Group 4B
Vu Thi Tuyet's reflection
1. CLASS OBSERVATION
I had the opportunity to observe a class of A2-level students from FTU studying Lesson 6.3 on Communication Skills. This observation was particularly valuable as it informed the preparation for my own upcoming micro-teaching lesson with B1-level students on the same topic. Throughout the session, I took detailed notes on both the teacher’s and students’ activities and identified several key takeaways that I found deeply insightful.
First and foremost, because the students are non-English majors studying English for specific purposes—primarily for effective communication—the lesson design should closely reflect their practical needs. This observation reminded me of the importance of needs-based teaching. Ms. Thanh, the class teacher, demonstrated how to create a student-centered environment where learners are encouraged to express their thoughts and engage actively in communication. She minimized her own talking time, allowing students to take ownership of their learning. For instance, after playing a listening audio clip, she prompted students with questions to check comprehension and prepare them for subsequent speaking activities. When introducing abstract vocabulary, she avoided direct explanation and instead encouraged students to infer meanings through context and video content. This approach significantly increased student engagement and focus.
Secondly, the use of technology in the classroom proved to be highly effective. Ms. Thanh incorporated various online materials that allowed her to highlight key points, take real-time notes, and emphasize essential content dynamically. The integration of digital tools enhanced student interaction and made the learning experience more immersive. It affirmed my belief that tools such as online games, interactive platforms, and multimedia resources can be powerful aids in motivating students and making lessons more engaging and realistic.
Overall, this class observation allowed me to apply and reflect on concepts I’ve studied in MA-level courses such as Advanced Teaching Methodology, Technology-Assisted Language Learning, Syllabus Design and Materials Development, and Techniques in TESOL. It provided me with practical insights that will shape not only my micro-teaching session but also my future career as an educator.
This experience has been eye-opening. It gave me a glimpse into the authentic classroom dynamics of a university setting and showed me how much preparation and practice I still need to thrive in a professional teaching environment. Without a doubt, this has been a “once-in-a-lifetime” opportunity—one that I will carry with me as I continue my journey to becoming a professional language teacher.
2. MICRO-TEACHING SESSION
Before conducting my micro-teaching session, the lesson plan was continuously developed and reviewed with input from both our instructor and the FTU teacher. While lesson planning is a familiar task we always undertake before teaching, this experience reminded me that flexibility is key. Each plan needed to be adapted to the FTU context, following specific formats and criteria. The constructive feedback from Dr. Nu Anh, our instructor, and Ms. Thanh from FTU was incredibly valuable. Their comments helped me revise the lesson plan to make it clearer, more specific, and more thoughtful.
For example, I was advised to include detailed guiding questions that the teacher would ask, along with suggested answers. This process deepened my understanding of the lesson structure and prepared me to anticipate potential classroom challenges—such as what to do if students were unable to respond. Having such contingency strategies made me feel more confident and in control during the teaching.
As mentioned earlier, my micro-teaching lesson focused on Communication Skills, the same topic as the class I previously observed. However, my students were at a B1 level, meaning they had a stronger English foundation. This required me to tailor activities appropriately by first identifying learner characteristics and aligning the content to meet their level and needs.
What made the experience even more enriching was the participation of FTU supervisors and the instructor in my lesson. I felt deeply grateful for the feedback they shared afterward. I was especially appreciative of the comments from Dr. Hue Chi in my evaluation form. From her feedback, I learned the importance of adjusting teacher talking time, ensuring equal attention to all student groups during group work, and improving the naturalness and accuracy of my pronunciation. Her insights were honest, specific, and incredibly helpful.
Dr. Nu Anh also encouraged us to continue practicing to become more adaptable teachers—able to thrive in the dynamic, high-pressure environment of modern education. Her guidance truly inspired me. For the first time, I seriously considered pursuing a Ph.D. in the future, as I realized how deeply I love teaching and research. She became a role model for me—someone who combines professional expertise with genuine passion for teaching. I greatly admire her and feel honored to have learned under her guidance.
Another advantage of the micro-teaching process was having the chance to observe my team members as they taught before me. Watching them provided me with useful insights for my own lesson. During their teaching, the students stayed attentive and actively participated. Our group collaborated closely to ensure the flow of the lesson content, and I learned valuable techniques in classroom management from my peers. For instance, Mr. Qui maintained a calm, confident tone when giving instructions, reflecting professionalism and dedication. From him, I learned the importance of being composed, respectful, and fully committed—qualities that reflect the beauty and seriousness of the teaching profession.
