As part of my unforgettable journey in the SEA Teacher Program, one of the most significant and defining moments was my first demonstration teaching at MI Tarbiyatul Banat. This day was not just about presenting a lesson; it was about stepping into a new identity—as a teacher, a cultural ambassador, and a learner myself.
Walking into the classroom that day, I carried not just my lesson plan and teaching materials, but a heart full of prayers, hope, and determination. I asked for strength and clarity from above—not just for myself, but for the learners in front of me. I prayed that I would be a guide they could trust, and that they would leave my class having learned something new, something meaningful. The morning of my teaching demo was filled with anticipation and prayer. I started the day by quietly asking for God’s blessing—to fill me with peace and confidence, to allow my words to flow naturally, and most importantly, to help my students understand and enjoy the lesson. I believe teaching is more than just standing in front of a class—it’s a calling, and on this day, I felt that deeply. One of the most special aspects of my demonstration was how I integrated Filipino elements into the lesson from start to finish. I used Filipino songs, cultural examples, and stories that I grew up with—not only to introduce a part of myself, but to also create a bridge between cultures. This exchange of traditions made the learning experience richer for my students. They were curious, engaged, and excited to hear something new. Their smiles and laughter during the Filipino song I taught were priceless. It made me realize how music and culture transcend language, and how sharing a piece of my heritage helped build trust and rapport with the learners.
To make my lesson more accessible, I used three languages:
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Bahasa Indonesia – to clarify terms and ensure comprehension,
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Javanese – to connect with the local identity of the students in a language close to their hearts, and
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English – as the medium of instruction and the target language of the lesson.
This multilingual approach helped me break communication barriers and made the learning environment inclusive and respectful. It also showed the students that I valued their language and culture as much as I wanted them to value mine. It was a beautiful moment of cultural respect and shared learning. One of the most memorable aspects of this day was being observed by Bu Dr. Lillian D. Balbon, my SEA Teacher coordinator and our “mother” here in Indonesia. Her presence brought both nerves and comfort. I knew she came not to judge, but to support—and knowing she believed in me gave me the courage to believe in myself. As I stood before my students, I reminded myself of all the lessons I’ve learned—not only in the university but throughout this SEA Teacher journey. I channeled everything I knew into that one lesson. I taught with confidence, heart, and purpose. I designed my teaching demonstration to accommodate diverse learning styles. Instead of lengthy lectures, I focused on a variety of interactive and engaging activities to bring out the best in every learner:
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Oral recitation helped strengthen speaking confidence.
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Group activities encouraged collaboration and peer learning.
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Role-playing brought language into context, encouraging creativity and real-life use.
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Reporting empowered learners to lead and share their own ideas.
Through these differentiated strategies, I witnessed how each student had something unique to contribute. It reminded me that intelligence is not one-size-fits-all—it is diverse, and every learner has their own strengths. From the moment I began teaching to the final activity, I felt the energy in the room grow—students were participating, laughing, raising their hands, and working together. That’s when I knew: learning was truly taking place. There was joy in the lesson, and not just mine. The students, too, seemed genuinely happy to learn. That’s one of the most beautiful things I’ve experienced here in Indonesia—the eagerness of students to embrace new knowledge and new perspectives, no matter where they come from. After the class, we held a feedbacking session, which became a moment of affirmation and encouragement. My cooperating teachers, the school head, and Dr. Lillian gave me thoughtful insights and warm appreciation. They commended my ability to connect with the students, the clarity of my instruction, and the creativity in my delivery. They also appreciated how I made use of local language and integrated Filipino culture—making the lesson feel both educational and deeply human. Their feedback made me realize how far I’ve come—not only as a student teacher but as a future educator who is ready to step into the world with confidence and compassion.
This experience reminded me that teaching is more than delivering a lesson plan—it’s about creating moments of connection, empowering young minds, and planting seeds that will grow beyond the classroom. I walked into that classroom with hope and walked out with purpose. I am proud not only of what I taught but of how I made my students feel—valued, heard, and excited to learn. My first demonstration teaching at MI Tarbiyatul Banat was a milestone I’ll never forget. It was a day full of courage, creativity, connection, and culture. It strengthened my belief that education knows no borders, and that the heart of a teacher will always find its way—no matter where in the world it beats. To my learners, thank you for trusting me. To my mentors, thank you for guiding me. And to the SEA Teacher Program—thank you for this once-in-a-lifetime opportunity to grow into the teacher I am meant to be.
