portfolio
Nha Trang Practicum Trip
Group 4.2 - MATESOL 2022
May, 2024
OUr Supervior
Meet
Vo Thi Nu Anh Ph.D,
Ms. Nu Anh - our supervising teacher, embodies an unparalleled dedication to nurturing students' growth. With decades of teaching experience and a wealth of knowledge in her field, she has been the cornerstone of our internship group in Nha Trang.
Ms. Nu Anh’s patience and unwavering support have been instrumental in guiding us through every step of the internship process. Her insightful advice and encouragement have not only enriched our learning experiences but also inspired us to strive for excellence in our endeavors. Ms. Nu Anh’s commitment to education is evident in her tireless efforts to ensure that each student achieves their fullest potential, making her an invaluable mentor and role model to all of us.
Truong Thi Minh Thu - ID: 22814011149
- Leader of group 4.2 - coordinated and assigned roles for group members
- MC for the “Scientific Research Workshop” at Thai Binh Duong University
- MC for the “Seminar on English Language Learning” at Vietnam Naval Academy
- Teacher for the Microteaching
- Preparing lesson plan and PowerPoint for microteaching
- Preparing teaching tools and rewards for microteaching
- Performer at the Gala Night.
- In charge of taking photos behind the scenes for the practicum trip
Meet
OUr team
Le Thi Mai - ID: 21814011128
- Prepare part of the Seminar tips and tricks content and questions for it before the revision.
- Present the later part of speaking skill at the Seminar.
- Prepare the lesson plan for the Post-teaching stage, make Slides, and demonstrate teaching for this part.
- Take part in musical performance at Gala
- Make the content and design the Revised Lesson Plan and Observation parts in the Portfolio.
Nguyen Thi Thao Hien
ID: 21814011113
- Write the abstract for the Research article for the workshop
- Present the first 2 parts of Speaking skills in the Seminar
- Preparing Activity 5 in the lesson plan and PowerPoint for microteaching
- Teacher of Microteaching
r
Dinh Cao Thao Nguyen
ID: 22814011130
- Synthesizing the contents and illustrating the poster for the workshop.
- Planning, suggesting, and completing ideas for the seminar.
- Preparing the lesson plan and PowerPoint for microteaching, teaching an eight-minute section in the lesson plan.
Meet
OUr team
Nguyen Nhu Quynh
ID: 22814011141
- Preparing PowerPoint for Microteaching and Seminar
- Preparing and teaching Activity 1 in the lesson for the Microteaching
- Perform at the Gala Night
- In charge of taking photos behind the scenes for the practicum trip.
Tran Minh Quang
ID: 22814011139
- Coming up with ideas and content, being the main presenter for the workshop.
- Shaping and contributing to the development of content for the seminar.
- Preparing the lesson plan and PowerPoint for microteaching, and conducting teaching according to the lesson plan.
tHAI BINH DUONG UNIVERSITY
Vision
Thai Binh Duong University is a prestigious coastal university, capable of gathering excellent faculty and promising students in an environment of integrity and international standards in education.
Mission
Thai Binh Duong University disseminates and develops knowledge to educate learners capable of autonomy in life and profession, adapting to the global economic, social, and technological environment, and becoming useful, happy citizens who contribute positively to the sustainable development of the local community and society.
tHAI BINH DUONG UNIVERSITY
We are deeply grateful to Thai Binh Duong University for the warm welcome extended to our internship group. The well-prepared food and drinks were not only delicious but also a thoughtful gesture that made us feel immediately at home. The welcome performance was a delightful and vibrant start to our visit, showcasing the dynamic creativity that the university is known for. The comprehensive introduction to the university helped us get acquainted with its rich history and diverse community, highlighting the open environment that fosters innovation and collaboration. Thank you for making our arrival so memorable and for setting a positive tone for our internship experience.
Core Value
Integrity:
Ensure practicing kindness and honesty in speech and actions.
Academic freedom:
Ensure support for expanding the scope of exploration and research.
.
Respect for diversity:
Ensure support for diversity based on
respect for truth, dignity, justice, fairness, and principles.
Responsibility:
Ensure personal responsibility affirmation before each choice and action decision.
Innovation:
Ensure support for creative solutions.
Harmony:
Ensure consideration of all necessary elements in making action decisions.
