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As a pre-service student teacher, networking and building connections with peers and professionals in the education field are essential steps towards a successful career. Engaging in networking can provide valuable insights, opportunities for collaboration, and a support system throughout your journey. Class EP. 2/1 English Program Observing a Grade 2 classroom during homeroom time in Thailand was a memorable and eye-opening experience. From the moment I entered the room, I could feel a sense of warmth and respect between the teacher and the students. The student will give a warm hug to their teacher including us, and they will also bow their head to show some respect. The homeroom period started with the students sitting together on the floor in neat rows. The teacher led them in a short mindfulness activity, encouraging them to close their eyes, take deep breaths, and calm their minds. It was amazing to see how even young children could focus and be still, showing discipline and patience at such an early age. Watching this Grade 2 homeroom made me appreciate how the Thai teaching system balances discipline and warmth. The teacher wasn’t just an instructor but also like a loving guardian, guiding young minds with patience and compassion. It reminded me that a supportive, respectful classroom environment helps children feel safe and ready to learn every day. 1.1 Teaching Methods of the Teacher That You Observed Thai teachers often base their lessons on textbooks, following the national curriculum to make sure every student learns the same key topics. They guide students step by step, using the book for reading, exercises, and practice. At the same time, many teachers now use technology to make lessons more engaging. Projectors, big TVs, and videos help explain difficult ideas and keep students interested. By combining traditional books with modern tools, Thai teachers help students understand lessons better while keeping the classroom organized and respectful. In this way, Thailand’s teaching approach balances discipline, tradition, and new technology to give students a meaningful learning experience. 1.2 Learning Materials and Innovation In Satit, they have a well-equipped classroom that provides students with more than just lessons — it creates an environment where they feel inspired and motivated to learn. Having various instructional materials and facilities such as TVs, musical instruments, books, and dedicated spaces like a music room and an art room makes learning richer and more meaningful. Televisions and big screens help teachers present lessons in an engaging way. we usually present educational videos, presentations, and interactive game make difficult topics easier to understand and keep students interested. Books are our main source of information, offering students reliable knowledge and a chance to practice reading and critical thinking. They serve as a guide for both teachers and students, ensuring that lessons stay organized and clear. Musical instruments, along with a proper music room, allow students to explore their talents, build creativity, and learn discipline through practice and performance. Together, these materials and facilities help create a balanced learning atmosphere in Satit. When classrooms are equipped with the right tools and spaces, students are not only able to learn better but also enjoy the process. 1.3 Sources of Learning and Technology Used by the Teachers Technology plays a vital role in the classroom. we facilitate the class with the use of technology, and we also use a mix of traditional and modern sources to help students learn effectively. Textbooks and workbooks are still the main source of lessons, guiding students step by step through the national curriculum. They provide a clear structure and ensure that the student understands the lessons. Alongside the books, technology is also a big help to the teachers to make the class more engaging. Every classroom has projectors and a big television; this technology are common tool in modern classrooms, and it's present in every classroom in VRU. This technology helps me to have a more interactive class, where I can play videos, present my PowerPoints, and have interactive games. it is very important in lessons that we have to make it more fun and smooth sailing. 1.4 Authentic Assessment Used by the Teachers Teachers in Thailand use both formative and summative assessments to check students’ understanding and help them improve. Formative assessments include daily activities like quizzes, group work, or classroom discussions. These help teachers see what students already know and what they still need help with, so they can adjust their lessons. 1.5 Others Extracurricular Activities Aside from their formal classes, they also have an extra class where students can choose an academic program such as singing, drama, or arts and crafts. They will join the group and learn more about the chosen activities. By these, they can discover more of their talents that can help them boost their confidence with themselves.

