about

contents

contents

school

General Information and Academic Administration

demonstration school

through the years

Model of Lampang Rajabhat University Demonstration School 2018

The establishment of the Demonstration School of Lampang Rajabhat University dates back to February 21, 2016, as approved by the University Council during the 2nd meeting in that year. A working group was appointed to oversee the school’s educational management, including setting educational policies, supervising educational standards, ensuring educational quality, and organizing the opening of the Satit School.

Prior to becoming the Demonstration School, the Pre-primary level (Pre-Kindergarten Department) of the school began as a children's home project in May 1999, financially supported by the Lampang Rajabhat Institute. It aimed to provide training experiences for early childhood education students and later grew into a hub for study and research in the field for students, teachers, and the broader community.

On July 11, 2010, it was renamed the Early Childhood Home Experience Training Center and was transferred to be under the administration of the Demonstration School of Lampang Rajabhat University, as announced by the Lampang Rajabhat University Council in 2016.

The Demonstration School received a substantial national budget of 30 million baht to build its own premises, which was completed and inaugurated on December 5, 2017. The school started offering pre-primary school classes in the first semester of the academic year 2017. Initially, it operated on the 1st floor of the Office of Arts and Culture building as a temporary classroom facility. Assistant Professor Dr. Duangchan Diaowilai served as the director of the Demonstration School.

Expanding its programs, the Demonstration School of Lampang Rajabhat University is currently offering Pre-School, Kindergarten, and Primary Education (Primary 1–5) under the banner leadership of Director Dr. Somsak Kathong. The sixth grade of primary education will be available at the Lampang Rajabhat University Demonstration School by the following year 2024.

The school's history reflects its evolution from a children's home project to a dedicated educational institution within Lampang Rajabhat University, contributing to early childhood education and research in the region.

Reference: http://www.satit.lpru.ac.th/

Reference: http://www.satit.lpru.ac.th/

DLPRU

as an incubator of teaching and learning

The Lampang Rajabhat University Demonstration School is an avenue where the Faculty of Education and other university faculties can practice professional experience. Additionally, it serves as a research-based incubator for innovative teaching and learning methods, disseminating knowledge to the community and upholding Lampang's regional traditional customs.

At the heart of Lampang Rajabhat University's Demonstration School lies an indispensable academic support system, serving as the foundation of high-quality education. The academic support system aims to facilitate effective teaching and learning, ensuring that both students and educators are equipped with the essential tools and resources.

a. Facilities

The classrooms in the demonstration school have been thoughtfully designed to create an optimal learning environment. The classrooms are spacious, well-lit, and well-ventilated spaces efficient for a conducive teaching and learning experience for teachers and students alike. Modern amenities such as air conditioning, exhaust fans, projectors, whiteboards, blackboards, speakers, microphones, and televisions have been seamlessly integrated into facilitating the learning and teaching process. Additionally, ergonomic tables and chairs can be arranged in different ways adapting to different classroom setups, and there are shelves with books and materials for easy access to learning resources.

The school's library stands as a sanctuary for book lovers. It is also spacious and has abundant natural light and efficient air conditioning complemented by exhaust fans for a relaxed and comfortable ambiance. The library's extensive collection of books, along with ample seating and expansive tables, creates an ideal setting for students and educators to embark on reading and other learning activities.

The Satit Cafeteria is more than just a place to eat. It's a hub for healthy food and well-being. The cafeteria follows a weekly meal plan, offering a variety of foods. It provides free scrumptious and nutritious meals and snacks that keep students and teachers healthy and in shape.

During my stay at the Satit school, I was able to enjoy the perks of having free meals. These meals were not only delicious but also a fascinating exploration of Thai culinary traditions. I had the pleasure of savoring Thai delights like Pad Thai, which added a touch of cultural richness to my experience at the school. Aroy mak! (Very delicious)

P1 students doing a laboratory activity at the satit cafeteria

In the absence of conventional laboratory facilities, the school's adaptability takes center stage. Teachers and students utilize available spaces, including classrooms, the cafeteria, and the library, to conduct experiments and laboratory activities. This resourceful utilization of spaces underscores the school's dedication to hands-on and practical learning, even in unconventional settings.

