An Internship Report on Student Teaching at Turku International School (TIS)

Acknowledgement

The writer would like to express his sincere gratitude to Allah for His guidance and power throughout this journey. In the face of life’s uncertainties, his faith has provided him with resilience and motivation to persevere. This experience has been an important milestone in his academic and professional development, and he is really grateful for the given opportunity.

He extends his deepest appreciation to the principal of Turku International School (TIS), Mrs. Mirjam Rasmus, for her warm welcome and for introducing them, the student teachers, to the school's facilities and learning environment. He is also profoundly grateful to Mrs. Mona Reku and Mrs. Adele for their invaluable guidance and mentorship throughout his internship. Their support has greatly helped his understanding of the Finnish education system and provided him with practical knowledge of some novel teaching ideas.

Apart from that, the writer sincerely expresses his thanks to the University of Turku (UTU) for facilitating this internship opportunity and for providing him an opportunity to experience Finland’s educational practices. He is very grateful to participate in this internship program, which will become a significant influence on his career path as an educator in his home country, Indonesia.

Finally, he is thankful to his mother for her invaluable support and resilience, and she has been a constant source of inspiration for him. Her dedication and sacrifices have always motivated him to strive for excellence and especially make the most of this internship opportunity.

The writer also would like to express his heartfelt appreciation to his late father. Although he is no longer in this world, his words remain with me “Seeing you become a successful man is more than grateful to me”. These words continue to guide him, and he is doing his best to contribute meaningfully to the world. This golden opportunity is proof of his growth, and he is really proud that he can honor his late father’s memory through his achievements. This is what he has done for his late father so far, and he will continue striving to fulfill the values his late father instilled in him.

This internship has been a highly enriching experience, and he is grateful to everyone who has contributed to his learning and growth.

Summary

This internship report elaborates on Yadi Supriadi’s experiences and learning outcomes during his teaching internship at an international school. He was placed in a Grade 3 classroom based on his decision in advance. The internship gives him an invaluable opportunity to observe and even practice real-life teaching within a multicultural and well-resourced educational environment. He was able to gradually move from observing to delivering lessons. This experience develops his teaching skills, classroom management strategies, and confidence as an educator in the Finnish school context. One of the most amazing experiences was witnessing the strong emotional support embedded in the school’s learning environment, which went beyond his initial expectations. The mentor teacher is such a professional role model. She skillfully balances discipline and empathy while nurturing students’ emotional and academic development. Yadi also observed how to use various learning tools and creative materials that can help develop student participation in their learning process. These experiences allowed him to deepen his understanding of effective teaching, student-centered learning, and emotional intelligence in education. Furthermore, the appreciation he received from students, such as letters of gratitude, reinforced his motivation and affirmed his commitment to this teaching profession. This internship improved his practical teaching ability and strengthened his passion for creating meaningful and supportive learning experiences for students.

 

Introduction

Internship is one of the educational programs in education that connect learning theory and real-world practice (Ismail et al., 2018). They also suggested that this program gives students a chance to work through real-life situations with the theories they have gotten from the class. In this way, they develop qualifying skills and in-depth knowledge for their professions. Students can polish their technical skills while also learning about workplace culture, time management, and problem solving in real-world settings when they start working on some things (Ansari, 2025). The program also allows students to develop professional contacts, which later can present many opportunities to secure jobs. In education, this unique activity allows the student teachers to experience the educational system and gain skills, such as classroom management, curriculum implementation, and student engagement in a certain context.

In this report, Yadi, the writer, has the privilege of detailing his internship experience at the Teacher Training School in Turku and the Turku International School (TIS), where students from diverse ethnic backgrounds contribute to a rich multicultural learning environment. Basically, the writer has two main objectives for this internship. Firstly, it is a mandatory component for him to fulfill the academic requirements of the course and gain practical experience in the field in his study program, Education and Learning at the University of Turku (UTU), Finland. Another purpose is to explore the Finnish education system in depth. By practicing classroom observations, assisting in teaching, and even independent teaching practice, the writer aims to implement the practical knowledge he has obtained in his home country, Indonesia. This unique experience can contribute to his targeted profession in the future, becoming an educational consultant. By experiencing the Finnish education system, he can identify some relevant practices that can be adapted to improve educational contexts in Indonesia.

