My Internship Journey So Far

    "Lisod tanan phase dae." This was the funny answer I received from him when I asked, "What's the hardest phase of being a student teacher?" 

    While it was a joke, it also reflects the reality of being a student teacher—and even more so when one officially becomes one. 

    I interviewed my co-English Student Teacher, Sir Christian Angelo B. Otoc. According to him, each phase has its own challenges. During the observation phase, he was assigned at GASCO Centina Integrated School. He shared that his Cooperating Teacher was kind and approachable, which made the observation phase much more bearable. He also mentioned that being guided by the FS1 book helped him a lot in knowing what to focus on despite the complexity of the classroom environment. He gained a lot of knowledge during this phase, and this knowledge was essential and helpful for the succeeding phases. 

    Next is the participation phase, where he shared that he assisted his Cooperating Teacher in managing the class. During this phase, his Cooperating Teacher tasked him with helping in class management, schoolwork, and other related tasks. He also shared that he appreciated how his Cooperating Teacher was open to accepting his suggestions for further improvement of the class. This phase allowed him to begin applying what he observed and to see how small contributions could make a real difference in the classroom. 

    Assisted teaching was the hardest part for him. This was the phase where his Cooperating Teacher closely guided him as a Student Teacher. He was challenged by the pressure of meeting the standards that his Cooperating Teacher might set, which made him feel anxious. At the same time, he appreciated all the guidance, comments, and criticisms, both positive and pointing out areas for improvement, that his Cooperating Teacher gave him. He realized that feedback, even when uncomfortable, was essential for growth. 

    During the independent teaching phase, he shared that he felt more confident and comfortable compared to earlier stages. Being alone in the classroom without direct observation allowed him to experience a sense of independence and responsibility. He reflected that this phase tested his readiness as a teacher and helped him realize how much he had grown throughout the entire internship experience. As I interviewed him, it felt surreal to have this kind of conversation with someone who shares the same aspirations of becoming an educator. 

    Talking with him made me realize that while each of us faces different struggles, the process of learning, adapting, and reflecting is what shapes us into better teachers. This conversation reminded me that patience, persistence, and openness to feedback are as important as knowledge and preparation. In the end, these experiences are not just about teaching a lesson, they are about learning who we are as educators and discovering the impact we can have on our students’ lives.