Armed with skills in instructional planning and competencies in English language teaching, first-year students enrolled in the Master of Education English as a Second Language (MEd ESL) program at the University of the Philippines Visayas (UPV) conducted a two-day demonstration teaching session on August 17-18, 2024, at GCEB 31-A, UPV Iloilo City campus.
Nineteen students, hailing from various primary, secondary, and tertiary institutions across the region, committed themselves to teaching a wide range of topics designed to provide their students with innovative learning experiences.
The demonstration teaching was a required component of the course EDL 221 - Second Language Teaching, which is collaboratively taught by Prof. Ma. Joji B. Tan and Asst. Prof. Joven S. Llabore of the UPV Division of Professional Education. The activity served as the culminating event for the course participants.
"The students exhibited impressive competencies in designing effective instructional plans and integrating what they have learned in their major courses. Through the activity, they displayed confidence that reflected their strong instructional skills as classroom teachers. They created an interactive class atmosphere that made learning both fun and challenging for all learners," shared Prof. Tan.
Prof. Llabore also commended the students’ effective use of teaching strategies, which included engaging 5E-based lessons, interactive activities catering to diverse learners, and strong classroom management. He noted that these elements demonstrated the students’ thorough preparation and effective teaching methods.
"The collaborative spirit among my classmates was instrumental not only to my success but to all of ours. We transformed challenges into growth opportunities by sharing resources, offering support, and celebrating each other’s achievements. This teamwork was evident in every aspect of the course and enriched our educational journey," shared Ceejay Pastrana, a first-year MEd ESL student.
Pastrana also highlighted that active classroom engagement enabled him to gain valuable insights into student needs and the complexities of language instruction. This experience led to a critical evaluation of his teaching practice and inspired him to enhance his instructional strategies for more engaging and effective classroom teaching.
Through the hands-on experience, the MEd ESL students were able to apply their lesson planning skills, explore various English Language Teaching approaches, methods, and techniques, and expand their teaching repertoire to promote inclusive classroom practices.
