Name: Lê Thị Thanh Thật

Class: 21B2
Code: 2167012077
REFLECTION PAPER

My journey into the world of teaching began with the "Teaching Practice" course.
Driven by a desire to ignite knowledge in others and witness their growth, I
embarked on this path to equip myself with the necessary skills. The course
demanded diverse tasks, encompassing crafting PowerPoint presentations,
meticulous lesson planning, and the nerve-wracking micro-teaching sessions – a
five-minute demonstration for the mid-term and a fifteen-minute showcase for the
final test. These activities aimed to hone our pedagogical abilities, focusing on
effectively teaching vocabulary, grammar, and pronunciation.

The micro-teaching sessions served as a crucible, distilling our theoretical

knowledge into practical application. We employed the PPP (Presentation,
Practice, Production) method, initially introducing new concepts, followed by
guided practice activities, and culminating in independent production tasks. This
scaffolded approach proved effective in facilitating student understanding and
encouraging active participation.

However, crafting a clear and concise lesson plan presented a formidable

challenge. Balancing the allotted time between different activities, while ensuring
efficient delivery of the chosen points, felt like attempting to fit a square peg in a
round hole. Difficulties also arose in managing the classroom dynamics,
maintaining student engagement, and addressing impromptu situations. To
navigate these hurdles, I sought guidance from the instructor, consulted with
peers, and delved into online resources, amassing a toolbox of tips and tricks.

Through observation and reflection, I witnessed the strengths and weaknesses of

the PPP method. Its structured approach ensured comprehensiveness, but at
times, the rigidity felt restrictive, potentially hindering deeper conceptual
understanding. I learned from my classmates' diverse teaching styles,
appreciating the importance of tailoring methods to specific audiences and
adapting to unforeseen circumstances. The micro-teaching sessions, though
nerve-wracking, proved invaluable in identifying my strengths and weaknesses
as a budding educator. They highlighted the need for clearer explanations, more
engaging activities, and improved time management skills.
My primary shortcoming lay in my initial struggle with lesson planning. I
underestimated the intricacies of balancing content, activities, and time while
catering to diverse learning styles. Additionally, my classroom management skills,
particularly handling disruptions and maintaining consistent engagement, need
further development. Recognizing these shortcomings is crucial for future
improvement.

For future iterations of the course, I recommend incorporating dedicated sessions

on advanced lesson planning, focusing on time management strategies and
catering to various learning styles. Additionally, providing opportunities for
classroom management simulations would equip students with practical skills for
handling real-time challenges.

The "Teaching Practice" course, despite its inherent challenges, proved to be a

transformative experience. It ignited my passion for teaching, equipping me with
essential skills and invaluable lessons. I leave this course with a newfound
confidence, a thirst for further learning, and a deep appreciation for the
multifaceted yet immensely rewarding world of education. My journey as a
teacher has just begun, and I am confident that with continued dedication and
reflection, I will one day guide students on their own paths to knowledge and
enlightenment.