This report elaborates on his internship experience at the TIS. It focuses on the educational context and challenges the writer faces. He will reflect on the lessons learned during this period, comparing the Finnish educational system with the one in Indonesia to identify both the differences and similarities between the two systems. The report will also highlight certain events and classes that exceeded his expectations. This particular case showcases aspects of the Finnish system that were particularly impressive. He explores how his experiences contribute to the overall educational environment. Finally, the writer will examine the broader implications of this internship for his future career in educational consulting.

Finally, the writer will reflect on his personal internship experience. This section focuses on how he managed time and adapted to the working environment at the TIS. He also discusses his collaboration with teachers and the valuable skills he gained throughout the internship, particularly in teaching practices. This experience introduced him to new activities, such as ice skating and participating in handicraft classes, which were truly impressive for him. Apart from that, he will elaborate on the emotional well-being aspect in the Finnish educational system, which stood in contrast to his experiences back home, where the focus on emotional preservation is not as strict. This internship has had a profound impact on his personal and professional growth. Moreover, it provides him with valuable experiences in both teaching and emotional well-being in education.

Description of the Internship

The internship aims to provide Yadi, the student teacher, with practical experience in the educational field within a Finnish context. It starts from classroom management and lesson planning to student engagement strategies. During this period, as the intern, he actively participates in daily school activities, observes teaching methods, and collaborates with the teachers to enhance their teaching strategies. Specifically, it is well-described by the university that

The student is acquainted with the Finnish basic education system and the core principles and contents of the National Core Curriculum for Basic Education 2014, the Finnish school life on an everyday level, teacher’s duties and individual pupils, student welfare and support systems, multicultural and multilingual classroom, and in some cases to the use of an assistant in a class. The student has the opportunity to develop his/her pedagogical thinking and apply theory into practice (UTU Study Guide, 2024).

In short, this approach can connect the gap between theoretical knowledge and practical application, and it provides him with a comprehensive understanding of the educational environment in an international school in Turku, Finland.

Besides, this internship also gives him reflective learning. It allows him to assess his progress, challenges, and areas for improvement. Through mentorship and feedback from experienced teachers, he can further identify which points he might miss and need to develop. These reflective aspects encourage critical thinking and self-assessment and help him refine his teaching philosophy and adapt to different classroom dynamics. Furthermore, he documents his learning experiences and provides a detailed description of the school profile and internship activities below.

• School Profile

The writer specifically adapted this section from the official school website (Turku International School, 2019). Basically, this school is an educational institution that includes both international and Finnish families in Turku, Finland. The school offers an academic program starting from primary (grades 1-6), lower secondary (grades 7-9), and upper secondary education (IB Diploma Program). The Finnish National Core Curriculum is for students in grades 1-9. It is aimed at building a strong foundation in core subjects while including global perspectives. The upper secondary level, on the other hand, adheres to the rigorous International Baccalaureate (IB) Diploma Program, offering students an internationally recognized qualification. English becomes the primary language of instruction in this school, and it suits families who have relocated to Finland temporarily or permanently. Aside from that, it is also for Finnish students returning after living abroad.

The school's philosophy emphasizes holistic education, aiming to nurture responsible, independent, and culturally aware individuals. There are five core values for their educational approach, namely responsibility and freedom, caring, respect, openness, and collaboration. The school provides a learning atmosphere where students have an opportunity to develop both academic and social skills, and these skills can foster a balance between a healthy learning environment and academic achievement. Aside from that, multiculturalism becomes one of this school’s identities, which shapes an inclusive atmosphere. It also becomes an additional point where the intercultural understanding skill can be acquired by the students and make them communicate in this interconnected world with confidence and empathy.