NHA TRANG UNIVERSITY
Vision
Nha Trang University aims to become a prestigious multi-disciplinary institution by 2030, excelling in education, scientific research, and technology transfer. It aspires to be a leading university in Southeast Asia, particularly in the fields of fisheries and marine economics.
Mission
The mission of Nha Trang University is to provide high-quality education, conduct scientific research, transfer technology, and offer specialized services. It focuses on the fisheries sector as its strength, meeting the socio-economic development needs of the community and the country.
Core Value
Pioneering:
The university is committed to leading and innovating in the fields of education and research, striving to be at the forefront of academic and technological advancements.
Unity:
Emphasizing the importance of teamwork and collaboration, the university fosters a sense of community and mutual support among its members.
Integration:
The institution values global perspectives and actively seeks to incorporate international standards and practices in its curriculum and research initiatives.
Dynamism:
The university promotes an energetic and proactive approach to addressing challenges, encouraging creativity and adaptability.
Responsibility:
Accountability and ethical conduct are central to the university’s operations, ensuring that all actions and decisions align with its mission and values.
NHA TRANG UNIVERSITY
Our trip to Nha Trang University was both informative and visually delightful. The tour provided us with a comprehensive introduction to the university, highlighting its academic programs and research initiatives. The campus itself is beautifully landscaped, featuring numerous picturesque sights and a stunning view of the sea, which adds to its serene and inspiring environment. The warm and welcoming atmosphere, combined with the impressive facilities, made our visit an enriching experience, showcasing the university's commitment to excellence in education and research.
NAVAL ACADEMY
Naval Academy was established on April 26th, 1955, in Nha Trang city, Khanh Hoa province. It is a leading center for training and scientific research within the Military and the Navy, and a prestigious university in the national university system. With a team of highly qualified staff, and lecturers, as well as modern, synchronized facilities and equipment, the Academy provides excellent conditions for teaching, learning, and scientific research. The Naval Academy is an excellent environment for the youth to develop their character and skills, realize their dreams and ambitions, establish their careers, and contribute to the cause of building and defending the nation.
Naval Academy extends a warm and enthusiastic welcome to our internship group visiting Nha Trang. They provide us with comprehensive support throughout your stay, including organizing insightful seminars and interactive sessions. The students, known for their remarkable talent, dedication, and friendliness, are eager to collaborate and share their knowledge and experiences. The vibrant atmosphere at the Academy, combined with the natural beauty of Nha Trang, creates an inspiring setting for both personal and professional growth.
***Ref: https://hocvienhaiquan.edu.vn/
Translated by Nguyen Thi Thao Hien
Part 1:
Preparation
PART 1: PREPARATION
1.1 THE REVISED LESSON PLAN
The English 3 - D4 class at Thai Binh Duong University, consisting of around 30 non-English-majored students aged 18-19, is characterized by their pre-intermediate proficiency level (A2-B1). These students can grasp and utilize everyday language for personal details, shopping, and immediate contexts. Their expanding vocabulary supports communication in routine scenarios, describing their background and necessities.
They understand basic grammar, including common tenses, but find complex structures challenging. They can comprehend straightforward texts and audio on familiar subjects, yet intricate details may elude them. In speaking and writing, they manage basic interactions and express simple opinions using elementary language, though advanced vocabulary and structured writing pose difficulties. The 50-minute sessions in Room A203 aim to enhance these skills within their learning scope.
THE REVISED LESSON PLAN
In the last session (Section 4C), we explored motivation, analyzed fillers in a podcast, practiced future tense with “will” and “won’t” for promises and decisions, and worked on pronouncing /p/ and /b/. Currently, in Section 4D, teachers are focusing on engaging students through active feedback and encouraging a positive mindset, praising their gradual improvements, openness to new ideas, and accomplishments.
The primary goals are to combine reading, listening, and speaking activities, creating an immersive language learning space. It aims to introduce phrases and structures for positive feedback, showing how it can lead to improvement and confidence. The lesson encourages students to discuss the feedback in their real life.
Additionally, the lesson plans to expand students’ vocabulary on giving encouraging feedback for practical use. By the end, students should be able to recount experiences of receiving or offering feedback.
