Classroom Observation: English Language Teaching in Grade 10 at Capiz National High School, Roxas City

 As part of my one-month SEA-Teacher internship at Capiz National High School (CNHS) in Roxas City, I had the chance to observe and participate in English language teaching for Grade 10 students. The experience offered rich insights into both the classroom culture and broader educational practices in the Philippines—particularly in public secondary schools.

Active Use of English as a Medium of Instruction

One of the most remarkable aspects of teaching in CNHS is the consistent use of English in classroom instruction, especially in subjects like English, Science, and Mathematics. In the English subject class I observed, the teacher delivered lessons entirely in English, and students were encouraged to respond, ask questions, and even perform oral tasks using the language. This immersive approach strengthens students’ confidence and fluency over time.

Interestingly, the teacher used natural phrases to engage student participation. Rather than using rigid prompts like “What’s your opinion?”, the teacher asked, “Do you have any idea?”—a more open and inclusive question that invited diverse responses. This simple shift in language reflects a thoughtful teaching style that fosters a safe and active learning space.

Student Expression and Inclusivity

Another striking observation was the school's openness to student self-expression. Many students wore light makeup, colored their hair, or styled themselves in expressive ways—something that might be restricted in many other school systems. However, this freedom did not hinder their academic involvement. In fact, students were highly participative, respectful, and eager to learn. It was inspiring to see how personal identity and discipline can coexist harmoniously in a well-managed classroom.

Modern Curriculum and Teaching Strategies

Capiz National High School implements the Philippine K–12 Basic Education Curriculum, which aims to develop 21st-century skills and provide learners with a holistic education. The curriculum in English focuses not only on grammar and reading comprehension but also on critical thinking, communication skills, creative expression, and digital literacy.

Teachers design their lesson plans to fit a short but meaningful 1-hour period. Each class session includes warm-up activities, guided discussions, and performance tasks that maximize student engagement. Despite the time limitation, the content delivery remains clear, effective, and interactive. I noticed that the teacher frequently moved around the room, teaching while standing and making eye contact—this kept students attentive and created a dynamic environment.

The Role of Technology and AI

Another modern aspect of the learning process is the use of technology, including AI tools. During my observation, students were allowed to use artificial intelligence applications to help with research and assignments. The responsible use of such tools reflects how Filipino educators are embracing innovation while promoting digital responsibility among learners.

Cultural Values and Local Educators’ Dedication

Filipino teachers—especially at CNHS—demonstrate a deep sense of dedication, warmth, and approachability. They serve not only as subject experts but also as motivators and life coaches. Their positive reinforcement, such as giving verbal praise and smiles for participation, creates a nurturing atmosphere that students thrive in.

The classroom culture values respect, participation, and community. Even in large class sizes, the teacher managed to involve many students, rotating attention fairly and maintaining a productive pace. These qualities reflect broader Filipino educational values, where compassion (“malasakit”) and resilience (“tatag”) are key pillars.

Conclusion

My observation in Grade 10 at Capiz National High School allowed me to witness firsthand how a public school can balance language immersion, student freedom, modern pedagogy, and cultural values. The experience broadened my understanding of teaching English as a foreign language in a multicultural setting and inspired me to embrace similar practices in my future classroom.