The school's large playground is a favorite spot for students to unwind and engage in physical activities. During lunch break and after their afternoon classes, it’s a place where students come to relax, have fun, and be active. You can hear the sounds of laughter and see children playing enthusiastically, making the playground a vibrant and lively place. This dynamic setting encourages students to interact with each other, stay physically active, and enriches their overall educational experience, promoting not only academic growth but also social and physical development.

The school's commitment to innovative education extends to sustainable farming practices. Beyond theoretical instruction, students actively engage in planting and harvesting crops like squash, and lettuce using a hydroponics system. In the school farm, there is a mini rice field in which the rice were actually planted by the students. The harvests in the school farm are used as ingredients in the cafeteria’s menu and some are sold to generate supplementary income for the satit school. In addition, students nurture practical skills by caring for animals in designated pig and chicken houses, preparing them for real-world experiences.

There is no single pedagogical strategy that is a one-size-fits-all solution. Teachers must know an array of pedagogical strategies appropriate for teaching the Science content and addressing the learning needs of the students. My cooperating teacher, Teacher Nong, employs diversified teaching methods in the teaching of Science across all the primary levels.

During my field study or observation in the Science classes, the teaching methods my cooperating teacher employed were independent learning, cooperative learning, experiential learning, inquiry-based learning, project-based learning, and ultimately technology integration. These methods are anchored on the student-centered teaching method, which emphasizes active learning and places the student at the forefront and the center of the teaching-learning process. In this teaching method, the teacher serves as a facilitator, guiding students as they explore the learning activities.

In the lesson delivery, the teacher starts by posing questions to assess the students' prior knowledge, which is essential for building on existing knowledge. The teacher encourages students to ask questions and engage in critical thinking. The learning activities designed by the teacher encompass tasks that require students to apply information and observations from the learning materials and laboratory exercises. These tasks are rooted in inquiry-based learning. The teacher also let students answer activity sheets and accomplish workbooks individually, this learning activity puts forth independent learning. In this strategy, the learners worked individually to accomplish the tasks and answer the guide questions, hence, taking control of their own learning. In teaching Science, I observed that learning activities are usually laboratory-based which emphasizes experiential learning. This is manifested in the P1 class when the students observed aquatic insects under a compound light microscope. They then illustrated what they saw in the microscope. Another instance is that the students worked in groups and performed different laboratory experiments on reversible and irreversible changes particularly creating a slime, investigating the basicity and acidity of substances, density, and the boiling point. In this strategy, learners were able to experience firsthand the application of scientific concepts. I deem “learning by doing” by John Dewey as a groundbreaking educational philosophy. Applying this, the teacher provided materials and instructions, allowing students to engage in a hands-on activity. Immersing the students in hands-on activities makes them develop and enhance their practical skills which they could actually use in the real world. Cooperative learning was also integrated into the instruction by letting the students work in groups. In the group activities, students share ideas with each other and help each other out in answering the tasks provided which then encourages peer learning and engagement. This strategy further helped in the development of learners’ critical thinking, problem-solving skills, and communication skills. Project-based learning was also employed by the teacher. The teacher gave the students a project or output to work on, which served as an opportunity to apply their knowledge and skills in a new context or situation. Students worked together on these projects, which helped reinforce their understanding and improve their scientific skills. This is demonstrated when the teacher allowed students in P2 class to work in pairs and create papier mâché using shredded paper, water, and glue; and animal fossils using animal mold, clay, water, and plaster of paris.

