Week 3: Becoming a Real Teacher, Embracing Filipino Culture, and Cooking New Memories

 1. Stepping Into the Role: My First Lesson Plan Journey

The third week of my teaching internship marked a turning point. It was the week I stopped being just an observer and finally stepped into the role of a real teacher. With the help of my cooperating teacher, Ma’am Marica, I was introduced to the art and science of lesson planning in the Philippine education system.

I learned that in the Philippines, teachers are required to prepare Detailed Lesson Plans (DLPs)—structured and systematic guides that ensure learning objectives are met through specific activities and assessments. It was very different from the more flexible format I was used to in Indonesia. I realized how much effort Filipino teachers invest behind the scenes just to deliver a 60-minute class.

I chose to teach "Transforming Sentences from Active to Passive Voice," a topic that appears in Grade 9 English. I crafted activities that would build on students’ prior knowledge, encourage participation, and reinforce grammar understanding in fun and memorable ways. It was challenging but rewarding—seeing the pieces come together made me excited for my demo teaching.

2. Dancing Through Culture: A Colorful Traditional Performance

One of the most beautiful aspects of Filipino education is how much it embraces the arts and culture. This week, I had the opportunity to witness another MAPEH (Music, Arts, Physical Education, and Health) performance—this time, a traditional dance competition.

Unlike the high-energy hip-hop battle the previous week, this event felt deeply rooted in heritage. Students dressed in elaborate native costumes, some using props like bamboo poles, woven baskets, and fans. Each group performed dances based on regional traditions—Tinikling from Leyte, Singkil from the Maranao, and other folk dances inspired by daily life and festivals.

What impressed me was the discipline, coordination, and cultural pride these students exhibited. It reminded me how performing arts can preserve history and build community identity. As I watched, I felt a deep connection not only as a guest in the Philippines but also as a fellow Southeast Asian, seeing familiar threads of shared traditions and values.

3. A Taste of the Philippines: Cooking and Culinary Surprises

Filipino food culture is a vibrant mix of indigenous, Spanish, Chinese, and American influences. This week, I was thrilled to learn how to cook Chicken Adobo—the country's beloved national dish. Together with my SEA-Teacher roommates and guided by our buddy Kathrine, we marinated the chicken in soy sauce, vinegar, garlic, and bay leaves before simmering it slowly until tender and flavorful.

The dish smelled amazing, and the taste was unforgettable—savory, tangy, and full of warmth, much like the people of Capiz themselves. I was reminded of Indonesia’s semur ayam, but the vinegar gave Adobo a unique identity that stood out on its own.

But the culinary adventure didn’t end there. One evening, I was surprised when Kathrine offered mango with warm rice. At first, I thought it was a joke—mangoes are desserts in my country! But in the Philippines, sweet ripe mangoes are sometimes paired with rice as a comfort food. I took a bite, hesitated, and then smiled—it was surprisingly good. Sweet, starchy, soft—it was like eating sunshine with every bite.

4. My Final Demonstration: A Day to Remember

February 13th, 2025, was the most important day of my internship—the Final Demonstration Teaching. I had been preparing all week, fine-tuning my lesson plan, printing materials, preparing slides, rehearsing instructions, and even creating Trapapel, a Filipino-style educational visual aid made from colored paper and markers.

The lesson was set. I entered the classroom early, set up the TV and laptop, and waited for the students. Evaluators from Capiz State University, the head of the English department, and my mentors arrived and took their seats. I greeted them nervously. Everything was ready—until, suddenly, the power went out.

At first, I panicked. But then I remembered something I had learned not from a book, but from observing Filipino teachers: resourcefulness. I quickly adapted. I turned my laptop around for the students to see, improvised with my printed materials, and adjusted the pacing. I kept smiling, I kept teaching.

The students responded with enthusiasm. They joined the activities, answered questions, and showed understanding of the lesson. Afterward, I received valuable feedback—praise for my clarity and classroom management, and a reminder to work on pronunciation. But the words that meant the most came from my mentor: “You taught with heart.”

That moment reaffirmed why I chose to be a teacher—not to be perfect, but to inspire, to connect, and to keep learning every day.

Reflections and Gratitude

Week three was intense, emotional, and transformative. I learned not just about teaching, but about resilience, flexibility, and cultural humility. From lesson plans to dance performances, from kitchens to classrooms, every experience added a layer to my personal and professional growth.

I am grateful to Capiz National High School, my mentor Ma’am Marica, and everyone at CAPSUn who guided me. Most importantly, I’m thankful to the students—who taught me that teaching is a two-way street filled with energy, honesty, and joy.