1.1 Purpose of Practicum The SEA Teacher Program has given me an incredible opportunity to grow both personally and professionally as a future educator. Its main purpose is to allow student teachers like me to experience teaching in a different country, to understand diverse cultures, and develop the skills needed for today’s classrooms. Through this practicum, I learned to adapt my teaching methods to suit students with different backgrounds and learning styles. I discovered how to manage a classroom, plan lessons carefully, and be creative even when facing challenges like language barriers. These experiences have helped me build confidence, patience, and flexibility — qualities that are important for any teacher. This program also opened my eyes to new ideas and teaching practices that I can apply here in the Philippines. It made me realize the importance of connecting with students and finding ways to make learning meaningful for everyone. 1.2 Procedure of Precautions As a participants of the SEA Teacher Program, we followed important procedures to ensure the safety and preparedness. Before the practicum begins, there is an orientation where student teachers are given clear information about the host school, local culture, rules, and expectations. We also went through processing our due diligencecareful planning, and communicating the result to our OJT coordinator. This includes checking documents, health requirements, and ensuring that accommodations and teaching assignments are safe and appropriate. 1.3 Outcomes of Practicum Participating in the 10th batch of the SEAMEO exchange student program has brought meaningful outcomes for me as future educators. Through this practicum, I was able to experience teaching in a real classroom setting abroad, allowing me to apply what I have learned in my home university. One important outcome is our improved confidence in handling diverse students. Teaching in a new environment taught me to be flexible and patient, especially when facing challenges like language barriers and cultural differences. Another valuable outcome is the strong sense of cultural exchange and friendship we built with students, Thai teachers, and fellow interns. This experience has broadened my understanding and respect for other cultures, which is helpful in becoming a well-rounded educator in the future. Overall, the practicum under the 10th batch SEAMEO exchange program has helped us grow professionally and personally. It gave us the practical skills, cultural awareness, and motivation we need to become better teachers in the future. 1.4 The Challenges of Practicum The difficulties I encountered during my month of teaching at VRU involved communication with the students. I teach prathomPrathom 1 through 6, and while some of them are fluent in English, others are not. I repeat the questions and instructions to ensure that everyone can understand. At times, when I pose questions, I believe the students have answers, but they seem too shy to speak up or engage with a foreign teacher. Therefore, I made an effort to learn some basic Thai phrases to assist in communicating with my students. 1.5 Overall Impression Participating in the SEA-Teacher program provided me with an opportunity that shifted my perspective on teaching. It not only improved my skills but also increased my confidence in the classroom. As someone who previously thought in limited terms, I have learned to approach life and teaching with a more comprehensive view. This experience has been quite a journey, and I can confidently say that VRU has earned a special place in my heart; I will always be grateful for this opportunity that has contributed to my personal and professional growth. Credits to Faculty of Education VRU for the photo. 1.6 Suggestion for Future Improvement My time at VRU has been incredibly positive and transformative. One suggestion I have is to provide any tasks or requirements at least a week in advance, so we can complete them more efficiently. I also recommend having a clear and fixed schedule for our duties, as this would help us prepare better and make the most of our time. Overall, I am grateful for this meaningful experience, and I believe that with these small improvements, the program can become even more organized for future participants.

1.1 Procedure of Teaching During my teaching practice in a Thai classroom, I followed a simple but effective procedure. I always started by greeting the students and receiving their respectful “wai,” which set a positive tone. I began each lesson with a short review about the previouse discussion, then introduced the new topic using the textbook, PowerPoint slides and videos. To help my shy students feel comfortable, I added fun activities like songs, games or group work to encourage them to participate. Before ending the lesson, I would ask a few questions to check if they understood and to give them a chance to express their understanding. This routine helped me manage the class well and create a friendly space where my students could learn with confidence. 1.2 Time Management and Organizing Activities During my teaching practice, I realized how important good time management is in the classroom. I learned to plan each part of my lesson carefully so I could cover everything without feeling rushed. Organizing activities ahead of time really helped me, especially when working with young students. I made sure to balance my lessons with reviews, new topics, and simple activities like songs or group work. This made the students more interested and gave them time to interact, even if they were shy. Managing my time well and preparing activities properly made my classes run smoothly and gave me confidence as a teacher. It also made my students feel more comfortable and ready to learn. 1.3 Classroom Management During my teaching experience in a Thai classroom, I saw how important good classroom management is for creating a calm and respectful learning environment. I practiced light discipline by setting clear but simple rules, like raising hands before speaking and keeping the classroom tidy. Most students were quiet and well-behaved, but gentle reminders helped keep them focused when they got distracted. I also used fun activities to keep the students engaged, which reduced the need for strict discipline. By balancing respect, clear expectations, and interactive lessons, I learned that light discipline and good management help students feel comfortable, safe, and ready to learn. 1.4 Problem-Solving While Teaching and Staying in the Designated School During my teaching practice in a Thai classroom, I faced a few challenges that helped me grow as a teacher. One of the biggest problems was the language barrier. Some students had difficulty understanding English instructions, so I had to speak slowly, and repeat the instructions. Another challenge was that some kids did not listen attentively all the time. At first, this was frustrating, but I learned to manage it by adding more interactive activities, asking simple questions, and giving praise to students who were paying attention. I also noticed that younger students often moved around and found it hard to sit still. To handle this, I included short songs, interactive games, and movements inside the classroom to help the class more engage and learning will not be passive. Although these problems were challenging, they taught me the importance of patience, creativity, and understanding my students’ needs and differences. Over time, I found ways to turn these challenges into opportunities for better teaching and learning.