Despite anticipating some unexpected issues, the real classroom setting gave me the opportunity to practice flexibility and problem-solving. We had to stay calm and adjust activities when facing time constraints or unforeseen classroom dynamics. I learned how to coordinate with team members more effectively to ensure that students could achieve the intended learning outcomes.
I also applied techniques I had observed in Ms. Thanh’s class. For example, I broke down a listening activity into smaller sections and asked students comprehension questions to help them stay engaged and prepare for speaking tasks. This method worked well and allowed for a smoother transition to the next part of the lesson—teaching functional language for agreeing and disagreeing.
In conclusion, this micro-teaching experience was an unforgettable and transformative part of my academic journey. It gave me a taste of real classroom teaching, provided valuable mentorship, and strengthened my belief in the importance of ongoing learning and self-improvement. I will carry these lessons and memories with me into my future teaching career with great pride and gratitude.
3. THE WORKSHOP
Besides teaching, conducting research also plays a crucial role in the field of education. The workshop titled “Innovative Teaching Practices in ELT: Collaboration, Inclusion, and Technology in the AI Era” offered a valuable opportunity to explore how artificial intelligence can be integrated into the teaching, learning, and assessment processes. It was not only informative but also inspiring, as it brought educators together to exchange ideas, discuss current challenges, and explore potential solutions in English language teaching.
I truly enjoyed the collaborative atmosphere, where all the participants—teachers from both our university and FTU—put in significant effort to contribute to the workshop’s success. I deeply appreciated the dedication and contributions from both faculties in organizing such a meaningful practicum program.
In preparation for the workshop, our team worked diligently on our research abstract and carefully revised the literature review. Mr. Qui and Mr. Son took the lead in presenting our research, while the rest of our group stood ready to support the Q&A session. The discussions that followed were engaging and thought-provoking, allowing us to consider diverse perspectives and better understand the complexities of integrating AI into education.
This experience not only allowed us to apply the research methodology knowledge gained from our MA program but also encouraged us to practice critical thinking actively. We also recognized the limitations of our research and noted areas for future improvement. Overall, the workshop helped us understand that identifying and addressing issues in language teaching is essential for continuously improving educational outcomes.
In addition to participating in the academic sessions, I was honored to serve as the workshop and seminar photographer. Capturing those meaningful moments helped me appreciate the event even more. Looking back at the photographs, I am reminded of the enthusiasm, energy, and passion that filled the room—an experience I will never forget.
4. THE SEMINAR
The seminar was a valuable occasion for us to support and encourage students to practice English more effectively. During the event, I observed presentations from other teaching groups and carefully listened to their instructions and suggestions for FTU students. Notably, we also received constructive comments and feedback from FTU teachers, for which we were truly grateful. Through this experience, I learned to put myself in the students’ shoes to better understand their challenges and identify appropriate strategies to support them. Moreover, the teaching methodologies I learned from the MA program enabled me to deeply understand the nature of these issues, making it easier to generate new, creative ideas for my future teaching career.
5. OTHER MEMORIES WITH TEACHERS AND FRIENDS
The practicum trip provided me not only with valuable hands-on experiences in teaching and research but also with an exciting opportunity to develop essential skills such as collaboration, communication, and problem-solving. Activities like the workshop, seminar, and micro-teaching required constant teamwork. I was fortunate to be a member of Group 4B, where everyone was friendly and supportive in all situations.
Tasks were divided fairly and flexibly, allowing each member to contribute in suitable roles. We listened to each other, learned from one another, and worked together toward the best outcomes. For example, on our first day in Hanoi, although we were a bit tired after the journey, we still met in person to plan our group activities. During the practicum, we reviewed the lesson plan, rehearsed the micro-teaching, and prepared for other tasks with enthusiasm. I was happy that our team created a comfortable environment to share ideas and give constructive feedback for improvement. We engaged in enthusiastic discussions and supported our friends through challenges, especially during micro-teaching rehearsals and lesson planning. Despite limited time, we made great efforts to complete all tasks effectively.
Beyond academic responsibilities, we also made time to explore Hanoi together. These moments were unforgettable—we enjoyed our youth to the fullest while still being responsible and committed to our work. Additionally, we collaborated with other groups, exchanged ideas, and followed guidance from the group leaders. Thanks to their thoughtful planning and clear organization, the practicum ran smoothly and successfully.
The gala evening marked a beautiful ending to this memorable journey. We shared a warm dinner and enjoyed various fun and meaningful activities. It was a special moment to express our deep gratitude to both our faculty and the FTU teachers through heartfelt gifts, performances, and sincere words.
Dear teachers, thank you for your unwavering support and for enlightening our path. Your dedication is truly inspiring. I feel fortunate to have received your guidance and wish you all good health, happiness, and continued success in life.
