NAME: KATHRINE ANNE POLIQUIT

COURSE&YR: BSED-ENG/2C

SYNTHESIZE LEARNINGS IN ENG221

As a scared student studying face-to-face in a traditional

classroom, I often find myself overwhelmed with anxiety and nervousness.
Walking into a room filled with new faces, engaging in class discussions,
and knowing that the professor is observing my performance can make me
feel self-conscious and afraid of being judged. The constant worry about
making mistakes or falling behind in class increases my anxiety and makes
these feelings stronger. When I first encountered the subject of language
policy, I felt a combination of curiosity and excitement. I admit that I’m
feeling quite scared and anxious as I introduce myself in this class
particularly because I'm not yet familiar with Ma'am Lumaday and how
she runs the class. However, when she shared a bit about her background
and her strong dedication as a servant of God, my nervousness quickly
faded away. On our first day, she run the class smoothly and she gave us
time to know her better. I remember how Ma'am Lumaday emphasized
greeting her synchronously with a "good morning" and a " goodbye". She
also preferred an alphabetical seating plan to easily recognize us.

As a student, I developed a deep admiration and fondness for

Ma’am Lumaday due to the way she spoke and shared her experiences in
class. Her words were captivating and filled with wisdom, making every
lesson engaging and inspiring. The tone of her voice and the passion with
which she delivered her lectures created an atmosphere of curiosity within
the classroom. I remember the moments when she shared personal reallife
examples, connecting the subject matter to our everyday lives. Her stories
not only made the concepts more relatable but also showcased her
expertise and genuine care for our learning. The way she spoke conveyed
not just knowledge but also a sense of empathy and understanding, making
us feel seen and heard.

To save time and speed up our learning process, we decided to

have a negotiation class in the evening and do our reporting during that
time and have a quiz during the face to face class, as a student, I find online
classes to be incredibly convenient, the online format offer us a sense of
comfort and safety by allowing to present our reports from the privacy of
our own space. This eliminates the fear of being physically observed or
judged by a large audience, providing a more relaxed environment for
sharing ideas and insights.

The ability to edit and review my work before sharing it with

others gives me a sense of control and allows me to fine-tune my
performance until I feel confident. However, there are instances when our
online classes don't meet Ma'am Lumaday's expectations. when it comes
to technical issues and connectivity problems. Unstable internet
connections, audio or video glitches, and platform compatibility issues
have been major sources of frustration and interruptions during lectures
and discussions. These disruptions disrupt the flow of the class, making it
difficult to follow the course content and actively participate. I must admit
that there are times when I struggle to stay awake and attentive. The
comfort of studying from home and the lack of immediate supervision can
make it easy to give in to sleepiness. The repetitive nature of online
lectures, especially when presented through recorded videos, can
sometimes make me feel bored and tired. Despite my efforts to stay
focused, there are instances when I find myself drifting off to sleep,
missing important information, and falling behind in class. It's a constant
challenge for me to find strategies to stay engaged and fight off the urge to
doze off during online classes as I think about my studies and my dream
of becoming a teacher, I've come to understand how important language
programs and policies are, especially in places where many languages are
spoken. My teacher, Ma'am Lumaday, always stressed the value of
language, and now I see how these programs and policies are crucial for
educators like me.

Language programs and policies are very relevant to my future as

a teacher. They give me guidance and a plan for teaching languages, so I
can create a good curriculum for my students. By understanding and
following these policies, I can make sure that my teaching meets the
standards and goals set by schools and education systems. These programs
and policies also help me create a classroom where everyone feels included
and supported. I can appreciate the different languages and backgrounds
that my students bring, which helps them feel proud of their own language
and culture. This creates a positive atmosphere for learning languages and
encourages all students to express themselves. Knowing about language
programs and policies also allows me to stand up for fairness in education.
I understand that it's important to give every language equal opportunities
and resources. By valuing and including different languages, I can
empower my students, protect their language rights, and contribute to a
more fair and equal society.

Overall, I see now that language programs and policies are directly
connected to my journey as a teacher. They shape how I plan my lessons
and teach, and they help me create a classroom where every student's
language and culture are respected. By understanding and following these
policies, I can become an effective teacher who helps students develop
their language skills, appreciate different cultures, and feel included in
their education.