Group 4B
Pham Anh Nhu's reflection
INTRODUCTION
This reflection report captures my professional and personal growth throughout the practicum co-organized by the Faculty of English Linguistics and Literature, USSH-VNUHCM and the Faculty of English for Specific Purposes, FTU. Over the course of three days, I engaged in a series of classroom observations, teaching practices, academic events, and collaborative projects. More than a practicum, this experience became a turning point that deepened my understanding of educational professionalism and academic community engagement.
PROFESSIONAL SKILLS I HAVE LEARNT FROM THE PRACTICUM
One of the most significant skills I developed was the ability to analyze and assess teaching practices. Through class observations and pre-microteaching discussions, I had more ideas for effective classroom strategies and learner engagement. On the first day, observing Ms. Ngô Thị Thanh’s class, EAB102(2425-2)GD.1+2.2, allowed me to learn how to conduct ESL (English as a Second Language) activities for students majoring in French Business and Chinese Business, to promote a dynamic and inclusive learning environment as English is their third language. This observation gave me valuable insights into lesson delivery, particularly in how the teacher skillfully facilitated student interaction during communicative tasks related to making requests from Unit 6 of the coursebook “Business Partner A2+”. I noted how she scaffolded functional language before group activities, modeled polite expressions for workplace scenarios, and encouraged peer feedback to reinforce learning. These techniques are useful to creating authentic speaking opportunities, building learner confidence in business communication, and integrating soft skills training into language lessons, which I am eager to adapt in my future teaching. I was also able to contribute my reflections to group discussions in a meaningful way, especially during the planning and rehearsal stages of our microteaching. Before the actual teaching day, our group collaboratively planned the lesson and held at least three rehearsals. During these sessions, each member practiced their assigned part while the rest of us observed, gave constructive feedback, and evaluated the effectiveness of the activities. We approached the lesson from a learner's perspective, asking ourselves whether the tasks were engaging, appropriate, and clear. Together, we adjusted the pacing and transitions, helped one another refine instructions, and kept track of timing to ensure everyone had a chance to shine without exceeding the session limit. These rehearsals became valuable peer-learning moments where I learnt more about using interactive websites, incorporating games for language practice, and delivering instructions in a more engaging way.
In addition to assessment, the practicum significantly enhanced my lesson planning skills. One of the most beneficial planning experiences was designing and delivering a lesson for class EAB121(2425-2)GD.1+2.10-K63, under the mentorship of Dr. Võ Thị Nữ Anh from USSH-VNUHCM and Ms. Nguyễn Ngọc Hà from FTU. The students, majoring in Law, were learning English to support their academic work and prepare for careers in global markets. To ensure the lesson was both relevant and effective, I anticipated potential challenges, such as students being hesitant to speak or having difficulty understanding fast-paced or unfamiliar accents in the video. I addressed these by providing sentence starters or speaking prompts, and pausing the video after the parts that provide the answer keys and let students elicit their answers. As a teacher, I also paid close attention to specifying my instructions during class time. For example, in the lesson plan, instead of vaguely writing “Teacher leads in today’s topic, Logistics”, I wrote: “Teacher says: The steps - tracking, storing, moving, and delivering products - are all part of logistics. Without logistics, online shopping wouldn’t work. Today, we’re going to learn how logistics works, and why it’s so important in e-commerce.”. This approach, in reality, helped me ensure clarity and improved teacher-student interaction. After students completed the listening task in Exercise 1, I followed up with the question, “Do you think the delivery methods that Amazon uses could work in Vietnam?” and used an online polling tool with multiple-choice responses (Yes / No / Not sure) to engage and encourage them to express personal opinions. This not only personalized the learning experience but also promoted intentional language use. Throughout the planning process, I collaborated closely with my group, conducted several rehearsals, and incorporated feedback from both mentors to refine the lesson. Following guidance from the mentors, our lesson focused on developing listening, reading, and writing skills, while grammar was briefly introduced and assigned as homework to maintain realistic timing. I also compiled and attached all supporting materials, including visuals, comprehension questions, and suggested answers, in the column “Note” to ensure transparency and coherence in the lesson documentation. Overall, this experience profoundly strengthened my lesson planning skills by pushing me to anticipate learner needs, design learner-centered activities, and communicate instructions clearly and purposefully.
