Her Journey

❤Her Teaching Voyage ❤

Sailing through cultures, teaching beyond borders

SEA Teacher Student Exchange Program Batch 11 at Saint Louis College of San Fernando La Union
Hello, I’m Herlin Betty, but you can call me Her. I am a final-semester student majoring in English Language Education at Universitas Nusa Cendana, Indonesia. As a passionate pre-service teacher, I believe that education goes beyond the classroom, it is about connecting people, understanding culture, and growing together through every experince. Through this blog, I share my journey as a SEA teacher participant in the Philippines, where I learn not only how to teach, but also to see the world from different perspectives.

This is more than just a story of teaching, it is a voyage of learning, culture,

and self-discovery.

Motto

               “Every mistake is not failure, but feedback for becoming better.”

About the Program

What is SEA Teacher Program?

The SEA Teacher Program, officially known as the Pre-Service Student Teacher Exchange in Southeast Asia, is an international initiative designed for student teachers across Southeast Asia. This program provides a valuable opportunity for future educators to gain real teaching experience by conducting their practicum in schools located in different countries within the region.

This program is part of a larger mission to improve the quality of education in Southeast Asia, especially by strengthening teacher education. Through collaboration among Southeast Asian countries, the program aims to prepare more competent, adaptable, and globally aware teachers who can contribute positively to the future of education.

Who Can Participate?

The program is mainly open to fourth-year university students who are majoring in subjects such as English, Mathematics, Science, and Early Childhood Education. It usually runs for about one month and uses a cost-sharing system to make it more accessible for students.

During the program, participants go through several stages of teaching practice, including classroom observation, assisting teachers, actual teaching, and self-reflection. Throughout this journey, they are guided by experienced mentors from the host universities.

Why Join?

SEA Teacher is not just about teaching. It’s also about experiencing new cultures, building international friendships, and growing both personally and professionally. 
It gives student teachers the chance to step out of their comfort zones and see education from a broader perspectives. In short, this program allows you to teach in another country while learning, exploring, and creating unforgettable experiences. Truly, it’s not just educational. It’s incredibly fun and life-changing.

There are journeys that simply take you to new places and there are journeys that change the way you see the world and yourself.

University Profile

UNIVERSITAS NUSA CENDANA-INDONESIA

Universitas Nusa Cendana (UNDANA) is a public university located in Kupang and was established on September 1, 1962. As the first state university in East Nusa Tenggara, UNDANA plays an important role in providing access to higher education and developing human resources in the region. The university operates under the Ministry of Higher Education, Science, and Technology of Indonesia and offers a wide range of academic programs across various disciplines.

Over the years, UNDANA has grown into a comprehensive institution with multiple faculties, including education, law, social sciences, agriculture, engineering, health sciences, and economics. It has produced thousands of graduates who contribute significantly to society, especially in NTT. With its commitment to education, research, and community service, UNDANA continues to support regional development and empower future generations.

SAINT LOUIS COLLEGE SAN FERNANDO, LA UNION – PHILIPPINES

Before I talk about what I learned, it is important to talk about where I learned it.

Saint Louis College of San Fernando, La Union is more than just a campus. It is a community shaped by faith, tradition, and a strong commitment to holistic education. Located in the heart of San Fernando, La Union, the institution is often known as “the beacon of wisdom in the North,” a title that reflects its mission to guide students not only academically, but also morally and socially. The college is owned and managed by the CICM Missionaries, an international Roman Catholic missionary congregation founded in 1862 by Théophile Verbist. This strong religious foundation is not only part of its history but is also deeply embedded in everyday campus life, where values formation, prayer, and character development are integrated into the learning process.

Academically, Saint Louis College offers a comprehensive range of programs, from basic education to advanced studies, all designed to foster not only intellectual growth but also personal and social development. What makes the institution distinctive is its student-centered and value-oriented approach to teaching, where education goes beyond mastering content and focuses on shaping students into critical thinkers, responsible citizens, and future leaders. During my experience there, I observed how teachers genuinely care about their students, not only in terms of academic performance but also in their overall growth as individuals. This holistic approach to education creates a learning environment where students feel supported, challenged, and inspired.