The TIS has two campuses to accommodate different grade levels. The primary school (grades 1-6) is located at Kraatarinkatu 4, while the lower secondary and IB Diploma Program students (grades 7-9 and upper secondary) study at Turun Normaalikoulu, which is at Annikanpolku 9. The school is nearby to the bus stops, and it makes it easy to access for students who live in the Turku area. A team of experienced educators handles the school administration. It includes the head of ofthe school and specialized deputy heads for different education levels. This quality ensures that the school upholds its legitimacy and credibility, thereby achieving an excellent standard of education.

• Internship Activities

Yadi, as the intern, chose to focus on teaching at the Grade 3 level because he had at least some previous teaching experience at the Grade 3 level during his bachelor’s study, and those experiences helped him understand the dynamics of young learners and approach them. He decided to follow a more structured approach. First, he started with classroom observations to understand the environment, teaching methods, and student behaviors. This approach allowed him to get used to the classroom atmosphere, and later he could meet students’ needs effectively. After that, he moved to assistant teaching. He assisted the teacher with her administrative tasks and helped students who needed extra assistance. This practical experience helped him better understand classroom management and specific student needs. Finally, he taught a lesson under his mentor’s supervision. Then, he received constructive feedback. Besides, he participated in events such as student council meetings, assemblies, and an ice-skating event. It even enriched his experience and strengthened his connection with the school community.

• Classroom Observation

When it comes to the classroom atmosphere, it was generally calm, and typically the liveliness of Grade 3 students is familiar already to him due to his prior experience. While there were some noises, the teacher managed the class professionally. He understood from the lecture on teacher training that to become a teacher is highly competitive in Finland. Moreover, there are generally two phases the candidates should pass, namely the matriculation exam and the interview (Sahlberg, 2011). In this case, the teacher reflects a nurturing yet still maintains the disciplined approach. Another new thing he found was that students respectfully addressed her as "Mrs.," as he thought that in Finland, they address elder people freely. Nonetheless, it gives the school’s formal culture. In his case, Yadi preferred a more flexible approach, and he allowed students to call him by his first name or "Mr. Yadi." In terms of learning style, the classroom learning style follows both group and independent work. The teacher’s style was consistent, which she repeated the same methods, and it provided stability since handling many students is challenging. Furthermore, she oftentimes praised students’ efforts and gave constructive feedback in a professional way. Lesson delivery looks modern with the document camera, and it displays materials clearly on the screen. The teacher introduced concepts through textbook exercises, and it reinforced learning through practice. The overall environment promotes respect, structure, and a strong student-teacher relationship.

The classroom was structured. The teacher maintained a smooth transition from one activity to another activity. Apart from that, she often used verbal commands to keep the students quiet to deal with some disruptions, and it was aimed at maintaining control through clear expectations. The document camera was central in this case. The teacher replaces the traditional method of whiteboard with this particular tool to display materials clearly. Besides, books and additional activities like drawing or reading kept students engaged once their tasks were completed earlier. The intern also observed that the school places a high priority on students' emotional well-being. It is something that is less prioritized based on what he experienced in his home country, Indonesia. In this particular case, the teacher’s focus on empathy and mutual respect among students was new to him, and he found it impactful. The students showed deep emotional maturity, supporting each other in learning. At the end of his internship, some students even sent him letters expressing gratitude and appreciation for his presence as a student teacher in Grade 3 there.

• Assistant Teaching

In his assistant teaching, he was assigned to help students with their learning, grading their work after tests, and assisting those who have learning difficulties, especially in math. He also distributed worksheets to students to help with their learning. While these tasks were not that administrative, they were important in supporting the teacher's work. However, he started to think at that time that merging observation with assistant teaching would make it become more efficient. As he observed in that case, teachers often did not require much assistance from him, and at times, it felt like she created tasks for him rather than really needing help. If the internship structure merged these two task categories, the student teachers could focus on observation while also being available for support when needed. This approach would offer more efficient work but still allow for deeper learning through active participation.