Technology was also integrated into the teaching by utilizing technological tools in presenting the Science content. The teacher uses educational tools such as Canva in creating and designing the presentation. The teacher facilitates lesson presentation using a projector. The teacher also uses an internet connection to present videos and pictures to provide visual presentations of the topics being discussed. The teacher also utilizes an online timer to time the activities. Traditional technology was also used by the teacher such as laboratory materials for experiments, markers and boards, and visual materials. Moreover, whenever there are misconceptions that arise, the teacher immediately clarifies them and explains them further to promote a deeper understanding of the topic. This is manifested when the teacher corrected misconceptions about measuring the weight during the laboratory activity. The misconception emphasized was when the students are measuring the weight, they should not look above and below the spring balance. They should do their reading by looking at the device at an eye level. The teacher then demonstrated the right thing to do.

TEACHING

Plan

The Demonstration School of Lampang Rajabjhat University uses the Basic Education Core Curriculum B.E. 2551 (A.D. 2008) from the Ministry of Education, often referred to as the BEC (Basic Education Curriculum). It is the national curriculum framework for the basic education in Thailand. The BEC 2551 functions as an all-inclusive set of guidelines for the development and execution of curricula at all levels of the Thai educational system.

Based on the Basic Education Course Curriculum, Science is one of the prescribed learning areas.

The Basic Education Core Curriculum prescribed learning areas:

1. Thai Language

2. Mathematics

3. Science

4. Social Studies, Religion and Culture

5. Health and Physical Education

6. Arts

7. Occupations and Technology

8. Foreign Languages.

Strand 1: Living Things and Life Processes

Strand 2: Life and The Environment

Strand 3: Substances and Properties of Substances

Strand 4 : Forces and Motion

Strand 5 : Energy

Strand 6 : Change Processes of the Earth

Strand 7 : Astronomy and Space

Strand 8 : Nature of Science and Technology

Basing on the Basic Education Core Curriculum, the science curriculum focuses on the integration of the knowledge and processes, developing investigative skills, gaining knowledge through hands-on activities, and solving problems effectively. Students actively participate in practical activities that match their skills. In Thailand, students are taught primarily using Thai language, but they also learn English as a second language.

Moreover, the science education in Thailand's BEC 2551 and the Philippines' K-12 Curriculum have similar aspects. They focus on scientific inquiry, problem-solving, hands-on learning, environmental education, applying scientific knowledge, critical thinking, and follow global science education trends. This shows that both are dedicated to giving students a comprehensive and meaningful science education.

To know more about the Basic Education Core Curriculum B.E. 2551 (A.D. 2008) follow through this link.

When I have my lesson plans checked by my cooperating teacher, I translate the documents into the Thai language so that my cooperating teacher can understand. In designing my lesson plan, I used the learners’ textbooks which are written in Thai. It is challenging on my part because the Science class at the Demonstration School uses Thai as the medium of instruction. I just used software applications that translate Thai text into the English language. However, sometimes when I use them, the translations are not accurate. My cooperating teacher helped me by checking the lesson plans I made and then she would suggest corrections on the parts that were mistranslated. After the checking, I would revise my lesson plan and submit it to my cooperating teacher for final checking. This is then followed by the creation of presentations and instructional materials. In designing my presentations, I made sure that the English texts I put had Thai translations so that the students could understand what was being discussed.

teaching

Practice

translating plan into action

The procedures of my teaching follow the 7E’s learning model which I incorporated in my lesson plan. Before I start my class, I greet my students and ask them to organize their chairs and tables and pick up trash, ensuring a conducive learning environment. After the pre-activity, the learning activities aligned to the learning objectives follow this procedure:

A. Reviewing previous lesson/ presenting new lesson

In order to get the attention of the students and be engaged in the instruction, I do ice breaker and games related to the topic. Then I will ask questions to activate their prior knowledge. This segment involves revisiting what students have learned in the previous discussion.

B. Establishing a purpose of the lesson

Here, I present the learning objectives of the lesson so that the students have a clear understanding of what they will be learning. This is crucial because it also determines the success of the lesson delivery.

C. Presenting examples/ instances of the new lesson

In presenting the new topic, I provide contextualized examples or instances related to the lesson can help in making the topic more relatable and understandable for students.

explore

D. Discussing new concepts and practicing skills

In this phase, I introduce new concepts and allow students to explore and interact with the learning material. Usually, in this phase, I let the students collaborate in groups. Learning opportunities include performance of laboratory activities and other hands-on experiences and answering of learning tasks.