Teaching System

The teaching system is highly structured and student-centered, with lessons organized into clear stages such as introduction, interaction, integration, valuing, generalization, and evaluation. Each stage plays an important role in guiding students through the learning process, from activating prior knowledge to reflecting on what they have learned. 

This structured approach ensures that learning is not only meaningful but also interactive and reflective, allowing students to actively participate and engage with the material. In addition, one unique aspect of the school is the integration of religious values into daily activities, such as scheduled prayers. This practice creates a holistic learning environment that balances academic development with moral and spiritual growth.

In terms of pedagogical contents, the teaching methods I observed were mainly activity-based and student-centered. The teacher frequently used group discussions and collaborative tasks to encourage active participation and interaction among students. 

Through these methods, students were given opportunities to share ideas, work together, and develop their understanding in a more engaging way. As a result, the classroom atmosphere became more dynamic, and students appeared more confident and motivated in the learning process.

A Beginning Filled with Warmth

Stepping into a new country is not just about changing places, it is about discovering new perspectives, embracing differences, and redefining oneself. My SEA Teacher experience at Saint Louis College, San Fernando, La Union was not just a program. 
It was a journey of becoming.
There are journeys that simply take you to new places…and there are journeys that change the way you see the world and yourself.

From the very first day of arrival, I realized that this journey would not only shape my teaching skills but also deepen my understanding of culture, education, and humanity. On March 2, 2026, I arrived in San Fernando carrying more than just my suitcase. 
I brought expectations, curiosity, and a quiet question in my heart: 

“What kind of teacher will I become through this experience?”

    The welcoming ceremony the next day answered that question in the most unexpected way, not through words, but through warmth. From the very beginning, I felt accepted. Not as a guest, but as part of a community and they called that Louisian.

A New Perspective on Inclusive Education

In our second week, we engaged in real classroom observations and teaching-related activities, and we also had the opportunity to visit several schools in San Fernando. When I visited La Union National High School and PAO Elementary School.

I encountered something that deeply touched me. In those classrooms, diversity was not seen as a challenge, it was embraced.
    Teachers gave equal attention not only to fast learners but also to students with special needs. They used creative methods, interactive activities, and meaningful tasks that allowed every student to participate actively in the learning process. The classroom environment was inclusive, supportive, and full of respect for individual differences.
This experience reshaped my understanding of teaching.
"A classroom is not successful when only some students excel, but when every student feels seen, heard, and valued."

During this week, I also had the opportunity to observe classes with my cooperating teacher, Ma’am Cybell. I observed several classes, including Grade 10 Saint Bernard, Grade 11 Saint Justin, and Saint Jacques. If you notice, the class sections are named after saints in the Catholic Church, which reflects the identity of the institution as a Catholic university. For me, this is something unique and meaningful.
    During my observations, I did not only focus on the lesson plans prepared by the teacher, but I also paid close attention to student interactions and their learning styles in the classroom. Knowing that I would be teaching English in a country where English is a second language made this experience both exciting and challenging. However, I feel well-prepared because Universitas Nusa Cendana has equipped me with the knowledge and skills I need. I believe in my abilities not only do I feel lucky to have this opportunity, but I also feel truly blessed to be part of this journey.

The Defining Moment: Teaching Creative Writing and Drama

Then came the most challenging and most meaningful part of my journey: teaching.
I was assigned to teach Grade 11 students, particularly in Saint Jacques, focusing on Creative Writing especially drama. 
At first, I was nervous. Different country, different curriculum, different classroom culture. I questioned myself:
  “Will I be able to connect with them?"

But everything changed when I stepped into the classroom.

In my teaching, I followed the structured lesson plan used at Saint Louis College, which consists of several stages: introduction, interaction, integration, valuing, generalization, and evaluation.

I began with the introduction stage, where I warmed up the students and activated their prior knowledge through simple activities. Then, in the interaction stage, I guided discussions and explained the lesson, encouraging students to share their ideas. The integration stage allowed students to work in groups and apply what they had learned through collaborative tasks.

One of my most memorable lessons was when I introduced the concept of double consciousness in drama.

I explained to the students that in drama, characters often experience two layers of awareness: 
Who they are internally (their thoughts, feelings, identity) and how they are seen or expected to act in society . 