• Teaching

In the teaching part, he made an effort to create lesson plans, especially for the Islamic religion subject. One of the most exciting mini-projects he designed was called "Love Letter," which was also positively agreed upon by the religious subject teacher, Ms. Maryama. In this mini project, students tried to create an envelope from an A4 paper creatively under his guidance and also Ms. Maryama's. Then, they would write a love letter for their parents. The letter was about expressing their gratitude for their upbringing. At the time, this activity held relevance as it coincided with an upcoming Muslim event, Eid al-Fitr. Basically, he thought it would be a beautiful way to encourage students to reflect on the importance of family and express their appreciation. He also made sure to prepare thoroughly for each lesson on other subjects he would teach with Mrs. Adele. In addition, he booked a study space at the University of Turku to conduct teaching simulations independently. This way allowed him to practice delivering lessons confidently by being more prepared for the actual classroom teaching later. Finally, he was grateful for their positive feedback and support throughout the process.

When he began teaching, he was amazed at how actively engaged the students were at this grade 3 level. Every student raised their hand, and they were eager to participate. Thus, it made the classroom more alive. In this case, to ensure everyone had a chance to speak, he even tried to balance participation so that each student could contribute. Mostly, the feedback from the teachers was helpful, especially regarding classroom management. He was advised to be more assertive when the students made some noises. He did that because he was concerned for students’ mental well-being and wanted to avoid an overly authoritative teaching style. Another piece of feedback he received was about time management. Occasionally, he found himself unsure of how to fill time at the end of the lesson, so he substituted the remaining minutes with optional activities to keep the students engaged. This experience taught him a lesson about balancing structure and flexibility in teaching.

• School Events

The school events were one of the important things about his internship. He had the chance to join several school events that offered unique experiences in the school culture. First, the student council meeting gave him a completely new experience. In this case, the representatives from each class gather and discuss important topics. At that moment, the topic was about bullying. It was inspiring to witness for him because the students themselves chose the representatives. It shows a sense of responsibility and participation. The "no one left alone" discussion deeply moved him. This particular case resonated with him personally, as he had experienced being left out as a child in a school environment that needs some improvement in terms of emotional wellbeing. Another event that he attended was the student assembly. This event was held where students performed storytelling pieces they had practiced in the classroom. The idea was to allow them to showcase what they had learned in front of other students. Indeed, it gave a chance for students to boost their confidence and public speaking skills. Another last event he joined was the ice-skating event. It was a fun and exciting experience for him. In fact, it was his first time ever ice skating. Surprisingly, it was the students who taught him. It shows how much they enjoyed the activity but also patiently cared for and helped others who wanted to learn it.

Reflection on the Internship

In this section, he will reflect on what he gained during his internship. In general, he obtained some valuable insights into the educational and cultural landscapes of Finland and how they contrast with his home country, Indonesia. This experience allowed him to observe the distinct approaches to teaching, student engagement, and school environments in both countries. There were some differences in how the learning experience can shape the students' behavior and development contextually. Additionally, he was also able to find some cultural values in terms of the dynamics of communication, relationships, and educational values in both settings. We will explore his internship's practical learning experience in detail below. It elaborates on the educational and cultural similarities and differences between Finland and his home country, Indonesia.

• Educational Similarities and Differences - Finland and Indonesia

The first thing is similarities and differences between Finland and Indonesia in their education. The writer observed some clear differences in this case when it comes to teaching approaches and learning environments. These differences between both of these contexts form how students are involved in their education. Regardless, while there are clear differences, there are also some similarities within its differences. Moreover, the specifics of these areas will be discussed in the following sections:

Teaching Approaches

In one case study, in a Finnish context, teachers tried to balance between autonomy-supportive and control teaching (Jiang et al., 2019). Another example also happened in this school, where in this Grade 3 classroom, the teacher would often command students to be silent, a practice that was seen as more controlling to him. Personally, in his style of teaching, he leans toward giving students more freedom, especially at that age, to play and have fun without being overly disciplined. However, he also understood this method is needed to maintain order, especially when addressing misbehaviors. Apart from that case, there was an element of autonomy-supportive teaching. The students were allowed to engage in self-chosen activities, like reading and drawing, after completing their assignments. This way of teaching makes students manage their time and goals independently. On the contrary, in the Indonesian context, the way of teaching tends to be more ‘controlling’ while also still maintaining the ‘emotional’ sides in some way (Yustiani et al., 2024). Furthermore, in another context of study, Pelletier and Sharp (2009) claimed that the competitive nature of the education system for students to excel, such as in national competitions, often leads to stricter discipline and limited autonomy. The main reasons for this issue are a focus on preparing students for achievements, a greater reliance on schools for education, and a lack of resources. It also means teachers must manage classroom behavior more strictly (Lawa et al., 2019).

The next thing is that at this Turku International School in a Finnish context, learning is often hands-on and creative. In this specific case, the teacher took students outside the classroom and assigned students to work on a mini art project. This particular approach can promote collaboration and creativity. In general, the involvement of teachers inside and outside the classroom is balanced. They monitored students in a careful manner. Another unique aspect was that during the music lessons, students actively played instruments such as ukuleles, xylophones, and boomwhackers. Even math lessons were gamified, which made the learning process less pressured. This is one of the ways to keep students’ ‘interest’ in this subject (Finnish National Board of Education, 2016). In Finland, the Wilma app commonly manages homework. This application keeps students, teachers, and parents connected. From his previous teaching experience in the Indonesian context, learning is more focused on exercises, and the presence of teachers outside the classroom is not strongly emphasized. Gamification in math is not that apparent. Also, in terms of homework, these days, it is often communicated through WhatsApp groups (see also Simbolon & Nurjanah, 2024). The emphasis on competition is strong, with extra classes preparing students for school and national contests. While the Finnish school context necessitates a greater emphasis on competitiveness, some Indonesian schools could potentially prioritize the emotional well-being of their students. In short, both cases have their own challenge to stay in the balanced point.

Learning Environments

Primary schools typically have one-hour recess time, which includes lunchtime, allowing students to maximize their break for eating, playing, and relaxing after lessons. Students are not closely monitored during recess and can freely choose their activities, staying in the classroom or even going home for a while if they wish. Contrarily, when it comes to recess time, this TIS case in Finland follows a stricter approach, with recess runs about 15 minutes after every 45-minute lesson. Students must go outside under teacher supervision, and they make sure there is safety and structure during breaks. No students are allowed to stay in the classroom or go outside from the recess area. Besides, in this context, the school also implements the system wherein, in the lunchtime hour, students are accompanied by teachers to the cafeteria, where they line up and take food in an organized manner. In terms of uniforms, Indonesian students wear standardized ones from the government. One of the reasons is to minimize socioeconomic discrimination, especially in schools in a rural area (Lawa et al., 2019). Meanwhile, Finnish students in this case are free to wear appropriate clothing based on their choice, and it shows a more relaxed and flexible approach.

Both learning environments have their strengths and weaknesses. In the Indonesian context, the idea of wearing a school uniform promotes discipline and strong unity (Lawa et al., 2019). This approach is beneficial in minimizing socioeconomic issues and promotes their nationalism. However, unmonitored break times can increase the potential risk to students’ mental health, such as bullying or other forms of misbehavior. On the other hand, in this Finnish context case, the flexible way of clothing can promote independence, creativity, and teacher-guided interactions. In this case, a more competitive spirit could be one way of fostering students’ self-confidence and individual choice. In short, both countries can be seen to maintain the balance between controlling and autonomous ways of learning environments differently based on their own contexts.

