During my observation of Mr. Marcelo's English class, I was struck by the unusual silence that filled the room. In stark contrast to my experiences in the Philippines, where students often engage in lively conversations with their classmates even during lessons, the Vietnamese students seemed notably reserved. I soon learned that this reticence was largely due to their feelings of intimidation regarding the English language, which they perceive as a challenging foreign subject. This cultural difference highlighted the unique classroom dynamics present in this setting.

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As the class began, a warm atmosphere quickly emerged. All the students stood to greet Mr. Marcelo and Teacher Ruby, the teaching assistant who acted as a translator. This respectful acknowledgment set a positive tone for the lesson. Mr. Marcelo then introduced a series of preliminary activities that engaged the students in a welcoming manner. To my surprise, he unboxed his cherished guitar and began to strum, singing a few lines from "Welcome to English Class." Rather than remaining passive, the students enthusiastically joined in, repeating the words and singing together. It was a delightful moment that demonstrated their ability to embrace learning through music, dispelling my initial concerns about their willingness to participate.

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Following the warm-up, Mr. Marcelo employed an inquiry-based approach, skillfully posing questions to elicit responses from his students. This method not only encouraged critical thinking but also fostered a student-centered environment where learners felt valued and heard. By actively engaging them in dialogue, he was able to build their confidence and facilitate a deeper understanding of the English language. The students, initially hesitant, began to open up as they realized their contributions were important to the class discussion.

 

In addition to these strategies, Mr. Marcelo integrated authentic assessments into his teaching, allowing students to demonstrate their understanding through real-world applications. This approach helped to bridge the gap between theory and practice, making the learning experience more relevant and meaningful. Furthermore, the classroom was equipped with modern technology that enhanced the learning environment. Interactive tools not only captured students' attention but also provided varied methods for exploring the language, catering to different learning styles. Together, these elements created a conducive atmosphere that empowered students to take risks and engage more deeply with the content, ultimately fostering a richer educational experience. This observation reinforced the idea that effective teaching goes beyond mere instruction; it involves creating an atmosphere where students are empowered to explore and express themselves, particularly in subjects that challenge them.