TEACHING PRACTICE
1. Procedures of teaching
To effectively handle any unexpected situations that may come up during my teaching, I review the curriculum and prepare each lesson at least one day in advance. Since I teach Grade 1 and 2 Vietnamese students, I use both English and Vietnamese in my lessons. This dual-language approach helps make my instructions clearer and easier for young learners to follow, ensuring they can fully understand each lesson and engage in the learning process with confidence.
2. Time Management and
Organizing Activities
Each class is only 40 minutes long, which sometimes makes me wonder if there will be enough time for the activities I’ve prepared. However, with careful planning and by staying active and engaged, I find that the schedule works well. I’m even able to spend a bit of extra time interacting with students to get to know them better.
To encourage motivation, I set up a rewards system at the beginning of each activity. Students who participate actively earn a small prize, like a pencil, which they really enjoy! This incentive has noticeably boosted their attentiveness and enthusiasm in class. Watching their happy reactions each time they earn a reward is incredibly rewarding and helps create a positive and lively classroom environment.
​3. Classroom Management
When I enter the room to teach my Grade 1 and 2 Vietnamese students, I start by setting up everything needed for the lesson. Once I’m ready, I face the class with enthusiasm and greet them with a cheerful “Hello!” to capture their attention. After they respond, I follow up with, “Eyes on me?” and they promptly reply, “Hello, Teacher!” This routine helps focus their attention right from the start, creating an engaging and attentive atmosphere for learning.
The class includes a variety of personalities—some students are energetic, some are a bit too energetic, and others need gentle encouragement to join in. To ensure balanced participation, I organize them into mixed groups, allowing everyone the chance to actively participate. This approach makes our lessons more inclusive and helps all students feel involved in the class activities.
4. Problem-solving while teaching
and staying in the designated school
In my role as a teacher for Grade 1 and 2 Vietnamese students, I regularly encounter challenges that require quick thinking and adaptability. For instance, there may be unexpected moments where students struggle to understand the activities. When this happens, I adjust my approach, sometimes breaking down instructions further or incorporating more Vietnamese translations to bridge any language gaps. I also prepare alternative activities to help clarify key points and keep the lesson on track.
While on the school grounds, I prioritize maintaining a professional and positive demeanor. I’m committed to following school guidelines and collaborating with my colleagues to address any concerns that arise. This helps create a stable and supportive environment for both the students and myself, ensuring that any issues are quickly resolved to keep the learning experience smooth and effective.
​Clips from My Teaching Practice Journey