E. Developing Mastery

After the students work in groups, I let them present what they observed and found out in conducting the activities in the “Explore” part. I will then present a presentation to summarize and further explain the important concepts of the topic. It should be noted that misconceptions should be properly clarified.

I also give the students other learning activities in the form of game or concept map that can be done by group or individually to deepen their learning and ensure mastery.

evaluate

F. Evaluating learning

To test what the students have learned, I give them summative, formative, and authentic assessments. I let them accomplish pen-and-paper test, worksheet, or create an output/ product. In creating assessments particularly the authentic assessments, I make sure that the scoring scale is comprehensive.

extend

G. Additional activities for application/ remediation

To reinforce learning and cater to individual needs, additional activities are provided. The additional activities I provide are application of what the students learned in the discussion.

Furthermore, at the end of the lesson, I entertain questions from the class if they have any, and I summarize and emphasize key points of the topic discussion.

In managing my time in class, I make sure that I am on track by following the procedure of my lesson plan. I also made sure that the learning activities have time allocation.

The allocated time slots I had planned helped me oversee and control the progression of the activities. However, this schedule was flexible and not rigid. There were situations where specific parts required more time than initially allotted, while others were completed more quickly. During these circumstances, deviating from the scheduling of activities is considerable.

In organizing activities, I ensured that the varied learning activities progressed from simple to complex. This approach followed Dale's Cone of Experience, which suggested that students learn better when tasks gradually become more challenging. Starting with concrete experiences and gradually moving to more abstract and complex ones as students became more knowledgeable about the topic was useful. This method helped students achieve a deeper understanding of the subject and supported effective learning by accommodating their varying cognitive abilities.

During my teaching internship at the Demonstration School, I realized that managing a classroom could indeed be quite challenging. As a secondary education student responsible for primary-grade students, it was particularly demanding because our training hadn't fully prepared us for the high energy levels of young children. There were instances when the class became a bit unruly and seemed difficult to control. However, as a student-teacher, I managed to maintain authority in the classroom by implementing some positive house rules. I established a classroom agreement with my students, kindly reminding them to stay attentive and actively participate in various learning activities. I also emphasized that, when they needed to leave the classroom, it was important to seek my permission. Additionally, I made an effort to engage with students who seemed less focused by asking them questions related to the lesson content, which helped them regain their concentration. To address noise levels, I introduced a gentle "Shhhh" signal and the phrase "The water is flowing." This signaled to the students that unnecessary noise needed to be reduced, and it helped in maintaining a more conducive learning environment.

One valuable lesson I learned during this immersion was that teachers should avoid competing with what I called "academic noise." Academic noise was a positive sign, indicating that students were actively learning and engaged in the instructional process. Encouraging students to express themselves freely contributed to a more inclusive classroom environment. Driving students' active learning promoted self-motivation and reinforced positive social interaction.

Setting of house rules before the start of Science class in P1

Science Textbooks written in Thai

As a pre-service teacher taking up Bachelor of Secondary Education, it was a challenge for me to handle Science classes at the primary levels. I was assigned to the Demonstration School of Lampang Rajabhat University where there are only Kindergarten, Pre-School, and Primary Levels (Grade 1 to Grade 5). The learning competencies delivered in these levels are very different from what is delivered in the secondary levels. To resolve this issue, I was able to unpack the learning competencies and design learning activities appropriate to the level of my students. It was also a challenge for me to handle Science classes at primary levels wherein the medium of instruction is Thai. The students’ first language as well as my cooperating teacher's is Thai language

and they really struggle in understanding and speaking English. Aside from that, their Science textbooks are written in Thai. What I did is that I used language translation software in translating Thai texts to English. However, there were instances that the translations were not accurate, so I really had to translate it for other several tries. I also sought help from Teacher Emma, a native English teacher from the United States who can speak and understand Thai. In delivering the content and communicating with my students and the teachers at the Demonstration School, I had to talk slowly, simplify words, and restate our statements.

