St. Teresa Practicum 1

My first professional practicum within the Graduate Diploma in Teaching program at St. Teresa International University has been a profound opportunity to synthesize educational theory with real-world leadership, classroom management, and technical practice. Working as the Head of Computing Science Department at St. Francis Xavier School — overseeing Computing Science for Upper Prathom (Grades 4–6) and Artificial Intelligence Education for Lower Mathayom (Grades 7–9) — while serving concurrently as a classroom teacher and Homeroom mentor, has allowed me to experience firsthand how modern curriculum design, departmental coordination, digital infrastructure, and student pastoral care intersect in a dynamic school environment.

A central pillar of my practicum responsibility extends far beyond standard computer lab teaching. Alongside managing curriculum delivery and technical routines, I guide daily homeroom activities, maintain close communication with parents, and deliver tailored instruction across different developmental levels. For primary learners (Grades 4–6), my practice heavily relies on gamified, block-based environments like Scratch, Kodu, and MakeCode Arcade which foster critical thinking, logic, and core algorithmic skills. For secondary students (Grades 7–9), the focus shifts toward AI literacy, ethics, and machine learning concepts — bridging foundational logic with modern technological trends.

To bridge the gap between instructional design and seamless classroom execution, I developed and actively utilize a custom-built classroom LMS (stfx-cs.com). This tool allows me to distribute instructions, files, and tasks directly to student monitors in real time, eliminating technical friction in the computer lab and enhancing the digital learning experience. Furthermore, this practicum has reinforced my belief that teaching IT to young learners is deeply intertwined with holistic student welfare, fostering patience, and building an inclusive, safe environment where children feel supported. 

Ultimately, this semester has demonstrated my capability to operate across multiple dimensions of a school ecosystem — as a department head, homeroom mentor, curriculum planner, EdTech developer, and dedicated educator committed to shaping future-ready digital thinkers. 

Beyond individual classroom instruction, a vital aspect of this practicum experience has been daily teamwork and open, collaborative communication with fellow educators across different grade levels and subjects. Working side-by-side with colleagues — exchanging pedagogical ideas, co-planning school-wide activities, and providing mutual professional support — has underscored the true value of a strong teaching community. This shared commitment to collaboration fosters a supportive environment where teachers thrive together, ultimately creating a more cohesive learning experience for our students.