Aspiring teachers: Tan (second from right) with (from left) Nur Farisya, Nur Hani and Wan Anis Arina.
GOING for practicum is a key part of being a Teaching English as a Second Language (TESL) student. My turn came recently when I taught English at SK Pagar Besi in Terengganu.
Prior to my practicum journey, which began on Aug 25 and ended on Nov 7, I envisioned myself fully in charge, applying everything I had learnt at the teacher training institute (IPG) I attended.
Reality, however, taught me the importance of flexibility in adjusting plans.
At the school, I taught two classes – 3 Siddiq and 4 Siddiq – with a total of 10 teaching periods per week, each lasting 30 minutes. Although it seemed manageable, it was overwhelming for someone teaching an average of 38 pupils for the first time.
I was joined by three practicum mates – Nur Farisya Hame Azizon, who is also my roommate and classmate, along with Nur Hani Mohamad Zamri and Wan Anis Arina Wan Mohd Azana, both Islamic studies students.
On my first day, I noticed many pupils staring at me. They were curious because I was the only Chinese in the school. Some thought I was from China and sang the theme song of a Chinese iced tea brand or said “gong xi fa cai” to me.
I quickly realised how different classroom teaching was from theoretical lessons at the IPG.
During my first lesson, I had to ask for a few minutes to calm down because I was nervous. Once I recovered, I introduced myself, set classroom rules, and played mini-games with the pupils.
As the days passed, I settled into the teaching routine: waking up, going to school, teaching pupils, returning to the hostel, preparing lessons, marking books, and finally going to bed.
The routine, though, was interesting because of the pupils’ behaviours. Some mornings, they would swarm Nur Farisya’s car to help us carry our bags.
And throughout the 10 weeks, the pupils were endlessly curious about me, asking questions about my culture, family and lifestyle.
“Teacher, do you have a mother and a father?”
“Teacher, what is China like?”
“Teacher, do you eat frogs, tigers or raw meat?”
“Teacher, why can you speak Malay?”
Their questions often left me laughing.
I noticed that some pupils were eager to learn, while others required extra motivation. Some acted like they didn’t care, and some really didn’t care at all! After I established a reward system, the pupils became highly competitive.
A challenge I faced was understanding the Terengganu slang and accents because I am from Melaka. Luckily, I had a pupil who acted as my personal translator.
My biggest challenge, however, was classroom management. There were moments when I felt frustrated, particularly with noisy classrooms or when lessons did not go as expected.
Once, while teaching, a pupil suddenly started crying, saying she missed her father, who had passed away. I tried comforting her, but balancing her emotions while keeping the rest of the class engaged was difficult.
Another challenge was from my “personal translator”, who loved teasing his peers. If a boy cried in my class, he was almost always the culprit. Yet, he was very thoughtful when I handed out presents, always choosing the cheapest one.
I learnt that building rapport with pupils is vital. Although I set classroom rules and expectations early on, the pupils were often restless.
I worked to understand them better and created interactive games, both physical and digital. I taught them to draw mind maps, play Old Maid and scavenger hunts, and even attempt the floating marker experiment.
It was tiring and expensive because I had to prepare 10 sets of everything. Digital games like Blooket and Educaplay were easier to prepare, but managing the class was a challenge as not everyone was tech-savvy.
Lesson planning had to be thorough to ensure the materials suited the pupils. Through fun learning, I could observe their behaviours and reactions. These activities also broke barriers between us, making it easier to address behavioural issues positively once I understood their root causes.
A touching moment came during a scavenger hunt on the topic of “Favourite Subjects”. I assumed the pupils wouldn’t finish the activity on time, but they surprised me by completing it and filling in a timetable with the pictures they found.
For trainee teachers about to undergo practicum, I recommend saving money for printing and laminating services, teaching materials, gifts, and other school supplies.
During practicum, my advice is to stay organised and avoid procrastination. Being organised saves time and reduces stress when managing lesson plans, materials, and pupil progress.
Reflecting on lessons fosters continuous improvement, while understanding each pupil’s needs helps maintain a conducive learning environment.
Lastly, embrace challenges as opportunities to learn. Don’t be afraid to make mistakes, as they are part of your growth.
The 10-week journey shaped my understanding of the education system, classroom dynamics, and my role as a teacher. It tested my abilities, expanded my skills and solidified my passion for teaching.
I wasn’t sure if I loved teaching, but now I can confidently say I love working with kids, and this path feels right for me.
Wei Yee, 21, a student in Terengganu, is a participant of the BRATs Young Journalist Programme run by The Star’s Newspaper-in-Education (Star-NiE) team. For updates on the BRATs programme, go to facebook.com/niebrats.
With the theme of the article in mind, carry out the following English language activities.
1Imagine stepping into a class as a teacher for the first time. How would you introduce yourself and break the ice with your students? Conduct a five-minute ice-breaking session, and then ask your classmates to assess the activity based on its overall effectiveness.
2What kind of student do you think you are in the eyes of your teacher? Write a 50-word description of yourself from your teacher’s point of view. For example: “Susan is a precocious girl who asks the most inquisitive questions...” When you are done, present it to your teacher and see if he or she agrees with your self-assessment.
The Star’s Newspaper-in-Education (Star-NiE) programme promotes the use of English language in primary and secondary schools nationwide. For Star-NiE enquiries, email starnie@thestar.com.my.