In creating instructional materials and worksheets for the different learning activities, initially, I had a problem on where to get resources. However, my cooperating teacher and the rest of the teachers at the Demonstration School allowed me to use the available resources at the office. Given also that the laboratory school do not have a laboratory room and lacked some laboratory equipment, I was able to source out laboratory materials from the Faculty of Science of the Lampang Rajabhat University.

Laboratory materials I borrowed from the Faculty of Science for my final demo teaching

CLIL in action

Sample slides of my presentation wherein the English texts have a subtitle of Thai translations

instructional materials

These are the traditional instructional materials I used during my practicum in P1 class

“What’s in the Box?” Activity

“Point the Parts” Activity

“Match Puzz!” Activity

These are some of the digital instructional materials I used in my teaching practicum

SUMMARY

and Suggestions

“Revitalizing Teacher Education” is one of the Southeast Asian Ministers of Education Organization’s (SEAMEO) seven priority areas that aims to strengthen and capacitate the teachers within the region. SEAMEO serves as the vehicle for fostering collaboration among its eleven member nations, all gearing toward the common goal of improving the quality of education in Southeast Asia.

This particular focus on teacher education is exemplified through the SEA Teacher Project, also referred to as the "Pre-Service Student Teacher Exchange in Southeast Asia." This initiative is tailored to provide pre-service student teachers hailing from Southeast Asian universities with invaluable opportunities to gain hands-on teaching experience in schools situated in other Southeast Asian countries.

The following are the purposes of the project:

1. To enable pre-service student teachers to develop their teaching skills and pedagogy;

2. To encourage the pre-service student teachers to practice their English skills;

3. To allow the pre-service student teachers to gain a broader regional and world view; and

4. To expose future teachers to diverse teaching and learning situations and opportunities, and the value of flexibility.

I strongly believe that the SEA Teacher Project realized the purposes of the practicum and even went beyond them. As a pre-service teacher taking up Bachelor of Secondary Education Major in Science, I was able to apply different pedagogical strategies appropriate to my learners and to the Science contents. I was able to adjust my teaching skills or approaches because as a secondary education student, I handle students in the primary levels. The learning competencies in the primary education are simpler as compared to the secondary education. So, really, I had to adjust my teaching approaches suitable to the level of my students. In my teaching practicum, I was able to apply Content and Language and Integrated Learning which is an emerging teaching pedagogy. Through my teaching, I was able to integrate Science content and the English language in our classes, given that English is not used as the medium of instruction in teaching Science at the Demonstration School. In designing my presentation and learning materials, I always make sure that the English texts have a subtitle for their Thai translation. I also encourage my students to do code-switching and translanguaging in participating in our discussion. This means that students can communicate in their native language, Thai, and foreign language, English at the same time. Applying CLIL methodology in the instruction, I believe that I was able to further enhance my teaching skills adaptive to a different multicultural setting, particularly, the language.

I was also able to practice and enhance my English skills by communicating with my students, cooperating teacher, and the faculty members of the satit school. Although Thai is used as the medium of instruction and they really struggle to understand and speak English, I communicate with them slowly and I also simplify the words that I say. I believe that practicing English skills does not mean that one must be fluent in speaking English, but rather, one must know how to communicate English in a more comprehensive manner that is readily understandable on the receiver’s end.

Through observing and immersing myself in a different educational landscape, particularly that of Thailand, I was able to gain a broader regional and world view in the realm of education. I was able to study how education works, how students learn, and how teachers teach in Thailand. Experiencing the educational landscape of a different country provided me with an array of knowledge and skills that I could use to improve the educational landscape of the Philippines at large. Through reflection on my experiences, I was able to plot what works best in a classroom and also adjust my teaching approach that really cater to the needs of my students.