THE REVISED LESSON PLAN
The lesson plan comprises nine activities designed to deepen students’ understanding and application of giving feedback. Activity 1 aims to engage students by activating their prior knowledge and introducing the concept and importance of feedback. Activity 2 prompts students to describe scenarios and brainstorm constructive alternatives, making the content more relatable. In Activity 3, students evaluate different feedback expressions and explain their reasoning, providing practical examples for reference. Activity 4 offers practice in listening skills, while Activity 5 educates on the methods of giving encouraging feedback.
Activity 6 focuses on teaching specific phrases for positive feedback, allowing students to transform unhelpful comments into supportive ones and discussing the changes.This activity also includes reflecting on the learning process and discussing how to apply these phrases in real life. Activity 7 is dedicated to enhancing students’ abilities to provide encouraging feedback across various contexts. Finally, Activities 8 and 9 assist students in connecting the lesson’s content with their personal experiences, aiming to improve their ability to offer better feedback in real-life situations. This comprehensive approach ensures that students not only learn about feedback but also how to effectively implement it in their daily interactions.
1.2 OBSERVATION
- We were delighted to have the chance to see Ms. Thanh Hien and her exceptional class. She has the aptitude to instruct with ease and in a relaxed manner. She used concise vocabulary and straightforward language structures at an acceptable pace, using several engaging exercises to successfully convey the lesson.
- All the students exhibited endearing, energetic, and collaborative behavior. All of these factors contributed to the creation of a remarkable environment.
- Initially, Ms. Thanh Hien started the warm-up exercise by engaging the students in a game that included reviewing the vocabulary from the most recent session. The two groups of students were enthusiastic about actively participating in a game where they had to silently explain vocabulary words for the other members to guess.
- After engaging the students in energetic warm-up exercises, Ms. Thanh Hien provided a comprehensive introduction to the new lesson on free time activities, ensuring that the students have a clear understanding of what they would be learning.
- At each stage, she ensured that students understood the objective and were capable of both answering questions and using their knowledge to discuss their preferred leisure activities.
- Finally, she made sure to reiterate the key topics for the day, and we were quite impressed by how she encouraged all the pupils to actively apply the lesson by expressing their thoughts and sharing their own ideas. Furthermore, this was also the method via which students may get a better grade for the course.
- Time: 10:00 – 11:25
- Date: May 29, 2024
- Unit 10: Entertainment
- SKILL: Listening
Host instructor:
Ms. VAn Thi Thanh Hien
Class: English 4 – D3
Part 2:
Microteaching
Part 2: Microteaching
Page 12 of 15
Host instructor: Mr. Trần Trung Anh
Class: English 3 - D4
Time: 9:50 - 11:25
Date: May 30, 2024
Content: Unit 4 - Lesson D - Speaking
Regarding the teaching performance of each group member on Speaking skills on May 30th, 2024, we tried our best to showcase our teaching abilities and create an exciting and enjoyable atmosphere for the students. With the enthusiastic support from our dedicated host-supervisor, Mr. Trung Anh, we received a lot of assistance and valuable feedback to improve our teaching performance.
We referred knowledges from the courses of English Linguistics, Techniques in TESOL and mostly of Advanced Teaching Methodology for the demonstration. Through the tasks we designed about “using encouraging feedback,
students can practice giving and receiving positive feedback to improve their speaking skills.
Part 2: Microteaching
Page 11 of 15
During our teaching performance at Thai Binh Duong University, we employed the Task-Based Language Teaching (TBLT) method to enhance students' speaking skills. This approach emphasizes the use of meaningful tasks to encourage natural language use and improve communicative competence. One of the key strengths of using TBLT is its focus on real-life communication, which significantly increased student engagement and motivation. By participating in tasks that resembled real-world scenarios, students were more enthusiastic and proactive in using English.
Strenghts & challenges
Page 13 of 15
One of the key strengths of using TBLT was the positive impact on both our teaching performance and student engagement. By designing activities that closely resemble real-life scenarios, we were able to create a more dynamic and interactive classroom environment. For instance, we organized role-plays, pair work, and group discussions on topics of giving encouraging feedback. This not only made the lessons more interesting but also provided students with practical opportunities to practice speaking in a supportive setting.
However, there were also challenges. While some students thrived in the interactive activities, others struggled to keep up, which sometimes led to feelings of frustration and demotivation. Additionally, managing classroom dynamics and ensuring that all students were equally involved required careful planning and monitoring.