Furthermore, the practicum offered numerous opportunities for me to strengthen my communication skills across various professional settings. From daily interactions with lecturers, peers, and event organizers to high-stakes public speaking roles, I continuously practiced and refined how to communicate clearly, respectfully, and effectively. One of the most memorable experiences was serving as the emcee for two major events: the workshop “Innovative Teaching Practices in ELT: Collaboration, Inclusion, and Technology in the AI Era” and the seminar “Empowering English Learners: Strategies for Developing Academic Language Skills and Autonomy.” Preparing for these events required far more than just delivering lines on stage. With the guidance of Mr. Long Thanh from USSH-VNUHCM, I drafted and revised the emcee scripts multiple times to ensure accuracy, clarity, and a formal yet engaging tone appropriate for academic audiences. The rehearsals, which were conducted both independently and with my co-host, were essential to polish our delivery, practice transitions, and prevent any missteps during the live events. During the actual events, I also had to apply quick thinking and interpersonal tact to manage real-time situations. For instance, when a presenter exceeded their allotted speaking time, I had to signal them discreetly and respectfully bring their segment to a close without disrupting the flow. Similarly, during Q&A sessions, I coordinated with the session facilitator to balance audience participation with time constraints, ensuring the program stayed on schedule. Smooth coordination and open communication with my emcee partner also played a critical role, as we had to support each other, adapt quickly to any last-minute changes, and maintain a confident presence throughout. These experiences not only boosted my public speaking confidence but also helped me develop a strong sense of professional stage presence, adaptability, and collaborative communication skills that are essential in both academic and real-world professional contexts.
Most importantly, serving as the group leader throughout the practicum was a transformative experience that significantly strengthened my leadership skills. As the elected leader of group 4B, I played a central role in organizing a wide range of academic and extracurricular activities, including coordinating our group’s microteaching sessions, assisting in planning the workshop, seminar, and GALA party, and overseeing numerous logistical arrangements. One of the core aspects of my leadership was maintaining clear and open communication. I ensured that all group members were regularly updated about schedules, task assignments, rehearsal timelines, and mentor feedback. I created shared documents to manage our plans and deadlines. I initiated group meetings with clear agendas to keep discussions focused and efficient. When challenges arose, such as last-minute changes in the program, scheduling conflicts, or dealing with deadline rush, I actively listened to concerns and worked to resolve them constructively. Delegating tasks effectively was another essential part of my role. I helped manage our group’s time and resources to meet tight deadlines without compromising the quality of our work. For example, I monitored the preparation and rehearsal progress of our microteaching session, kept track of our allotted teaching time, and supported members by giving feedback and troubleshooting problems during rehearsals. Throughout the practicum, I consistently worked to foster a positive team environment. In addition to these responsibilities, I also took on multiple event-related roles that called for leadership. I served as the emcee at the workshop and seminar, acted as a floor coordinator for the GALA party, and supported Mr. Tin, the tour leader during our practicum trip. These roles demanded adaptability and quick decision-making to unexpected situations. This leadership experience was not just about managing tasks. It taught me invaluable lessons in adaptability, accountability, communication, and strategic planning, all of which made me more confident and ready to lead in future academic or professional roles.
In short, the practicum helped me build a strong foundation of professional competencies - analytical thinking, effective planning, clear communication, and collaborative leadership - which I believe will be essential for my future as an educator and academic professional.