To make it more meaningful, I guided them into the valuing stage, the part that I had admired so much in SLC’s teaching approach.Instead of just explaining the concept, I asked them:

  “Have you ever felt like you needed to act differently in front of others?”

  “Have you ever hidden your true feelings to fit into a situation?”

At first, the room was quiet.Then slowly, hands started to rise.Students began sharing their experiences about family expectations, peer pressure, and the struggle between being themselves and being accepted.In that moment, the classroom changed.It was no longer just a lesson about drama.

 It became a space for honesty, reflection, and connection.And that’s when I truly understood the power of valuing: When students see themselves in the lesson, learning becomes real.

During my demo teaching sessions in Saint Jacques and Saint Justin, I realized something important:I was not the only one teaching. I was also learning constantly.I learned how to adjust my teaching style.

I learned how to read the classroom atmosphere. I learned that flexibility is just as important as preparation.

There were moments when things didn’t go exactly as planned but those moments taught me the most.
Because teaching is not about perfection.
 It is about connection.

Culture, Language, and Shared Identity

One of the highlights of the program was the cultural tour to Vigan City. Walking along its cobblestone streets felt like entering a story from the past. The architecture, the kalesa rides, the atmosphere. It was all unforgettable. But what stayed with me the most was not the place itself.It was the conversation. While discussing language with the Global Affairs Office Director, we discovered similarities between Indonesian, Javanese, Tagalog, and Ilocano. This connection is rooted in the shared history of Austronesian languages. In that moment I realized:

"Even though we come from different countries, we are not as different as we think." 

Besides that, we also had the chance to visit Baguio City, which is known as the Summer Capital. There, we experienced cultural exchange, especially during our visit to the museum. We saw many traditional woven fabrics, which are very similar to Indonesian kain tenun, especially from NTT. What impressed me the most is that their woven motifs also carry deep meanings. They represent important aspects of their culture, such as their national animals, traditional food, and even their main sources of income.

“Some schools teach you knowledge. Others teach you purpose. Saint Louis College does both.”

A Journey that changed Me from lesson planning to immersion, from observation to teaching, from culture to connection.This journey was never just about completing activities.

 It was about becoming.

 Becoming more open. 

 Becoming more adaptive.

  Becoming a teacher who not only teaches,but understands.

  This experience taught me that education goes beyond textbooks and classrooms. It lives in people, cultures, and experiences.
As I leave Saint Louis College, I carry more than memories
 I carry a new version of myself.

 “In every lesson I taught, I found a lesson for myself.”

I would also like to express my deepest gratitude to Universitas Nusa Cendana and SEAMEO for providing this incredible opportunity. Thank you to my university for accommodating and supporting us throughout this journey. And to the people who recognized my potential, who believed in my skills even when I was still growing .

Thank you for trusting me. Last but not least, I give my greatest thanks to Tuhan, because without His permission, none of this would have been possible.

I would like to express my sincere gratitude to everyone, especially to Dr. Leo, who was so enthusiastic about taking as many photos of us as possible during every tour session. Now I truly understand the value of those moments. There have been so many acts of kindness from all of them that I cannot mention one by one. Maraming salamat po.

Terima kasih banyak untuk semua kenangan, pembelajaran, dan cinta yang telah diberikan. Saya akan membawa semua ini dalam setiap langkah perjalanan saya ke depan.

Summary and suggestion

The teaching practicum was designed to improve teaching skills, provide international experience, and develop intercultural understanding. 

From this experience, I gained many valuable outcomes. I became more confident in teaching and improved my classroom management skills. I also developed a deeper understanding of student-centered learning and enhanced my cross-cultural awareness by interacting with students and teachers from a different background. 
However, the practicum also presented several challenges, such as adapting to a new educational system, managing time effectively, and writing detailed lesson plans, especially those that required anticipating students’ responses.
Overall, this program was a life-changing experience for me. I realized that being a teacher is not only about delivering content but also about building relationships with students, understanding their needs, and creating meaningful learning experiences. 
For future improvement, it is suggested that the program provides better pre-departure preparation, strengthens coordination between universities, and offers more opportunities for reflection sessions so that participants can maximize their learning experience.