• Cultural Similarities and Differences - Finland and Indonesia

Culturally, both Finland and Indonesia offer unique cultural values, especially in education. There are similarities and differences in their cultural frameworks. Regardless, each country maintains deep-rooted traditions that influence their daily life and educational practices. The following sections explore these similarities and differences in more detail in terms of communication styles, cultural norms, and values:

Communication Styles

In Finland, addressing adults is more flexible depending on the context. Outside of school, people generally refer to adults by their first names. However, the writer observed that students address their teachers with formal titles like Mr., Ms., or Mrs. Regardless, this formal way of addressing people shifts depending on the context. For example, in higher education, university students address the lecturers with only names without Mr., Ms., or Mrs. It is slightly different with Indonesia, where addressing adults with titles such as Mr.," Ms., or Mrs. is mandatory as a part of politeness, both inside and outside of the classroom. This formality extends to anyone who is significantly older, they usually call them Ibu (Mrs. and Mrs.) or Bapak (Mr.) generally. In this way, it shows an emphasis on authority and respect. For individuals who are slightly older but not elders, there are also specific terms of address to maintain politeness and respect within social interactions, they will be called Kakak.

The next thing about style of communication is that in the Finnish context, in this particular school, there are many visual communications, such as posters in this case. It is for students in the classroom on helping themselves recognize and understand emotions. This way is intended to promote emotional awareness and empathy among students. In contrast, in the writer’s case of observation in some schools in Indonesia, they tend to use more subject-related posters, particularly in the school where he attended at the time. The posters were usually animal features or other educational posters. However, emotional recognition through these posters is less emphasized. It may contribute to a broader context in some schools in Indonesia. The emotional awareness and expression in the educational system are not strongly emphasized in a form of visual communication compared to this particular school in Turku, Finland.

Cultural Norms and Values

The TIS in Finland follows a well-organized but flexible schedule when it comes to time. As previously explained, students receive SS times after each subject and are required to take a 15-minute break outdoors. Lunchtime is also strictly scheduled. The students are required to eat their lunch at midday, unless they have specific reasons such as fasting or illness. Apart from that, there is a similarity with some schools in Indonesia. If a student consistently arrives late or has many absences, teachers will keep track and communicate with parents. However, while some Indonesian schools expect students to arrive on time, their lunch breaks are less strict. It allows students to decide whether they want to go to the canteen or just stay in the classroom. Thus, both systems aim for balance, but they also have their own challenges. If the schools want to be strict, rigidity becomes a challenge, while if flexibility is more emphasized, it will become an unorganized learning environment.

When it comes to religious values, Finland has a Christian heritage, but there is a greater separation between religion and life values (Rinne et al., 2023). It means that spirituality is less integrated into daily routines and public life. In this context, the field of ethics exists to uphold the principles of morality, independent of any specific religious affiliation. Moreover, although some people are spiritual, religion is not a central part of everyday experiences. They still celebrate the Christian special days, but more as a culture. In the Indonesian context, spiritual values are considered central by most people. People integrate religion into daily routines, public life, and even the educational system. Practices like prayer break time become a part of school schedules. This case shows spirituality in both personal and collective life is still fundamental in this country.

Personal and Professional Growth

The writer’s experience teaching grade 3 students in TIS allowed him to find some novel perspectives, but also there is still something he could relate to from his previous teaching experience in Indonesia. He found that teaching children is always more fulfilling for him. In some Indonesian schools, based on the cases he observed, the competitive environment and varied family backgrounds lead to different emotional needs for students. However, in this particular school in the Finnish context, he noticed that the emotional aspect is well considered, and again, in this example, through an emotional recognition poster in the classrooms. Attending a school event like student assembly, where the students gathered and performed what they learned from the classroom and they expressed their emotion through their performance, inspired him to include this way of teaching in his future career path as an educator. Aside from that, the healthy friendships and equality among students were very good. This holistic approach to personal development in the field of education is something he targets to apply in the future.