Teaching Performance
Thanks to the supervisor's mindful intervention, we were able to improve our weaknesses and ensure good learning outcomes. Overall, we have learned a lot from each other's teaching experiences and received enthusiastic feedback from the host-instructor and our supervisor. These are invaluable lessons that will help us improve our teaching skills in the future.
We have truly had many memorable experiences participating in microteaching. We are also immensely grateful for the thorough preparation and professionalism shown by the professors at Thai Binh Duong University. And we would like to express the gratitude to our supervisor - Dr. Vo Thi Nu Anh for her continuous support and enthusiastic guidance.
Part 3:
Workshop and Seminar
Workshop
ELT Issues
During the workshop held on the first day of the practicum at Thai Binh Duong University, we engaged in various activities that enriched our understanding of issues in English Language Teaching (ELT). The workshop provided us with a platform to explore different topics and share valuable insights.
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Presentation Abstract
The study aims to assess the effectiveness of an inquiry-based learning (IBL) approach in aiding vocabulary acquisition among 11th-grade students at Viet Anh High School. A sample of 33 students from two classes was selected using convenience sampling. The study employed a quasi-experimental design with one control group and one experimental group. The experimental group underwent three periods of IBL treatment, while both groups took a post-test. Results showed a significant difference in post-test scores between the experimental (83.21) and control groups (66.00). Additionally, feedback from an attitude questionnaire favored the IBL approach over the conventional method, citing higher interest levels (92.9% vs. 78.9%), preference towards the teacher (21% vs. 56%), environment (29% vs. 11%), and activities (29% vs. 11%). The experimental group also displayed greater curiosity and desire to continue with the method in the future. The study concludes that IBL positively impacted vocabulary expansion, language application, motivation, and retention. It suggests IBL as an effective strategy for teaching vocabulary in English as a Foreign Language (EFL) classrooms in Vietnamese contexts, potentially enhancing the learning environment and student engagement.
Poster Presentations
One of the highlights of the workshop was a series of presentations by fellow participants and TBDU lecturers. We had the privilege of listening to their research on a wide range of ELT-related subjects. Additionally, the workshop included a poster presentation segment, where each group had the opportunity to showcase their research. Our group chose to present on the topic of "Using Inquiry-Based Learning in Teaching Vocabulary to Teenagers at a Private High School in Ho Chi Minh City." We shared the content of our research and received valuable feedback from various individuals, including our classmates, lecturers from USSH and lecturers from TBDU. The feedback we received was detailed and dedicated, serving as a solid foundation for refining our topic and implementing it more effectively in the future.
~~~~~~~~~~~~~
~~~~~~~~~~~~~
No. | STUDENTS | ACTIVITIES | ||
Planning and designing content | Preparing poster | Making presentation | ||
1. | Truong Thi Minh Thu | x |
| |
2. | Le Thi Mai | x |
| |
3. | Nguyen Thi Thao Hien | x | ||
4. | Dinh Cao Thao Nguyen | x | x | |
5. | Nguyen Nhu Quynh | x |
| |
6. | Tran Minh Quang | x | x | x |
Workshop Roles & responsibilities checklist
Effective English learning methods
Date: 30/05
Location: Naval Academy
The seminar held on the third day of the practicum at the Naval Academy aimed to explore effective English learning methods across all aspects of English Language Teaching (ELT).
Seminar
As a group, our responsibility was to focus on sharing theories and strategies related to the speaking aspect of English learning with the Naval Academy students. During the seminar, we actively engaged in discussions with the students, identifying the areas in which they often face difficulties when speaking English. These areas included vocabulary, grammar, pronunciation, and other aspects related to effective communication. Drawing from our theoretical knowledge and personal practical experiences, we provided the students with practical methods and techniques to help them overcome these challenges. Our goal was to equip them with the necessary tools to enhance their speaking skills.
Additionally, the seminar provided us with a valuable opportunity to learn from our classmates. They shared their insights and experiences regarding effective English learning methods in other aspects of ELT, such as listening, writing, reading, vocabulary, and grammar. The seminar at the Naval Academy was a delightfully happy experience, thanks to the supportive and enthusiastic participation of the students. They eagerly shared their insights and experiences on effective English learning methods, creating a joyful atmosphere throughout the event.
