The teaching practicum had always been the most anticipating experience for me since I decided to choose teaching as my major. It was once just a topic that the teachers and seniors talked about. It amazed me that I have come such a long way and successfully made it through. Despite the short time, the teaching practicum has shaped and changed me both inside and outside the classroom, and both for my personal and professional growth.
Before the practicum, I was excited of the idea of it because I was one of the top students in class and I had always liked speaking and presenting, which were what I believed teaching would be like. In no denial, I also had my doubts, but the tips I received during the practicum orientation along with my teachers’ reassurances that I would do more than well made me really confident that everything would go smoothly.
As I had taken Teaching Methodology class very seriously and understood all of the theories, I could not foresee any problem nor did I think I would benefit much from the teaching practicum. Had I ever been so wrong, from this precious opportunity I have actually learned many things such as professionalism, people skills, time management skills, priority, and teamwork.
The first of many things the teaching practicum taught me was how to behave professionally. I learned to be patient, understanding, flexible in behaving and handling situations without taking it personally. For example, inside the classroom, there was one student who refused to cooperate with me and he boldly said no when I asked him to do a task. If this were in a normal circumstance, I would be very upset and avoid him. However, I continued to choose him to answer in a cheerful manner. Not only did I learn to be professional with my students, but also with the lecturers with whom I had to work.
Additionally, the teaching practicum also taught me people skills. In the process of conducting each lesson plan, I realized there were many things of which I was uncertain, and I was in need of advice. I would not have finished my teaching practicum smoothly if I had not reached out and communicated effectively with all the people who are involved in this process such as the supervisor, associate teacher, co and former trainees, teachers, and students.
Moreover, I learned time management skills. One of the issues I encountered in my first teaching was time management, but thanks to the feedback from my associate teacher, as well as the tips from other trainees, I conquered that matter.
The other thing that the practicum showed me was that the best sources of teaching motivation for the teachers are the students themselves. In my final teaching, I was not excited to come teach because I was disappointed with my score. In a sense, I gave up. Nonetheless, when I saw how excited and yearning the students were to learning, it really motivated me to do my best to make sure they received something out of my teaching.
On that important note, I learned the priority of a teacher, which is the students’ knowledge. Despite being just a trainee for a practicum, the students’ understanding should still be more important than my score. So, I decided not to care much about scoring all the points of the evaluation checklist, instead I tried to go with the students’ flow to make sure they learned with enjoyment.
Last but not least, the practicum has shaped my view on a thing that I had never liked before, which is teamwork. I had always liked to work independently in class throughout these four years because group work usually slowed down my work pace.
Post-practicum realization, I could not be thankful enough for such team spirit and to have worked with my co-trainees. To illustrate, we helped each other in all possible ways including teaching ideas, teaching materials, and preparation both before and after each teaching session. We also kept one another updated with our lesson plans so all of our teaching sessions could have a flow and connection.
Additionally, during each teaching session we also tried to give the trainee some signs and hints throughout the session to make sure the trainee’s teaching went smoothly. As regards, I have now come to accept a quote “If you want to go fast, go alone. If you want to go far, go together.”
As an advice, when it comes to the teaching practicum, it no longer matters if one is out-standing in class because it means nothing if he/she cannot apply all the learned theories into practice.
Moreover, it is recommended to expect the unexpected, have common sense, and take nothing personally. As a matter of fact, view all the mistakes as a lesson, and a stepping-stone to reach a better stance. Last and importantly, build a great rapport with the students because they are the aspiration, motivation, and reminder of why you decided to choose teaching in the first place.
In conclusion, I believe the purpose of having a teaching practicum for the teacher hopefuls is to get us exposed to the real environment of working, especially as a teacher. It shows the glimpse of reality that one cannot work alone, so it is vital to deal with things in appropriate manners, as well as communicate and interact with people. It also illustrates that we need to sort out our priority in our professions, manage our time well, and work efficiently in a team-based environment.
The teaching practicum truly altered my view on a lot of things, and I have indeed become more thoughtful, outgoing and helpful. I am grateful to have encountered everyone along the way, and I am more than thankful for this memorable experience.
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