Tran Thi Phuong Quynh
INTRODUCTION
The four-day practicum at Thai Binh Duong University (TBDU) and the Naval Academy in Nha Trang was a profoundly enriching experience that significantly influenced my professional development and personal growth. Engaging in a diverse set of activities, including workshops, microteaching sessions, seminars, and a gala dinner, I not only refined my teaching skills but also built strong bonds with my peers. This essay reflects on the key experiences of this practicum, highlighting the development of analytical, planning, communication, and cultural competency skills, and the value of teamwork and community in education.
WORKSHOP AT THAI BINH DUONG UNIVERSITY
The practicum began with a workshop at TBDU on May 28, which involved two group presentations and six poster presentations focusing on various issues in English Language Teaching (ELT). This experience was instrumental in developing my analytical and assessment skills. As I prepared and delivered my presentation, I had to critically evaluate existing teaching methods and their effectiveness. Providing and receiving constructive feedback during the peer review process further enhanced my ability to analyze educational practices comprehensively.
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One of the highlights of this workshop was designing the poster for my group's presentation. I have always had a passion for decorating and designing, and this task allowed me to showcase my creative skills. Crafting the poster was not just about making it visually appealing, but also ensuring that it effectively communicated our key points. This experience reinforced my belief that good design can significantly enhance the delivery and reception of educational content. It also emphasized the importance of integrating visual elements into teaching to make learning more engaging and accessible.
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Participating in the workshop also underscored the importance of clear and effective communication. Presenting complex ideas to an audience of peers and professors required me to articulate my thoughts succinctly and respond thoughtfully to questions. This experience highlighted the necessity of adapting my communication style to different audiences, a skill that proved invaluable throughout the practicum.
CLASS OBSERVATION
In preparation for our microteaching sessions, we had the opportunity to observe classes at TBDU a day in advance. This experience was crucial in helping us understand the students' current proficiency levels, learning styles, and classroom dynamics. Observing the students interact with their regular instructors provided invaluable insights into effective teaching practices and areas where we could make meaningful contributions. These observations were particularly focused on low-level students, which presented a unique set of challenges.
Class observation allowed me to tailor my lesson plans more effectively to meet the students' needs. I noted how the students responded to different teaching methods, the types of activities that engaged them the most, and the common challenges they faced. This informed our approach, enabling us to design lessons that were not only educational but also engaging and relevant to the students.
MICRO-TEACHING AT THAI BINH DUONG UNIVERSITY
On May 30, we engaged in microteaching sessions, where we directly taught first and second-year students at TBDU. This was one of the most challenging and rewarding aspects of the practicum. Divided into four large groups, each responsible for a different class, we had to design and deliver lessons tailored to the students' proficiency levels, ranging from A2 to B1.
Despite our class observations focusing on lower-level students, our microteaching assignments were in high-level classrooms. This contrast was initially daunting, as it required a significant adjustment in our teaching approach. However, it provided an excellent opportunity to demonstrate adaptability and flexibility in our instructional strategies.
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The process of planning and delivering these lessons significantly developed my planning skills. Designing engaging and effective lesson plans required thorough preparation and adaptability. We had to ensure that our lessons met specific learning objectives while being engaging and appropriate for the students' levels. This involved numerous revisions and collaborative discussions with my teammates, fostering a deep sense of teamwork and shared responsibility.
Microteaching also provided valuable insights into classroom dynamics and management. Observing and interacting with students allowed me to refine my instructional strategies and understand the importance of flexibility in teaching. I learned to prioritize activities that were most beneficial for the students, adapting my lesson plans on the fly to maintain engagement and meet learning goals.
SEMINAR AT VIETNAM NAVAL ACADEMY
In the afternoon of May 30, we conducted a seminar at VietNam Naval Academy, sharing effective English learning strategies with the cadets. This experience was particularly enlightening in terms of developing cultural competency. Teaching cadets, who had different educational backgrounds and learning needs compared to university students, required us to adapt our materials and approach to fit their context.
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This seminar reinforced the importance of cultural awareness in teaching. We had to ensure that our examples and teaching methods were relevant and respectful of the cadets' experiences and expectations. This experience broadened my understanding of how cultural factors influence learning and highlighted the need for culturally responsive teaching practices.
GALA DINNER
The practicum concluded with a gala dinner on the evening of May 30, a celebratory event filled with cultural exchanges, performances, and heartfelt speeches. Being honored as the master of ceremonies (MC) for the gala dinner was a highlight of my experience. This role allowed me to combine my passion for the stage and performance with my teaching and communication skills. I took pride in orchestrating the evening's events, ensuring that everything ran smoothly and that all participants felt included and celebrated.
The gala dinner underscored the importance of community and mutual support in education. The event was a testament to the strong bonds we had formed over the four days. Sharing this experience with my MATESOL2022B classmates, who came from diverse backgrounds but shared a common goal, was truly heartwarming.
The camaraderie and mutual support we developed during the practicum were perhaps the most impactful aspects of the experience. From strangers, we became friends, supporting each other through challenges and celebrating each other's successes. This sense of community not only made the practicum more enjoyable but also reinforced the importance of collaboration and support in professional growth.
EMBRACING CHALLENGES & CHANGES
In conclusion, the practicum at Thai Binh Duong University and VietNam Naval Academy has been an invaluable journey of professional and personal growth. The experiences and lessons learned have significantly enhanced my analytical, planning, communication, and cultural competency skills. The strong sense of community and teamwork that developed during the practicum has reinforced my belief in the power of collaboration in education. Moreover, my love for challenges and change has been a driving force throughout this journey, pushing me to continuously adapt and innovate in my teaching practices. This practicum has not only enriched my teaching repertoire but also deepened my passion for education and my commitment to fostering a dynamic and inclusive learning environment.
CONCLUSION
One of the most significant aspects of my practicum experience was my love for challenges and changes. Raised in a family with a three-generation legacy of educators, I have always been imbued with a passion for teaching and the drive to continuously improve. Each new teaching environment, each new group of students, presented unique challenges that required adaptability and innovation. My fervent aspiration to become a professional actor has found its unique stage in the classroom, where my students are my audience. This practicum allowed me to embrace the dynamic nature of teaching, constantly adapting my methods and strategies to meet the diverse needs of my students.