No. | STUDENTS | ACTIVITIES | ||
Planning and designing content | Preparing slides | Making presentation | ||
1. | Truong Thi Minh Thu | x | x |
|
2. | Le Thi Mai | x | x | |
3. | Nguyen Thi Thao Hien | x | x | |
4. | Dinh Cao Thao Nguyen | x | x | |
5. | Nguyen Nhu Quynh | x | x | |
6. | Tran Minh Quang | x |
| |
Seminar Roles & responsibilities checklist
Part 4:
Other Activities
Nha Trang Oceanography Institute
Our visit to the Nha Trang Oceanography Institute was both educational and visually captivating. We had the opportunity to explore the extensive marine exhibits and learn about various oceanographic research projects.
The institute's rich collection of marine specimens and interactive displays provided deep insights into marine biology and oceanography. Additionally, the picturesque surroundings of the institute, coupled with the beautiful coastal views, offered excellent photo opportunities. Overall, the trip was a memorable and enlightening experience that combined learning with the enjoyment of stunning marine scenery.
the Gala Night
The gala dinner on the last night of our practicum trip was a fantastic celebration of our achievements and efforts. The beautiful setting and delicious food added to the joy and festive atmosphere.
We were honored to have distinguished guests from Nha Trang University, Thai Binh Duong University, and the Vietnam Naval Academy, whose presence made the event even more special. Their support and recognition of our hard work were deeply appreciated.
The night was filled with delightful performances and inspiring speeches, providing a perfect opportunity to reflect on our journey and the friendships we formed. It was a rewarding and unforgettable experience that marked the culmination of our practicum.
Fantastic
memories
Part 5:
Individual Reflection
PROFESSIONAL SKILLS I HAVE LEARNT FROM THE PRACTICUM
1. Trương Thị Minh Thư
ID: 22814011149
Analytical/Assessment Skills
Communication Skills
Leadership Skills
Name: Trương Thị Minh Thư
ID: 22814011149
Page 14 of 15
Cultural Competency Skills & Collaboration
Here are PROFESSIONAL SKILLS I HAVE LEARNT FROM THE PRACTICUM
Planning Skills
Teaching Skills
Name: Trương Thị Minh Thư
ID: 22814011149
CHANGE IN BEHAVIOR AND PERCEPTION
Participating in the practicum at Thai Binh Duong University, Nha Trang University and Naval Academy has significantly transformed my behavior and perception as an educator. Reflecting on my various roles and contributions, I can confidently say that this experience has been pivotal in my professional and personal growth.
Firstly, as the leader of Group 4.2, my approach to leadership evolved from being task-focused to becoming more people-oriented. Initially, I thought effective leadership was about organizing and delegating tasks. However, coordinating and assigning roles to group members made me realize the significance of empathy, active listening, and understanding each member's strengths and weaknesses. Moreover, my role as the MC for the Scientific Research Workshop at Thai Binh Duong University and the Seminar on English Language Learning at the Naval Academy greatly improved my public speaking skills. I learned to overcome my anxiety, building my confidence and clarity in communication. Additionally, teaching microteaching sessions and preparing teaching tools enhanced my understanding of effective pedagogy. This experience deepened my cultural competency, enabling me to create more inclusive and engaging lessons. Last but not least, working as an assistant for the group's workshop and seminar, being in charge of taking photos behind the scenes for the practicum trip and as a performer at the gala night reinforced the importance of teamwork and collaboration. By actively contributing and supporting my peers, I recognized the strength of teamwork. This role taught me to appreciate preserving experiences for personal and professional development.
In summary, the practicum experience has been transformative, significantly altering my behavior and perception in various professional aspects.
PROFESSIONAL SKILLS I HAVE LEARNT FROM THE PRACTICUM
2. Lê Thị Mai
ID: 21814011128
Lê Thị Mai
ID: 21814011128
Lê Thị Mai
ID: 21814011128
Following this first experience, I’m seeking more opportunities to address sizable audiences in different kinds of events to help myself get more confidence. I firmly hold the belief that thorough preparation and consistent practice will enable me to conquer my phobia. I appreciate this journey. Ultimately, I have an increased sense of optimism, self-assurance, and resilience.