The practicum also helped me appreciate the value of flexibility in adapting to a different educational landscape. It helped me to employ diverse teaching strategies to maximize the teaching-learning process. Diverse teaching and learning situations helped me realize that there is indeed no one-size-fits-all solution and that one must really adjust to the changing environment. Furthermore, through the course of my stay in Thailand, I was able to adapt to the Thai culture and forge long-lasting connections with friends, mentors, and the community. The practicum therefore met my needs and exceeded my expectations.

The SEA Teacher Project spans four weeks or one month, encompassing a range of activities. During this period, I was assigned to Lampang Rajabhat University Demonstration School, where I conducted my field study and completed my internship. My scheduled internship was from August 28, 2023, to September 23, 2023. During the first week, we had our orientation for the 9th Batch of Pre-Service Student Teacher Exchange (SEA Teacher Project). In the orientation, we were able to interact with our fellow SEA Teachers and meet our cooperating teachers, mentors, and assigned buddies. My cooperating teacher is Ms. Warayu Chaichana whom I call “Teacher Nong” who handles the Science classes in primary 1 to primary 5, and my mentor is Ms. Paiboon Muymas whom I call “Teacher Jook” and is a faculty member of the Faculty of Science in the Lampang Rajabhat University. My buddy is Kanphirom Luanmongkhon whom I call “Mary Jane” and is a second-year student taking up an English program. Mary Jane, my buddy helped me in navigating life in Lampang, Thailand. She also went with us during the excursion activities. In the first week also, I got to meet the Director of the Demonstration School, Dr. Somsak Gathong who introduced me to the faculty members and the students of the satit school. I also had my observation of Science classes that Teacher Nong, my cooperating teacher, handled during the first week.

For the second week, I had my teaching assistantship wherein I assisted my cooperating teacher in the conduct of learning activities. I also provided assistance to students in those activities. In the second week, I crafted my lesson plans and had them checked by my cooperating teacher. In my third week, I already had my teaching practicum where I taught students in primary 1 and primary 4, and in primary 5 I had my grand demo teaching wherein I was observed by my mentor, Teacher Jook. In the fourth week, I collated my writeups and documentation for the past four weeks of my stay in Lampang, Thailand which I used in writing this blog.

c

re

memories

first day

demonstration

at the

school

On August 30, 2023, I embarked on my journey at the Demonstration School

of Lampang Rajabhat University. It was an exciting day as I had the privilege

of meeting Dr. Somsak Gathong, the Director of the Satit School. Dr. Gathong kindly conducted a tour of the school, introducing me to the dedicated teachers and students who make up this vibrant school community.

During this day, I had the pleasure of meeting my cooperating teacher, Teacher Nong. This meeting marked the beginning of my meaningful teaching-and-learning experience.

a1

This is Putter, my Primary 1 student. One day, he called me and said, “Teacher Aewan!” He then showed me a piece of paper with “A1” written on it. I just smiled at him and told him that he spelled it correctly. It was the cutest thing that happened that day.

After we had lunch on that day at the Satit Cafeteria, I requested him to write my name and this is how he spelled it. It is just so ute not to be shared.

riding a

songthaew

This was the first time we rode a songthaew which the Thai people referred to as a “minivan”. We only paid 50 baht (around 80 pesos) from the university where we stayed going to Central Plaza Lampang.

In the Philippines, we have “jeepneys” which are comparably longer than the songthaew. It is the traditional vehicle used by commuters when going from one place to another.

scrumptious

These are the free foods that we enjoyed at the satit cafeteria. At the demonstration school, students and teachers have free snacks and lunch.

foods

at the satit cafeteria

One day before we left Lampang, I had my first time eating Thailand’s world-famous mango sticky rice. The long wait was over!

I thought I would not be able to at least try the mango sticky rice because according to our LPRU Coordinator of the SEA Teacher Project, it was not the mango season yet. The mango and the flavored sticky rice really complement. Aroy mak!