Another point was that he learned that autonomy in the classroom is central in the TIS. For example, students were encouraged to read or draw when they finished their tasks early, which he found to be a completely new impression, as it is often challenging to engage students in his own experience in Indonesia. Basically, this approach is not commonly applied in Indonesia, especially in the schools where he was. The students would stick to the subject without much room for other independent activities such as reading or drawing. In Finland, anti-bullying efforts are part of what makes the educational system stand out. It represents their seriousness about tackling emotional support in education. Moreover, the well-supported facilities, starting from handicraft classrooms and the Wilma app to documentation cameras, are also what make the learning process much more efficient. These resources would be beneficial in Indonesia, but there are concerns about their proper management, knowing that this country is developing and the level of crime is still high. Besides, the lack of resources is also still a problem for some schools in Indonesia, especially in the context where he taught at the time. Uniquely, based on the Organization for Economic Co-operation and Development (OECD) (2022) data, Finland allocates approximately 5.4% of its GDP to education, whereas Indonesia allocates 20%, which is still insufficient (Yanuar, 2023).

In short, the Finnish government supports the school, and one of them is in the form of a cafeteria system and includes free meals for the students (Finnish National Board of Education, 2008). Similarly, in the recent curriculum, Indonesia has implemented a similar approach where there is free food for students, but in the form of distribution, not in a cafeteria system. It has been better progress, and while there are still some improvements needed, in this case, providing the cafeteria facility would even make it better, especially for those schools placed in the rural areas.

Initial Expectations and Reality

Before starting the internship, Yadi had high expectations for teaching at the grade 3 level because of his prior experience with children around this age. He expected that the classroom would be fun and engaging. The reality matched the expectations. He was able to connect well with the students. Surprisingly, they were even excited to learn, and this case made the teaching process enjoyable for him. Even at the end of the internship, he received some appreciation letters from several students. They expressed their gratitude for his time with them. This sign boosts his confidence in this profession as a teacher. Also, it reassured him that he had given his best effort in the teaching-learning process.

Initially, he expected the emotional support provided in the classroom to be similar to what he experienced in his home country, just a standard level of care without much emphasis. Apparently, the reality was far beyond his expectations. During his initial observation, he immediately recognized the emotional aspects of the learning environment, a stark contrast to his prior experiences in the Indonesian context. In this case, he saw that the teacher was professional in a way of managing both the students' emotions and their behaviors. The mentor teacher, Mrs. Adele, showed strong emotional support by praising every student for their efforts, regardless of the result, before providing the feedback. In another case, he even noticed a form of powerful reinforcement where she encouraged creativity during the art class where students collected stones from nature to create art. The teacher's praise on their work was what made the students engaged in the activity by actively discussing together the arts they created. Lastly, the school’s facilities even make the students even more engaged with their learning. For example, an iPad offered by the school sometimes allows students to play relevant activities with their subjects they learned. These activities were indeed under her supervision.

Conclusion

Overall, Yadi, as the writer of this report, is grateful for the chances and experiences he gained throughout this internship. From classroom observation to the teaching process, he was able to apply theories into a practical experience. Moreover, having the chance to become closer with both teachers and students helped him sharpen his teaching skills, which in this case were communication and classroom management. He also learned how important it is to adapt his teaching style to suit every student’s learning needs. This is another crucial skill he developed during his internship. His confidence in handling primary school learners even better, especially as he received appreciation and warm feedback from both the students and the mentor teachers.

What made this internship even more meaningful for him was how it even surpassed some of his initial expectations. What he learned in this case was about the emotional support and the overall learning atmosphere. He was impressed by how he could experience a school with a healthy balance between structure and emotional warmth among the students, especially how they connected with each other. They allowed students to learn and express themselves freely. The way the teachers tried to promote student creativity and valued their learning outcomes made him realize that emotional intelligence in education is another important thing to emphasize when he returns to his home country, Indonesia. He was also amazed at the availability of school facilities, starting from unique classrooms to technology. These facilities can even further support the teaching and learning process. In short, this internship has made him sure that he is on the right track with his career choice. As a result, he is determined to continue improving his teaching practices to make them even better.

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