Individual Reflection
NGUYEN THI THAO HIEN - 21814011113
My recent practicum trip to Nha Trang was an unforgettable experience that significantly boosted my professional skills. During the trip, we engaged in a variety of activities, including workshops, micro-teaching sessions, poster presentations, and discussions. These activities offered valuable insights, challenged my preconceived notions, and contributed to my professional development.
Analytical/Assessment skills: When observing my peers' microteaching presentations at Thai Binh Duong University, I learned that experienced teachers excel in preparing engaging materials, managing unexpected situations, and involving students. This understanding deepened my appreciation for teachers and inspired me to enhance my teaching skills.
Planning skills: Planning activities like the workshop and gala taught me the importance of detailed preparation for successful events, from printing handouts to arranging performances. This experience has enhanced my skills in professional event planning and organization later on.
Communication skills: This trip helped me build stronger relationships with new classmates, who offered valuable career advice and teaching tips. I also learned to simplify instructions, saving time and aiding lower-level students in understanding lesson objectives more easily.
Cultural competency skills: Moving to another city exposed me to a different culture. During our visit to TBDU, lecturers highlighted differences between students in Nha Trang and Hồ Chí Minh City, which were evident during our microteaching session. Teaching diverse students underscored the importance of cultural competency and effective communication, helping teachers better understand and meet their students' needs.
Leadership skills: The trip highlighted the importance of leadership and adaptability in education. It taught me how to adjust teaching methods to engage students with varying motivation levels, reinforced by observing educators at Thái Bình Dương University and their discussions on student engagement. Effective educational leadership, I learned, involves being responsive to individual student needs.
Individual Reflection
CHANGE IN BEHAVIORS
The practicum program was one of the most unforgettable experiences during my Master's in TESOL. It expanded my knowledge, improved my teaching and soft skills, and broadened my horizons. The workshop at TBDU inspired me, especially the topic of "Global Englishes" which motivated me to explore and study further.
Through micro-teaching, I improved essential skills with constructive feedback, especially from Mr. Trung Anh, our supervisor at TBDU. I learned to give clear instructions to low-level students. Observing my confident and engaging fellow teachers taught me how to better interact with students. I also realized the importance of having clear communicative purposes in my activities and using facial expressions and body language to maintain a professional teaching style.
Additionally, the practicum helped me form new relationships, highlighting the importance of connecting with colleagues. During the last two days, I made new friends and shared teaching stories. I appreciated the positive attitude towards constructive feedback from my group members, and teamwork taught me the value of asking for advice.
In conclusion, the practicum allowed me to apply my learning, expand my knowledge, and build valuable relationships. It exposed me to a new teaching context, introduced me to new friends, and provided relaxing time with classmates. The memories from this practicum motivate and inspire me to continue developing my skills and knowledge for breakthroughs in my teaching career.
Individual Reflection
DINH CAO THAO NGUYEN - 22814011130
The practicum experience has been a rewarding journey that has provided me with numerous opportunities to develop and refine my professional skills. Through active participation in workshops, seminars, and microteaching activities, I have gained valuable insights and honed various abilities that will contribute to my personal growth. In this essay, I will discuss the professional skills I have acquired during this practicum and highlight their significance.
Communication skills
Analytical/Assessment skills
Effective communication skills are crucial in the practicum experience. Collaborating and working as a team are essential for accomplishing practicum tasks. Engaging in discussions and actively contributing ideas within my group has enhanced my communication abilities. I've learned the importance of patience and active listening during interactions with others. These skills will benefit not only my teaching career but also various professional settings where effective communication is vital..
As the primary content synthesizer for seminars and workshops, I've taken on the task of reading, learning, evaluating, and selecting information. This process has honed my data analysis and evaluation skills. Furthermore, through observing my group members' microteaching sessions, I've gained insights into the strengths and weaknesses of their lessons. This allows me to offer constructive suggestions to my peers and learn from their experiences to enhance my own teaching methods.
Meticulous arrangement and efficient content management are crucial when covering extensive material within limited time. Creating well-structured outlines and staying within time limits during speeches or lectures have become second nature. These skills are invaluable for future professional endeavors requiring effective time management and planning..
Planning skills
Individual Reflection
DINH CAO THAO NGUYEN - 22814011130
Cultural competency skills
Teaching in Nha Trang posed unique challenges, requiring me to adapt and engage passive learners actively. I adjusted my teaching methods, communicated assertively, and used body language effectively. These skills will help me thrive in diverse educational settings and connect with students from different backgrounds.
