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A Whole Month, A Lifetime of Lessons! Watch My Story Unfold!
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At UTSS, each class period lasts 45 minutes, followed by a 10-minute break, during which teachers wrap up discussions or activities. In agricultural class, which always consist of two consecutive periods, the teacher pauses for 10-minute break before resuming the lesson.
The teachers use a hands-on, experiential learning approach, ensuring students engage directly with their lessons. In breadmaking, students first learn theoretical concepts before making bread from scratch. Horticulture includes discussions on bamboo followed by crafting bamboo lanterns. Machinery classes allow students to operate agricultural machines, reinforcing learning through direct experience.
Learning Materials and Innovations
The school provides specialized facilities such as kitchen, environmental science laboratory, animal pen, and a large field that supports practical agricultural work, including crop cultivation and animal care.
Sources of Learning and Technology Used
Teachers use a combination of textbooks, digital resources, and hands-on demonstrations. Advanced agricultural tools and machines enhance experiential learning, ensuring students gain real-world skills.
Other Observations
The integration of science, business, and sustainability is evident, as students not only grow crops but also take responsibility for harvesting and selling them, fostering entrepreneurial skills alongside technical expertise.
My Teaching Plan
Under the guidance of my supervisor, Mr. Yosuke Shibuki-sensei, I developed a lesson plan for the 2nd-grade horticulture class in agriculture. My task was to explain the different types of bamboo in the Philippines.
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To structure the lesson, I followed the Philippine lesson plan format, as per my supervisor's request, incorporating key components such as motivation, lesson proper, application, generalization, and assessment. This approach allowed me to demonstrate how lessons are taught in the Philippines while adapting to the Japanese classroom setting.
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Using English as the medium of instruction was challenging, but I applied Japanese teaching methods, such as encouraging students to ask questions and share their thoughts. This interactive approach helped me engage the students and made the teaching demonstration successful.
My Teaching Practice
During my teaching practice, I followed a structured daily routine that allowed me to immerse myself in both classroom learning and student engagement. Each day began at 8:30 AM with a teacher's meeting, where we discussed important updates, and any concerns about students. This meeting helped me stay informed and prepared for the day ahead.
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At 9:00 AM, I joined my homeroom class, where I checked attendance and interacted with the students. This was an opportunity to build rapport and observe their daily routines. Afterward, I proceeded to agriculture class observations, where I experienced different aspects of agricultural education. Each day followed unique schedule, covering breadmaking, horticulture, milk production, and machinery operation. ​​
One of the most fulfilling parts of my day was at 3:30 PM, when I returned to my homeroom class. During this time, students openly shared their experiences from the day, discussing what they learned, their challenges, and their personal reflections. In turn, I also shared my own experiences, creating a mutual exchange of learning and fostering a supportive classroom environment.
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During my final week, I had the opportunity to lead class discussions on various topics related to food and agriculture in the Philippines. I introduced students to different Filipino delicacies and connected them to the agricultural landscape of each region, helping them understand the cultural and economic significance of local food production.
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In another session, I discussed research in Central Luzon State University, where I also shared key tips for selecting a research theme.
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For my teaching demonstration, I presented a lesson on the different types and uses of bamboo in the Philippines. To engage the students, I began with a motivation game called "What's in the Box?", where I placed various bamboo-made items inside a box, allowing students to explore them before unlocking the day's topic. This interactive activity sparked curiosity and excitement. Additionally, I integrated the Filipino legend of Malakas and Maganda, providing cultural context and enriching their appreciation of Philippine traditions.
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For the final activity, I challenged the students to create a unique item made from bamboo, encouraging creativity and innovation. Their enthusiasm and engagement were remarkable, as they applied their knowledge in a hands-on project, showcasing both craftsmanship and problem-solving skills.
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This teaching experience not only strengthened my instructional abilities but also deepened my appreciation for student-centered learning. By integrating cultural elements, practical applications, and interactive activities, I was able to create a meaningful and engaging learning environment. My time in the classroom reinforced the importance of fostering curiosity, collaboration, and real-world connection in education.
My SEA-Teacher Journey
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A dream SEAker's sought dream!
Mabuhay! Konnichiwa! Hello! My name is Lara Jhanea A. Perez. I am a 4th-year Bachelor of Secondary Education major in Science student at Central Luzon State University. I have always dreamed of becoming a teacher, which is why I chose this path. I believe that teachers have the power to inspire and shape young minds, guiding students to become passionate dream seekers who strive for their goals.
I am a dream seeker, and SEA-Teacher is a dream seeker's sought dream-a gateway to expanding my horizons, gaining international teaching experience, and immersing myself in diverse cultures. Through this program, I can enhance my teaching skills, build global connections, and inspire students beyond borders.
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Language Barrier - Communicating with students and teachers was challenging due to language differences. I had to rely on applications, gestures, and visual aids to ensure effective communication and student engagement.
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Climate - Adjusting to Japan's climate was difficult. Adapting to temperature changes and staying comfortable while teaching required some adjustments.
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Teaching Pedagogy - The teaching methods in Japan emphasized student inquiry, hands-on activities, and self-expression. I had to adapt my approach, encouraging students to ask questions, share their thoughts, and engage in interactive learning.
