Thai Son's reflection

Introduction

From 20 to 24 April, I undertook a teaching practicum that immersed me in classroom observation, micro-teaching, seminar support, and event coordination at Foreign Trade University (FTU) in Hanoi. This intensive week provided rich opportunities to apply pedagogical theories, collaborate with peers, and develop practical skills under real-world pressures.

20 April: Preparation Day

My first day was devoted entirely to preparing for the official visit on 21 April. Together with my practicum group, I organized materials, rehearsed our micro-teaching plans, and designed slides for our workshop on “Innovative Teaching Practices in ELT: Collaboration, Inclusion, and Technology in the AI Era.” This behind-the-scenes work was crucial in building confidence and ensuring smooth delivery for the days ahead.

21 April: Campus Visit, Observation, and Workshop Presentation

Morning – Campus Tour & Class Observation
I toured FTU’s main campus and attended a class of non-major students. Despite its small size, the class was remarkably dynamic—the students actively engaged in discussions, group work, and quick-response activities. Observing the teacher’s management strategies (e.g., clear turn-taking signals, timely feedback) deepened my understanding of fostering participation in intimate classroom settings.

Afternoon – Workshop on Innovative ELT Practices
That afternoon, my roommate and I co-presented the concluding session on EFL teachers’ perspectives on the inclusion of LGBTQ+-related tasks in teaching English. As the final speakers, I was anxious about our pacing and technical setup. Yet our collaborative rehearsal paid off: we presented our study’s findings on EFL teachers’ perspectives regarding LGBTQ+-inclusive tasks, unpacked the pedagogical implications, offered concrete recommendations for classroom practice, and outlined avenues for future research. Feedback from peers and supervisors praised our clear delivery and depth of insight, leaving me both relieved and proud.

22 April: Micro-Teaching Session

Our group led a micro-teaching session for non-majored students. My role was to introduce and practice new vocabulary items. I designed a matching-game activity that allowed learners to contextualize terms in dialogues. The delivery was coherent and engaging, though I realized afterward that I had mispronounced “courier.” My supervisor’s constructive feedback on pronunciation reminded me of the importance of phonological accuracy—especially when modeling new language for learners. Overall, the session boosted my confidence in lesson planning and classroom interaction.

23 April: Seminar Support, MoU Signing, and Gala Night Recap

Seminar – Academic Language & Learner Autonomy
I assisted in the seminar “Empowering English Learners: Strategies for Developing Academic Language Skills and Autonomy” by photographing key moments in Room A.601. Managing equipment, framing shots, and capturing candid moments taught me valuable photography and event-coordination skills under time constraints.

MoU Signing Ceremony
I witnessed and documented the Memorandum of Understanding signing between USSH (VNU-HCM) and FTU’s Faculty of English for Specific Purposes. This formal ceremony underscored the collaborative potential between institutions and broadened my perspective on academic partnerships.

Gala Night Recap Video
Immediately following the ceremony, I had just two hours to edit a short recap video for the evening’s Gala Night. The tight deadline tested my ability to work efficiently under pressure. Despite feeling rushed, I assembled footage, selected music, and produced a cohesive clip that was well received by both faculty and students.

Reflection & Learning Outcomes

Throughout the practicum, I honed several key skills:

Time Management: Balancing preparation, observation, teaching, and post-event tasks taught me to prioritize and execute under strict deadlines.
Working Under Pressure: From last-minute technology checks to rapid video editing, I learned to stay focused and adaptable when unexpected challenges arose.
Classroom Management & Teaching: Observing active learners and delivering my own lessons reinforced strategies for fostering engagement, while supervisory feedback highlighted areas for growth, such as pronunciation accuracy.
Technical & Collaborative Skills: Co-presenting in a workshop, photographing seminars, and video editing expanded my toolkit for supporting teaching and learning beyond traditional instruction.

In addition to these, I developed strong analytical and assessment skills by evaluating peers’ micro-teaching performances and reflecting on constructive feedback from supervisors. My planning skills were sharpened through organizing the micro-teaching session, preparing the workshop, and coordinating for the gala night. I also enhanced my communication skills by working closely with peers, presenting research clearly, and adjusting my language to better engage students during class activities.

Importantly, I became more aware of cultural competency—particularly how teaching English can be shaped by diverse classroom contexts and learners’ backgrounds. Finally, I grew in leadership, showing adaptability and a sense of responsibility when taking initiative on urgent tasks like the recap video and photography during the seminar.

Although there were minor mistakes—like the pronunciation slip of “courier”—each challenge became a valuable learning moment. By the end of the week, I felt fulfilled and rewarded, with greater confidence in both my pedagogical abilities and my capacity to contribute effectively to academic events.