Lessons Across Borders

Teaching in SD Sint Carolus

02

One of the things I appreciated most about my experience at SD Sint Carolus was how welcomed I felt from the very beginning. Meeting my cooperating teacher, Ma’am Sari, and my guide teacher, Miss Maria, made the adjustment much easier. Even during the first few days, they were already guiding me through the routines of the school, introducing me to the students, and helping me understand how things worked.

Instead of feeling nervous, I mostly felt excited. Everything was new, and I was genuinely looking forward to becoming part of the school environment and learning as much as I could from the experience.

I was assigned to shadow and assist in Ma’am Sari’s English classes for Grades 3 and 4, as well as Miss Maria’s English classes for Grades 1, 2, and 6. Being exposed to different grade levels allowed me to observe a variety of teaching approaches, classroom dynamics, and student behaviors. The younger students were energetic and expressive, while the older students interacted differently and required a different kind of engagement during lessons. Observing and assisting across multiple classes helped me better understand how teaching strategies need to adapt depending on the learners’ age, needs, and level of understanding.

Aside from assisting, I was also given the opportunity to teach in the Grade 3 classes, which became one of the most memorable parts of my practicum experience. It was in these classes where I conducted my final demonstration teaching on the topic Prepositions of Place. Preparing for the demo teaching was both exciting and challenging because I knew I had to find ways to make the lesson engaging and understandable for the students. Once I was actually in front of the class, though, I found myself focusing less on my nervousness and more on how the students were responding to the lesson.

One of the most interesting challenges during my teaching experience was adapting to the bilingual teaching approach used in the school. English concepts were introduced in English, but explanations and further discussions were often done in Indonesian to help students fully understand the lesson. Because of this, I also tried to apply the same approach during my teaching and classroom handling. At first, it took some adjustment, especially when trying to simplify explanations or mix English with the Indonesian phrases I had learned during my stay. Still, it became an experience I genuinely enjoyed because it pushed me to become more flexible and creative in communicating with students. It made me realize how important language accessibility is in helping learners build confidence and understanding.

I also had the opportunity to assist in Miss Maria’s English after-class club, where students from different grade levels gathered to practice and communicate in English in a more relaxed environment. I found this especially meaningful because it allowed students to use English beyond formal classroom lessons. Some students were very confident and eager to speak, while others were more hesitant at first, but it was rewarding to see them gradually become more comfortable expressing themselves. The club created a fun and encouraging atmosphere where students could learn through conversation, games, and simple interactions with one another.

Beyond the classroom, I also had the chance to meet many of the faculty members, including Pak Moko, the principal, along with the other teachers in the faculty room. I enjoyed getting to know everyone little by little through daily conversations, shared meals, and simple interactions throughout the day. The faculty room eventually became one of my favorite places in the school because of how warm and welcoming the atmosphere was. Even ordinary moments, like sitting together between classes or helping with preparations, became memorable parts of my stay.

One of the routines I found meaningful was the teachers’ daily morning gathering before classes officially started. Unlike the students’ morning assembly, which only happened once a week, the teachers gathered every day for prayer and short discussions. During these meetings, they would talk about school updates, classroom concerns, achievements, and areas that still needed improvement. I found it interesting how everyone was encouraged to share one by one. It created an atmosphere that felt collaborative and supportive, where teachers openly reflected on their experiences and worked together as a team. Being able to observe and take part in those moments gave me a better understanding of the sense of community within the school.

As time passed, the students also became more familiar with me. They would greet me in the hallways, wave enthusiastically, or approach me just to talk and share stories. Those small interactions made the experience feel more personal and genuine. Eventually, it stopped feeling like a temporary practicum and started feeling like I was truly part of the school community.