PREDEPARTURE AND DEPARTURE FIRST DAY CLASSES CHATUKCHAK WEEKEND MARKET ICONSIAM MALL TRAIN RIDES EXTRACURRICULAR ACTIVITIES WAI FLAG CEREMONY FINAL DEMONSTRATION ME FARM WAI KRU CULTURAL TOUR FOOD TRIPS EXIT PROGRAM Credits to: Faculty of Education VRU DEPARTURE

1.1 Curriculum During our actual teaching practice in a Thai classroom, we were not formally introduced to the specific curriculum they follow. Instead, we were asked about our major fields of study and the subjects we were able to teach. We were provided with materials such as textbooks to use as references for our lessons. Additionally, we were informed that if we required any further instructional materials, we could submit a list of what we needed, and the school would supply them. Throughout my practice teaching, I had the opportunity to innovate and discover effective teaching pedagogies, especially since we were handling students with diverse learning needs. We primarily followed the topics outlined in the textbooks, and I prepared PowerPoint presentations to enhance my lessons in art, music, and occupation. This experience allowed me to develop adaptable teaching strategies while making the lessons more engaging and accessible for the students. 1.2 Teaching Plan Related to Your Major Teaching in a Thai elementary classroom was a meaningful experience that taught me so much about patience, preparation, and creativity. One thing I learned quickly was how valuable a detailed lesson plan is, especially when working with young learners. At first, I noticed that many of the students were quite shy and not very interactive during lessons. Instead of seeing this as a problem, I saw it as a chance to be more creative with my teaching. Having a clear lesson plan helped me feel more confident and prepared to try different activities that could slowly encourage the students to participate. This experience showed me that a good lesson plan is not just about what to teach but also about how to connect with the students in ways that work for them. It gave me the freedom to adjust my approaches and discover what helped my students feel more engaged and confident to try. In the end, teaching in a Thai classroom reminded me that with patience, a positive attitude, and a well-prepared plan, we can create an environment where every child feels welcome to learn at their own pace.

1. 1 School Profile as exchange students under Sea Teacher Program, I gained valuable insights into our host Institution. Alongside further background research, Valaya Alongkorn Rajabhat University Under the Royal Patronage Demonstration School, also known as VRU was established in 1974, it offers education from kindergarten to secondary level and serves as a practical training ground for university students in the Faculty of Education. The school emphasizes academic excellence, especially in Math, Science, English, and Chinese, while promoting Thai culture, ethics, and creativity through programs in arts, sports, and technology. It features various academic tracks, including Standard, Intensive English, and Gifted programs, and follows a student-centered approach to learning with well-equipped facilities. Satit VRU’s mission is to develop well-rounded, morally grounded, and globally-minded students, contributing to Thailand’s education system and preparing youth for regional and global leadership. 1.2 Academic Support System Music Room Here in VRU, they have conducive classroom that goes beyond just desks and chairs, it provides an environment where students can focus, create, and grow. Having air conditioning keeps students comfortable, helping them concentrate better, especially in warm climates. Big TVs make lessons more engaging through videos and presentations, catering to different learning styles. Adding musical instruments like pianos and guitars gives students a chance to develop their talents and express themselves. Music also builds confidence and teamwork. An arts room filled with paintings and sculptures sparks creativity and appreciation for culture, giving students a space to experiment and think critically. When a classroom includes these facilities, it supports not just academic learning but the holistic growth of every learner. A comfortable, inspiring, and well-equipped space helps students reach their full potential and prepares them for the future. 1.3 Teaching System Thailand’s teaching system is a mix of tradition and modern change. In Thai classrooms, respect for teachers is deeply rooted in culture, Students greet their teachers with a respectful “wai” (placing hands together) and listen quietly during lessons. Teachers are seen as second parents, not just educators. The Thailand curriculum is based on Thailand's Basic Education Care System B.E 2551 (2008). This basic education comprises six years of lower secondary school. Children between the ages of 6 and 12 will attend Prathom, or primary school in Thai. They begin attending Matthayom Secondary School at the age of twelve. Although secondary school lasts six years, just three of those years are required. They have classes Monday through Friday. Following their flag ceremony on Monday, kids have a structured subject-based lesson and homeroom. There is an extra class in Satit where pupils may choose between drama, crafts, or music. 1.4 Others VRU is essential in developing students, acting as a preparation space for future teachers. It features an active student life filled with diverse clubs, extracurricular activities, and chances for community involvement.