Leadership skills
The practicum experience has significantly contributed to the development of my leadership skills. Throughout the group work process, I have learned the importance of adaptability and social responsibility as key traits of effective leadership. Leading my group required me to adapt to various situations, take initiative, and guide my peers towards achieving shared goals. By assuming leadership roles, I have discovered the significance of motivating and empowering team members, fostering collaboration, and embracing responsibility. These leadership skills will undoubtedly benefit me not only in my teaching career but also in any future professional roles I undertake.
Individual Reflection
CHANGE IN BEHAVIOR AND PERCEPTION
During my practicum at TBDU in Nha Trang, my responsibilities included synthesizing content, illustrating workshop posters, leading seminar planning, preparing lesson plans and PowerPoint for microteaching, and assisting the leader in organizing tasks for other members. Through these contributions, I experienced significant changes in my behavior and perception.
Firstly, I gained more confidence in my abilities as an educator. Positive feedback and encouragement from supervisor, lecturer of TBDU, as well as other group members boosted my self-esteem and belief in myself. I learned to trust my instincts, take calculated risks, and improve my overall performance.
Secondly, I developed a strong appreciation for collaboration and teamwork. Working closely with group members showed me the power of collective intelligence. I valued diverse perspectives and ideas, which enriched the learning process and led to innovative solutions. I also enhanced my interpersonal skills and became more open-minded and receptive to different viewpoints.
Lastly, this practicum emphasized the importance of continuous learning and growth. I recognized the ever-evolving nature of education and the need to stay updated with research and best practices. Embracing a growth mindset, I actively sought professional development opportunities, reflected on my teaching practices, and actively sought feedback to improve my skills.
NGUYEN NHU QUYNH - 22814011141
Individual Reflection
Engaging in the practicum at Thai Binh Duong University, Nha Trang University, and the Vietnam Naval Academy has been a profoundly enriching experience, significantly enhancing my professional capabilities. Throughout this period, I have cultivated a variety of skills essential for my career development.
- Analytical/Assessment Skills: During the practicum, evaluating my teaching performance and providing feedback to peers helped refine my analytical abilities. I learned to critically assess teaching methods, identify strengths and areas for improvement, and apply this knowledge to enhance my instructional techniques.
- Planning Skills: Organizing workshops, seminars, and lessons improved my planning skills. I developed detailed lesson plans, coordinated event logistics, and anticipated potential challenges. This experience emphasized the importance of preparation and organization in ensuring the success of educational activities.
- Communication Skills: Engaging in presentations, discussions, and microteaching sessions enhanced my communication abilities. I learned to convey ideas clearly, adapt my speaking style to different audiences, and build confidence in public speaking.
- Cultural Competency Skills: Teaching students from diverse backgrounds enriched my cultural awareness. Interacting with students and educators from various cultural contexts broadened my understanding of different perspectives and teaching methods, enabling me to create more inclusive and engaging learning environments.
- Leadership Skills: Working within my group, I developed leadership skills by contributing effectively and supporting my peers. I learned the importance of active participation, empathy, and collaboration in fostering a productive and supportive team environment.
NGUYEN NHU QUYNH - 22814011141
Individual Reflection
CHANGE IN BEHAVIORS
Reflecting on my practicum experience, I can confidently say that it has been transformative both professionally and personally.
Initially, I struggled with social anxiety and was often nervous when speaking in front of large groups. However, the practicum provided numerous opportunities for public speaking and presentations, which helped me overcome my anxiety. I learned to manage my nervousness and communicate more effectively, building my confidence in the process.
Working with a diverse group of peers also shifted my perception of teamwork. I realized the importance of actively contributing and supporting my team members. This experience taught me that effective collaboration involves listening to others, valuing their input, and working together towards common goals.
Teaching students from different cultural backgrounds highlighted the importance of cultural competency in education. I learned to appreciate and incorporate diverse perspectives into my teaching methods, creating a more inclusive and effective learning environment.
Overall, the practicum experience has significantly shaped my behavior and perception as an educator. It has equipped me with essential skills and insights, fostering my growth and development. This journey has inspired me to continue improving my teaching abilities and to embrace new challenges with confidence and optimism.
