As I near the end of my practicum in UPIS, I find it hard to believe that it’s been 3 months since I started teaching there. Everything seems to have just sped by: lesson planning, consultations with fellow teachers and students, various projects and activities and becoming more and more involved in UPIS life. It’s hard to imagine myself leaving. And leaving soon. I try not to think about it yet, choosing instead to enjoy the remaining time I have with everyone. The coming Periodic Exams make me feel that surely, I would be around for the next two ones… even though I know that I only have this quarter left to teach them. I have come to love both classes entrusted to me by my Cooperating Teacher, Ma’am Lourdes Vargas, and her too. Even though there are times when I sigh and wish certain students would do better, I must admit that as a class, I couldn’t ask for more from them and neither could I wish for a better Cooperating Teacher. What I find myself wishing for is more time with them. One semester isn’t enough, no matter how much I learned from them all. I know there is more to learn, of course. And a part of me wants to continue learning here.
I had been told to expect the worst from practicum, given the workload and the way students used to being passed from practicumer to practicumer sometimes contrive to make their lives miserable. Instead, I ended up having the best time in UPIS. This is why I find it hard to think of a low moment during my stay here. Even if my day seems to be not-so-good, it easily becomes okay for one reason or another. Maybe it’s because of the people I work with. The CA-EMA Department in UPIS is full of teachers who have much to share, be it teaching tips, their own experiences with the students and just about everything under the sun, outrageous stories and, happily, food ☺ And then there are my students. I handle 2 Grade 8 classes: 8-Butterfly and 8-Firefly. The former I’ve handled since the 1st quarter and the latter only this 2nd quarter. Both classes can, on any given day, make things interesting. Even when there are students who could be a handful and I end up giving a lecture on manners, the same students could get a laugh out of me on stressful days, making me grateful for their sense of humor.
Because of my place in UPIS, I can’t find a single low point. A low point for me would be a time when I really wanted to give up teaching. I never really got to that, thankfully. This is probably because, as observed by my Cooperating Teacher, I am infinitely patient with my students. It doesn’t mean I don’t get angry with them. I have, on quite a few occasions, been hard on them for not behaving properly. But my annoyance could only last so long before we all go back to normal. I could only think of one incident when I was really angry with my class. 8-Butterfly was doing a Home Reading Requirement Activity, their last for the quarter. For some reason, they were overly excited that day and paid little or no attention to directions and reminders. The activity had been designed to synthesize the novel they read for the 1st quarter and to give their grades a needed boost. Their inattention annoyed me but I told myself these kids usually pull through when they need to so I let them continue the group activity while going around to remind them to do their work and of the time left. This didn’t really help because when the time to report came, most of the groups didn’t bother to settle down and listen to the reporter. If there is one thing that annoys me more than students not paying attention to me is when they ignore a classmate who volunteered to share information with the class. If the activity were an important part of the lesson, I would have pushed through with it. But since it was only a supplement, a bonus of sorts, and since they were showing me it was a bonus they didn’t deserve because of their behavior, I put a stop to the report and explained how, if they had cooperated, it would have helped them raise their grades. I wasn’t just firm in explaining it, I was angry. But I didn’t shout at them since I make it a point to treat them as grown-ups and not kids. I let them understand the consequence of their actions while the class sat unmoving in their seats, quiet for the first time since the beginning of the lesson. I collected whatever outputs they had and dismissed them. Whenever they saw me after that, they would ask if I’m still mad at them. That went on for a few days, even though the class went back to normal, albeit they became a better-behaved group after the incident. I was pleased with the result and with their conscious effort to do better and to behave well. In fact, it paved the way for a smooth opening of the 2nd quarter and, as a result, I couldn’t really consider the incident a low point.
As for my highest point in UPIS, there are so many I could think of. Each day brings a new and, for me, exciting event. Even if it’s just an ordinary class with my 2 sections, I enjoy myself immensely. Like any high school class, they are full of energetic, mischievous students who, more often than not, just need a topic interesting enough to motivate them. Finding these topics is a challenge I enjoy and teaching Butterfly and Firefly has given me every reason to continue teaching and motivating students. It warms my heart to see their enthusiasm for activities and to note the improvements in their performance since the start of the year. I have 2 students in one class who failed during the 1st quarter. The teachers in CA-EMA agree that they aren’t very bright. Hearing that made me determined to see how I could urge them to do well. My first idea was to introduce material they would find interesting to supplement the required readings in class. Giving them more action-packed reading selections for grammar caught their interest and encouraging them to do better yielded very good results. They may not be at the top of their class but they are doing much better and it makes me smile just to think of how much they’ve improved.
I also consider it a high point whenever I see my students participating enthusiastically or when they open up to me about other aspects of their life. In the same way a class could let their teacher feel they hate him or her, both my classes make me feel both welcome and very much a part of them. Even when the quiz I give them is difficult, they groan and say I’m not being fair but they do it with a grin. They also make me feel very appreciated because they always come to me when they need advice or help with something, whether it’s English or something they have to prepare for or even something that troubles them. It is my job to motivate my students and, in return, they do a great job of motivating me.
As if that wasn’t enough, I enjoy myself very much in CA-EMA. Even though it is, in some ways, lonely to be the only Student Teacher there, it gave me a chance to feel like one of the faculty because, just as I treat my students like grownups, they treat me like a real teacher who also has a lot to share with the classes I handle. They also involve me in whatever’s happening at the department or the school. Even though I’m just one of the many Student Teachers they’ll have, they made me feel very much a part of the department. CA-EMA is more of a family than a department and just about everyone, no matter how mature they may seem, how well they do their work or how high their position is in UPIS, is young at heart. This is probably why just about every Student Teacher who passed through CA-EMA claims to have enjoyed their stay there. I am no exception.