CHANGE IN BEHAVIOR AND PERCEPTION
Participating in this practicum journey profoundly reshaped my understanding of what it means to be an educator and a future academic. It was not merely about delivering lessons, but as a reflective academic committed to building a meaningful and wider academic community. Through classroom observations, I realized that teaching is not simply about conveying content but about building relationships and creating spaces where students feel heard, engaged, and respected. Watching FTU lecturers interact with their students with such attentiveness and adaptability made me reflect on my own approach. I became more aware of the importance of tone, body language, and responsiveness in shaping classroom dynamics. Beyond their work in the classroom, what impressed me deeply was witnessing FTU’s lecturers actively engage in academic discussions during the workshop. I observed how confidently they raised critical questions, challenged viewpoints, and engaged in constructive debate with the presenters, not to argue, but to seek clarity and deepen understanding. Their confidence and clarity of thought revealed their strong background in both teaching practice and academic research. It made me realize that excellent educators are also active researchers who constantly reflect, question, and refine their knowledge. I felt a deep sense of admiration and was inspired by their commitment to lifelong learning. These moments also sparked an important self-reflection in me: Am I investing enough time in my academic growth? What steps should I take to sharpen my critical thinking and research skills? These questions seemed to leave me with a strong sense of responsibility, to spend more time reading, researching, and joining in academic work. Altogether, this experience stirred a genuine aspiration in me, to one day take on an academic role where I can contribute meaningfully to university-level education and mentor students in the same thoughtful way.
My experience as a group leader during the practicum also transformed how I perceive leadership. Before the practicum, I approached leadership as a matter of assigning roles and ensuring timelines were followed. However, I then realized that effective leadership demanded more than organization. It required emotional awareness, patience, and the willingness to support others while managing my own workload. I became more intentional about checking in with group members and fostering a culture of open communication. These moments taught me to value empathy and accountability as essential leadership behaviors. This change in perception also deepened my understanding of collaboration. Rather than seeing teamwork as the sum of individual contributions, I came to value the collective process itself, such as how ideas evolve through discussion, how responsibilities are shared, and how mutual encouragement strengthens outcomes. For example, while I took on practical tasks such as lesson planning, script writing, and checking timelines, I also learned to step back when necessary, allowing others to lead while remaining a steady source of support. In particular, I delegated key responsibilities based on individual strengths: Mr. Quí and Mr. Sơn handled workshop presentations; Ms. Hà managed the group’s budget and expenses; Ms. Tuyết and Ms. Trúc organized gifts for the mentors and students. Meanwhile, I maintained an overview of the group’s progress to ensure cohesion. This distribution of tasks not only lightened the load but empowered each member to take ownership of their part. I appreciated the diversity of perspectives within the group and began to see myself as part of something larger than my individual role. This new perspective has reshaped how I approach group projects in general. In the future, I hope to approach team settings with an understanding that effective leadership is not about control, but about trust, clarity, and mutual respect.
Outside of the academic context, I found myself filled with a deep sense of gratitude and a bittersweet feeling that this meaningful journey had come to an end. Volunteering in various roles definitely pushed me beyond my comfort zone and helped me grow in unexpected ways, but what stayed with me most were not the tasks themselves, but the sense of purpose and connection they brought. More importantly, on the third day, witnessing the Memorandum of Understanding signing between the Faculty of English Linguistics and Literature, USSH-VNUHCM and the Faculty of English for Specific Purposes, FTU gave me a deeper sense of belonging to the academic community. I understood that education is not confined to the classroom. It is also about institutional engagement, partnership, and the shared pursuit of knowledge across contexts. This realization broadened my vision of the academic opportunities I can reach in the future. Then, when I stood at the GALA party, surrounded by classmates and lecturers from both universities, I felt not only joy and pride but also a quiet longing that the experience had passed so quickly. It was in that moment of reflection that I truly recognized how much I had changed - not just in skills, but in mindset and attitude. This practicum trip certainly sharpened my behavior, self-awareness, and motivation to grow into a well-rounded, responsible, and impactful educator. I now see myself not only as a student or teacher-in-training but as someone who genuinely wishes to contribute to the faculty and give back to the community that has given me so much. I am deeply thankful to the Faculty of English Linguistics and Literature at USSH-VNUHCM for creating this opportunity. I hope to stay connected, grow further under their guidance, and continue contributing to future initiatives with the same dedication.
In general, the journey reshaped my views on academic identity and transformed how I understand the educator's role. Most of all, it broadened my academic aspirations through meaningful engagement with the wider educational community.