Individual Reflection
TRAN MINH QUANG - 22814011139
Undesirable personal circumstances elevated the importance of the recent practicum trip to the wellbeing of my mental health. The trip embodies the polar opposite of the master programme journey thus far: endearingly short and densely packed with emotional memories as opposed to the long and excruciatingly challenging process.
From this experience, I have reevaluated my stances and capability as both a teacher and a learner, and from that, gained a glimpse of enlightenment into this path of pedagogy.
- Analytical/Assessment skills: From my observation and review of the presentation on microteaching of my peers at TBDU (Thai Binh Duong University), my shortcomings in teaching abilities have been exposed. Despite a well-presented charisma and rapport building, my methodology and approaches are mediocre compared to that of my peers. My appreciation for fellow teachers, thus, has grown tremendously.
- Planning skills: From my participation in planning for the workshop and gala, I have come to understand the effort and preparation needed for any successful events, regardless of scale and importance. A sharp wit for predicting the potential reactions of the audience and a meticulous mind for engineering all possible counteract for any foreseeable problems are essentials for a smooth event. I have had the pleasure and opportunity to sharpen both thanks to this valuable experience.
TRAN MINH QUANG - 22814011139
Individual Reflection
- Communication skills: Prior to this trip, my social connections to other classmates could be described as acquaintances at best. This short but eventful practicum has strengthened the bonds that I had, has given me another perspective on other people and has shown me the flaws of my hubris. Though not all bonds are equal, I started to appreciate my fellow colleagues more.
- Cultural competency skills: While the majority of my microteaching experience was within the range of my expectation, there were subtle yet noticeable to the keen eyes in the general reception of the crowd. The usually stark contrast in culture was not encountered, at least in a professional setting. There were minor but evident differences though, especially in the reactions and expectations of fellow colleagues in Nha Trang when it comes to student-teacher boundaries.
- Leadership skills: As learned in the master programme, being a teacher is akin to being a leader, and depending on the scale of the classroom, different types of leaders are needed. Since it is my forte, I was given plenty of opportunities to apply it in real situations.
TRAN MINH QUANG - 22814011139
CHANGE IN BEHAVIORS
A good teacher is an eternal student. Thus, this brief journey, while not as transformative as the classic one to the West, is conducive to changes in not just my professional aspect but even in more personal affairs.
The first step to improvement is the acknowledgement of weaknesses, and there is no better chance to do so than to observe, evaluate, and reflect upon the presentation of fellow colleagues. The opportunity to learn from firsthand experience, especially with various samples and models to mirror, was a thrill. To cap that off, I was able to present my skills for critical criticism and constructive feedback. My strength in building rapport and engaging in charismatic exchanges was given credit, but that alone could not atone for my lacking methodology and mediocre approach. Further experimentation and research are needed to improve those aspects, and as my supervisor proposed, having a general framework and goal for teaching could assist me greatly in future endeavors.
Besides personal growth, the most intriguing aspect of this practicum is the discussion on leadership and my personal observation on leadership at play in real situations. While in general, as discussed and agreed on, leadership is given to individuals that possess qualities that could best serve the mass such as dependability, responsibility, and decisiveness, in reality, leadership is seldom given but is actually surrendered and seized by individuals that possesses more dominant traits. When it comes to teaching, however, several intriguing points were noted. To clarify, leadership has remained a crucial aspect of pedagogy as the ability to command is crucial in teaching. As teachers, in a traditional setting, respect is given by the students, granting them the position of leader. In a modern classroom setting, however, students, especially the later generation, have a tendency to challenge the prestige and domain of the teachers. They are raised in a culture where social hierarchy is less prominent than it was in the past. Thus, for teachers at present to obtain the position of leadership and earn the respect of students, they must exercise various tactics depending on the scale of the classroom and the crowd. The same event applies to teachers to teachers, my colleagues and I, in real situations. The right and the burden of shot-calling is tightly hung on a tug between those pushing the position away and those clinging onto it. It was an interesting observation.
In short, the practicum to Nha Trang, though brief and intensive, plays an instrumental role in shaping my view for leadership, pedagogy, and the entire academic career. My only regret was that the journey was not to an English-speaking nation where cultural differences and languages navigation are more at play.
Thank
you