Teaching Practice
When I received the news that I would be teaching Grade 10 students for my demonstration, I felt a wave of anxiety wash over me. I was concerned about my ability to effectively transfer content to them, especially knowing that this particular batch was the first cohort of senior high school students. Many of them struggled with even the most basic English phrases and vocabulary, which heightened my apprehension.
However, amidst this anxiety, I also felt a sense of excitement. This challenge presented a valuable opportunity for my professional growth. I recognized that teaching students who are just beginning to grasp a foreign language would push me to adapt my methods and develop new strategies to facilitate their learning. It inspired me to create engaging, accessible lesson plans that would not only meet their needs but also spark their interest in the language.
I began brainstorming ways to incorporate interactive activities, visual aids, and relatable content to make lessons more comprehensible and enjoyable. The prospect of helping my students build their language skills and gain confidence in their abilities became a motivating factor for me. I realized that this experience would not only contribute to their development but also enhance my own skills as an educator, allowing me to grow in ways I had not anticipated.
The Art of Experiential Teaching
1. Motivation Activities
I always incorporate motivational activities at the beginning of my class. These activities effectively prepare students and help them focus their attention on the upcoming lesson. Whether conducted individually or in groups, these activities can take the form of games, discussions, or simple recall exercises.
Not only do they engage students right from the start, but they also create a positive classroom atmosphere conducive to effective learning. By energizing the students and fostering a sense of camaraderie, these warm-up activities lay a solid foundation for the lesson ahead, encouraging participation and enhancing retention of the material. Overall, I’ve found that starting with motivation not only captures their interest but also sets a collaborative tone for the entire class.
2. Tailored instructions
Upon assessing the students' levels of understanding, Mr. Thuy, our English supervisor, and Mr. Marcelo, our cooperating teacher, consistently reminded us of the importance of structuring our instructions during our demonstrations. They emphasized that not all students can grasp concepts in just one period, so clear and accessible communication is essential.
To address this, my strategy involved regularly checking for understanding during my discussions. I made it a point to ask students whether they comprehended what I was conveying or if anything was confusing. This approach allowed me to rephrase my questions and simplify my explanations as needed. Fortunately, this interactive method proved effective; by ensuring everyone had the opportunity to understand, I was able to encourage full participation in the activities I had prepared for them.
3. Time management
I must admit that I struggled with time management during my class discussions. I hadn’t anticipated that each period was only 45 minutes long, which made it crucial to complete the lesson within that limited timeframe.
Unfortunately, during my first demonstration, I ran short on time. I found myself unable to finish the lesson because I was taken aback by the varying levels of understanding among my students, which led to some unanticipated delays. As a result, I had to end the class without covering all the material I had prepared, leaving me feeling frustrated.
After class, I approached Mr. Marcelo and asked if I could continue the lesson I hadn’t finished. Fortunately, he agreed, allowing me to complete the discussion and ensure that the students received the full benefit of the lesson. This experience taught me the importance of pacing my instruction, and I made it a priority to manage my time better in subsequent classes, ensuring I could cover all remaining topics effectively.
4. More on practice and production than presentation
One of the key factors that made my first demonstration feel too lengthy was my focus on presenting the topic rather than incorporating student-centered activities. I realized that this approach limited student engagement and understanding.
For my subsequent demonstration, I decided to shift my strategy. I allowed the students more opportunities to read and digest the material on their own before inviting them to share their insights. This change not only helped me manage my lesson more effectively but also fostered greater student interest. I noticed that they became more eager to participate in the activities, leading to a more dynamic and interactive classroom environment. This experience taught me the value of balancing presentation with active student involvement, ultimately enhancing the overall learning experience.
5. Classroom management
Before coming to Vietnam, I wanted to discover the most effective ways to capture my students' attention. I explored various resources and consulted experienced teachers to find the best strategies. However, I soon learned that there isn’t a one-size-fits-all solution.
While searching for ideas, I came across a video on YouTube that showcased a teacher managing her classroom effectively using a simple phrase: “One, two, three, eyes on me.” She instructed her students to respond with “One, two, eyes on you” whenever they heard her call. I was impressed by how well this method worked and decided to incorporate it into my own classroom.
To my relief, it proved to be very effective! The students quickly caught on and responded enthusiastically. Mr. Marcelo even praised me for this unique approach to classroom management, noting how it truly captured the students' attention and created a more focused learning environment. This experience reinforced the importance of adaptability and creativity in teaching.
After class group pictures with Grade 10S students, Mr. Marcelo, and Mr. Thuy