Yen Nhi

The field trip to the Naval Academy was an important component of my Practicum course, contributing to my MA in TESOL, providing me with valuable opportunities to connect theory with real teaching practice. During this trip, I was involved in planning activities, participating in microteaching, and interacting with both peers and students. This experience not only enhanced my professional skills but also reshaped my perception of teaching and learning. Overall, the practicum helped me grow as a more reflective, adaptable, and responsible future TESOL educator.

 

I. PROFESSIONAL SKILLS I HAVE LEARNT FROM THE PRACTICUM

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Analytical/Assessment skills:

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One of the key skills I developed during the practicum was the ability to analyze, assess, and learn teaching practices through observing the teacher at the Naval Academy in his class and my peers’ microteaching. By using feedback forms and assessment criteria, I learned to focus on important aspects such as lesson structure, clarity of instructions, classroom interaction, and student engagement. Then, I gained the chance to teach the students there as practice. Through this process, I realized that effective teaching requires not only well-prepared content but also flexibility and responsiveness to students’ needs. For example, I observed that peers who used clear and simple instructions were more successful in engaging the students who are not English majors. Another case, that is my case, when my team had a time limitation on the lesson, all members of the team had to shorten the lesson and reduce the number of activities compared to the original lesson. Observing others and real teaching also helped me reflect on my own teaching, allowing me to identify areas for improvement, such as giving clearer instructions and managing time more effectively.

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Planning skills:

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Participating in organizing the field trip helped me develop my planning and coordination skills. I was involved in preparing schedules, coordinating with group members, and ensuring that activities were carried out smoothly. One of the challenges was managing time and handling unexpected changes. However, through teamwork and communication, we were able to adjust our plans effectively. Designing my team’s microteaching lesson was another valuable experience. We had to carefully consider the lesson objectives, select appropriate activities, and prepare teaching materials suited to the students’ level. During the lesson, we realized that even well-prepared plans need to be flexible, as students may respond differently than expected. This experience taught me the importance of adaptability in teaching. In addition, I contributed to planning group activities such as the seminar and the gala event. This required creativity, collaboration, and time management. Working with others helped me understand the importance of sharing responsibilities and respecting different ideas within a team.

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Communication skills:

 

The practicum significantly improved my communication skills. I had opportunities to interact with peers, instructors, and students at the Naval Academy. I learned how to give clear instructions, express my ideas more confidently, and actively listen to others. One challenge I faced was ensuring that my explanations were simple and understandable for students. To overcome this, I adjusted my language, used body language, and checked students’ understanding more frequently. I also learned how to give constructive feedback to my peers, which is an essential skill for professional development.

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Cultural competency skills:

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The experience at the Naval Academy also enhanced my cultural competency. I observed differences in learning styles, classroom discipline, and students’ attitudes toward English learning. For instance, students in this context tended to be more disciplined but sometimes less expressive in class participation. This made me realize the importance of adapting teaching methods to suit different contexts. I became more aware of the need to respect cultural differences and create a learning environment that encourages students to participate actively. This experience has prepared me to teach in diverse educational settings in the future.

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Leadership skills:

 

Throughout the practicum, I had several opportunities to demonstrate leadership skills. I took initiative in completing assigned tasks, supported my teammates, and contributed ideas during planning discussions. When unexpected issues arose, such as changes in schedule or activity flow, I tried to stay flexible and help the group adjust quickly.

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These experiences helped me develop important qualities such as adaptability, responsibility, and teamwork. I realized that leadership is not only about leading others but also about being supportive and contributing positively to a group.

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II. CHANGE IN BEHAVIOR AND PERCEPTION

 

Before the practicum, I tended to be less confident and sometimes hesitant to take initiative in group work. However, through this experience, I became more proactive and responsible. I actively participated in discussions, contributed ideas, and completed my tasks on time. I also improved my ability to collaborate effectively with others.

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The practicum changed my perception of teaching in many ways. Previously, I viewed teaching mainly as delivering knowledge in the classroom. However, this experience helped me understand that teaching involves careful planning, continuous adaptation, and strong communication skills. I also realized that students’ learning is influenced by many factors, including context, motivation, and teaching approach. This has made me more aware of the complexity of teaching and the importance of being a reflective practitioner.

 

In terms of my contribution, I believe I played an active role in both planning and implementation. I contributed ideas, supported my group members, and completed my assigned tasks responsibly. My strengths include being cooperative, adaptable, and willing to learn. However, I also recognize that I need to improve my confidence in leading activities and expressing my ideas more assertively. If I had the opportunity to do this again, I would take on more leadership roles and challenge myself further.

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In conclusion, the field trip to the Naval Academy was a meaningful and enriching experience that contributed significantly to my professional development. It allowed me to develop essential skills such as planning, communication, assessment, cultural awareness, and leadership. More importantly, it helped me grow as a reflective and responsible future teacher. This practicum has strengthened my motivation to pursue a career in TESOL and prepared me for the challenges of real teaching environments.