. Teaching in Japanese presented challenges, but Mr. Nakadai reassured me that students can grasp English, albeit some may feel hesitant to speak. To overcome this, I focused on creating engaging activities to encourage student participation and collaboration. My lesson plans were designed to be simple and adaptable to accommodate students' reactions and comprehension levels. Recognizing their existing knowledge of ecosystems, biomes, and natural disasters, I aimed to introduce fresh perspectives and keep the content captivating.
My Teaching Practice
During my teaching practice, I had five classes with second-year students—two for Basic Science, two for Basic Biology, and one for earthquake studies in the Philippines. I felt a bit nervous before my first class, given the number of students I'd be handling. After setting up my presentation and greeting the students, I introduced myself, making sure to translate it into Japanese for better understanding. As I began the discussion, I noticed everyone was focused and silent, which posed a challenge in reading their body language and adjusting my teaching methods accordingly. Some students struggled to grasp my speech, so I spoke louder and slower to aid their comprehension. I also encouraged their participation by asking about their ideas and existing knowledge, making the topic more engaging. Keeping an eye on the time, I ensured to finish within 45 minutes, even squeezing in some fun trivia if there was spare time. Wrapping up the class on schedule, the students thanked me as I bid them goodbye.
As I moved on to my next classes, I encountered various challenges and opportunities for improvement. When I observed that the students are having difficulties in focusing, I also added some ice breakers like a quick game with prizes to hype them up and get their attention. There were instances where my laptop malfunctioned, prompting me to adapt and use the whiteboard instead. I also learned cultural sensitivities the hard way, accidentally making gestures deemed inappropriate, like putting my hand in my pocket while speaking—a mistake I quickly corrected. Additionally, group activities sometimes progressed slower than expected, but through it all, I learned to make quick decisions and always have a backup plan ready. Each challenge served as a lesson, helping me grow emotionally and professionally, as I continuously learned from my mistakes and fine-tuned my teaching methods for better results.
Homeroom Duties
As part of the program, I have homeroom duties alongside Mr. Araki-sensei and Mr. Ioka-sensei, who are the homeroom teachers for class 2-A. Our homeroom activities include morning and evening clean-up sessions, along with announcements to the class. Each evening, one student shares their thoughts and ambitions with the class, followed by announcements and words of encouragement from Mr. Araki-sensei, who interacts with the students in a friendly and supportive manner, akin to a father figure. Mr. Araki-sensei encouraged me to address the class a few times during the evening sessions, sharing a bit about myself and offering words of encouragement about life. Similarly, Mr. Ioka-sensei advised me to engage with the students as friends, inviting questions and fostering open communication. This experience has allowed me to develop close connections with the students, who have become like friends to me, and gain a deeper understanding of their perspectives. Providing words of encouragement to them brings me immense joy, as I am passionate about inspiring each of them to pursue their dreams.
Highlights
Summary
I'm incredibly grateful to everyone who contributed to making this program a reality, as it addresses a crucial need in today's generation of development. From the first day to the last, the program was impeccably organized, with schedules meticulously followed and thoughtfully planned out. Each day brought new learning opportunities and experiences that will undoubtedly shape my future as a teacher. Through this program, I gained invaluable insights into education from an international perspective and witnessed the dedication of leaders and universities towards achieving quality education for all. Moreover, my month-long stay allowed me to immerse myself in Japanese culture, where I encountered kindness and politeness from teachers, students, and even strangers despite the language barrier. As a participant in the program, I felt a strong sense of camaraderie among teachers, staff, administration, and students—a feeling akin to being part of a family. Together, we shared a common vision for the school, its students, and the future, all driven by a collective commitment to growth and prosperity for everyone involved.
Suggestions
I fully support Mr. Yoshida-sensei's suggestion to adjust the timing of the program, considering the busy schedules of the faculty from February to March. Additionally, I believe it's crucial to provide participants with basic language training to facilitate their daily interactions in the host country. Language barriers not only impact classroom dynamics but also hinder effective communication between practice teachers and students. Witnessing some students fluent in English at UTSS, I admire the school's commitment to nurturing communication skills in various languages like Bahasa, Hangul, and Mandarin. Hence, I propose participants should learn the language of their assigned country, which could prove invaluable for future collaborations with schools in Japan or other countries.
Overall Experience
During my teaching practicum, my main challenge is managing the class within the allotted timeframe while ensuring meaningful learning experiences. The guidance and instructions of Mr. Nakadai-sensei helped me improve my skills in teaching and the trust of Mr. Araki-sensei to inspire others. Even though there are challenges along the way, I ensure that I am learning every day. I am teaching and learning at the same time and I will forever be grateful for the teachers of UTSS who helped me to overcome these challenges. fortunately, UTSS provides all the necessary resources, and my task is to utilize them effectively to make each lesson count. Seeing the extensive facilities at UTSS, I'm inspired to envision a similar concept in the Philippines, where such facilities could enhance student learning and support teachers. This program has opened my eyes to the improvements needed in my own country to better support schools, teachers, and students. The prioritization of education in Japan serves as a valuable model for our own educational advancements.
Learning the Culture
I also had an opportunity to visit the beautiful places in Japan and learn more about their culture.
My personal take:
Special Thanks
.png){kind=small}
.png)