SEA Teacher
Summary & Suggestions
Purposes of Practicum
I entered this practicum knowing it would push me out of my comfort zone, but I underestimated just how much. Immersing myself in a different culture, with its unique language, norms, and teaching styles, was both exciting and overwhelming. But growth doesn’t happen in comfort, it happens when you’re forced to adapt. More than anything, this experience reinforced my passion for teaching, particularly in inclusive education. I expected to gain skills, but what I didn’t expect was the overwhelming support I received from the people I met. Their kindness and encouragement reminded me that education is, at its core, a shared effort.
Procedures of Practicum
Teaching is never a straightforward process, and this practicum was no exception. I observed seasoned educators, designed and delivered lessons, adjusted my methods based on student responses, and reflected on my effectiveness. Some days, everything clicked—the students were engaged, the lesson flowed, and I felt a real connection with the class. Other days, things didn’t go as planned, and I had to pivot quickly. But that’s the reality of teaching: it’s a constant cycle of planning, experimenting, adjusting, and growing. Beyond the challenges, there were also moments of pure joy. Those times when learning became a shared experience between me and my students. Teaching wasn’t just a one-way street; I had to meet them where they were, which meant immersing myself in their language, their songs, their way of learning. If I wanted to teach them how to play a song, I had to first learn it myself, pronounce the words, understand the rhythm, and feel the meaning behind it. Those moments of struggle and discovery weren’t just about music or language; they were about building trust, finding common ground, and proving to my students that learning is something we do together.
Outcomes of Practicum
This experience was a humbling reminder that there is always more to learn. I saw firsthand the impact of inclusive education, but I also recognized the gaps in my own skills. Gaps that, until this moment, I hadn’t fully grasped. It’s one thing to believe in accessibility and inclusivity; it’s another to stand in front of a student who needs Braille, sign language, or differentiated instruction and realize you don’t have all the tools to give them what they deserve. That kind of realization hits hard. It sits with you.
But instead of feeling discouraged, I found myself driven. I learned what I do well, but more importantly, I saw where I need to grow.
Challenges of Practicum
The language barrier was one of the biggest challenges. Communication is at the heart of teaching. Without it, you’re fumbling in the dark, grasping for meaning, hoping something lands. Not being able to express myself fully or understand my students the way I wanted was frustrating in a way I hadn’t anticipated. Words that would normally flow effortlessly suddenly felt like locked doors, and I had no key. So, I adapted. I leaned on visuals, exaggerated gestures, and the universal language of patience. I learned to read body language like a second script, to catch the small moments of understanding in a student’s eyes, to appreciate the power of a well-timed nod or a thumbs-up. Teaching became less about what I said and more about what I could show, what I could make them feel. Then came another challenge. Working with limited resources. No fancy tools, no high-tech learning aids, just me, my students, and whatever I could scavenge or create. But there’s something raw and honest about that. It forces you to be scrappy, to dig deep into your creativity, to make something out of nothing. And isn’t that what good teaching really is? Not the perfect lesson plan, not the most polished classroom, but the ability to connect, to adapt, to turn every challenge into an opportunity. These obstacles weren’t easy, but they sharpened me. Because if you can teach through barriers such as linguistic, material, or otherwise, you can teach anywhere.
Overall Impression
Looking back, this practicum wasn’t just another step in my teaching journey, it was a deep dive into the unpredictable, sometimes chaotic, but ultimately rewarding reality of education. Surakarta, with its quiet resilience, taught me adaptability, perseverance, and humility. I saw the beauty of finding connection even when language became a barrier. LB Negeri 1 challenged me to rethink what inclusivity truly means, pushing me to be more resourceful, more patient, more present. Sebelas Maret University gave me the space to share what it means to be a special education teacher in the Philippines while offering me a glimpse into the depth of their own SPED program. This experience reaffirmed why I chose this path. It reminded me that education isn’t just about knowledge transfer, it’s about connection, resilience, and the willingness to keep showing up, even when the path ahead is unclear. I saw the kind of educator I want to become, ot someone who has all the answers, but someone who keeps searching for better ones.
Suggestions for Future Improvement
If there’s one thing that needs to change, it’s how special education fits into this program. Right now, it feels more like an afterthought. Something you have to request rather than something built into the experience. I was only placed in a special education school because I specifically asked for it, but SPED shouldn’t be a footnote in a program that aims to produce well-rounded educators. It should be a core offering. Future participants should have the opportunity to engage with special education settings without having to fight for it. Cultural awareness is just as important. Every country has its own customs, unspoken rules, and societal norms, and walking in blind can lead to unintentional missteps. A brief orientation or guide on Indonesia’s cultural norms, what’s considered respectful, what’s inappropriate, and the general do’s and don’ts, would help future delegates navigate their surroundings with more awareness and sensitivity. A little preparation goes a long way in reducing ignorance and fostering meaningful interactions. More than anything, this program should continue to emphasize cultural immersion and open-mindedness. Teaching in a foreign country isn’t just about adjusting to a new classroom, it’s about understanding a way of life that isn’t your own. It’s about learning to listen before you assume, to observe before you judge, and to embrace discomfort as part of growth. The more open we are to new experiences, the more we gain not just as teachers, but as people.