I am grateful to Director Dr. Somsak Gathong because he really exhausted all the means possible just to get us some.

we filmed a pinoy

tiktok

trend

After our Science class in P5, I invited my students to film the Philippine TikTok trend “Mini Miss U”.

sharing my

sea teacher

experience

In this excerpt of the video, I shared my experiences during my month-long stay at the Demonstration School of Lampang Rajabhat University.

I shared about my observation and teaching practicum, and also about the Content and Language Integrated Learning which I integrated in my instruction.

Thank you, Teacher Jook for filming this video!

I would like to express my utmost gratitude and appreciation to individuals who have always been there to assist and show me support. Without you, I would not be able to complete my SEA Teacher Project undertaking.

In recognition of the support extended, I wholeheartedly acknowledge the following:

To SEAMEO for providing me with the invaluable opportunity to gain teaching experience in another country in Southeast Asia, particularly Thailand;

To Dr. Baby Boy Benjamin Nebres III, SUC President of Bicol University for the generous financial support that enabled this journey, as well as for entrusting me to represent the university in this international exchange program;

To Dr. Lorna M. Miña, BU College of Education Dean for the unceasing encouragement, monetary support, and constant supervision of me throughout the SEA Teacher Project undertaking;

To Dr. Jocelyn F. Goyena, BUCE Science and Technology Department Chairperson, and the faculty members of the STM Department for choosing me as one of the delegates to the SEA Teacher Project from among the shortlisted applicants;

To Dr. Ma. Lourdes Macasinag, Field Study 1 & 2 professor, for allowing me to conduct my field study and internship in Thailand through the SEA Teacher Project;

To Dr. Edison A. Perez, BUCE College Student Council Adviser, and my fellow BUCE CSC officers, for spearheading the student council activities despite my absence for one month due to the exchange program;

To Lampang Rajabhat University headed by Dr. Kittisak Samuttharak for hosting us and facilitating the SEA Teacher Project;

To Ms. Autchariya Ying, LPRU Coordinator of the SEA Teacher Project, Ms. Joy, and Ms. Ju for patiently taking care of us and for taking us to great places in Lampang;

To Dr. Somsak Gathong, Demonstration School of Lampang Rajabhat University Director, and the faculty members of the satit school for allowing me to have my field study and teaching internship in the satit school;

To Teacher Jook, my mentor, for providing invaluable mentorship and support, particularly during my grand demo teaching;

To Teacher Nong, my cooperating teacher, for the guidance and wisdom that helped me handle the Science classes in the satit school;

To the students of the Demonstration School of Lampang Rajabhat University, for actively taking part in our Science classes, and for also teaching me life lessons;

To Kanphirom Luanmongkhon, my SEA Teacher Buddy, for being a good friend and helping me navigate life in Lampang;

To my fellow SEA Teacher delegates, for the simple ways of encouragement that gave me an extra push in completing this journey;

To my friends and family for being my constant pillars of strength and encouragement throughout the journey;

Most especially to our LORD ALMIGHTY, whose divine intervention fills my despair with relief and resiliency. For providing me strength and for giving me the courage and endurance to face and resolve the challenges with strong faith that made my aspirations a reality.

maraming

salamat po!

to my

DEKDEK

To all the students I handled during my teaching practicum at the Lampang Rajabhat University Demonstration School, I miss you already.

Thank you for allowing me to teach you and for allowing me to learn from you all. I had a great time at Satit because of you, who are exceptionally talented and blessed with gifts. Indeed, the satit school serves as a breeding ground for innovative teaching and learning.

When I had just started my observation in your classes I told myself that your energy is draining. As a secondary education student, we were not trained to really handle elementary students, so teaching you was something unusual on my part. However, I disproved that notion, your energy is really something that made me keep going. Your energy radiated energy. Your energy gave me excitement to come to school during school days. Your energy drove away those clouds that tried to enshroud my skies. Your energy propelled me to go beyond the borders. May you never lose that energy and your love for learning because that will make you succeed in life. I am rooting for all of you!

One month is just a short time to be with you, but the attachment I feel is so strong that I want to go back there to Thailand. I hope to be back and see you again.

a1