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Reflections on Teaching Practicum Classes

The document outlines the requirements for two reflections on observed classes as part of a teaching practicum course at the University of Foreign Languages and International Studies. It details the criteria for evaluation, including class description, reflections on teaching methods, and suggestions for improvement. The first reflection focuses on a Pre-Reading lesson conducted by the student, highlighting effective teaching strategies and areas for enhancement.

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16 views2 pages

Reflections on Teaching Practicum Classes

The document outlines the requirements for two reflections on observed classes as part of a teaching practicum course at the University of Foreign Languages and International Studies. It details the criteria for evaluation, including class description, reflections on teaching methods, and suggestions for improvement. The first reflection focuses on a Pre-Reading lesson conducted by the student, highlighting effective teaching strategies and areas for enhancement.

Uploaded by

trungpham1125
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd

UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF ENGLISH

Course: Methodology 6A (Teaching Practicum)


Instructor: Ms. Nguyen Thi Bao Trang

Year: 2024 - 2025


Student: Phạm Nguyên Quí Trung
Group: 2

Write two reflections for two observed classes: i) your own micro-teaching and ii)
one of your classmates. Each journal is worth 15 % of the total course grade. In your
reflection, you should:
1. describe the observed class
2. reflect on the teaching methods, classroom arrangement, interaction,
technology use, audio-visual aids, etc.
3. provide 2-3 suggestions for improvement.

Please see the following marking scheme for your reflection.

TEACHING JOURNAL NO. 2


Lesson: Pre-Reading
Pre-service teacher in charge: Phạm Nguyên Quí Trung

Criteria Max. Your score


Score
Description of the observed class 2.0
Refections (teaching methods, classroom arrangement, 6.0
interaction, technology use, audio visual aids, etc.)
Suggestions for improvement 2.0
Total 10

Own reflection

The observed class is a Pre-Reading of Unit 7 (The World of Mass Media) –


English 12 (Global Success) conducted on December 16th. The session lasted 10
minutes and included a warm-up and a pre-reading activity. The classroom had a
traditional layout with rows of desks facing the teacher. Students participated actively
in brainstorming media types and learning vocabulary related to traditional and
digital media.
1. Reflection on Teaching Methods, Classroom Arrangement, and Resources
Teaching Methods: The warm-up activity engaged students effectively by
encouraging competition and teamwork. The pre-reading session successfully
introduced key vocabulary through visuals and real-life scenarios, fostering
contextual understanding.
Classroom Arrangement: The group-based activity created a dynamic and inclusive
learning environment, allowing students to collaborate and share ideas.
Interaction: The teacher - student interaction was well-structured, with clear
instructions, eliciting responses, and timely feedback to maintain a positive learning
flow.
Technology Use: The use of a video and projector enhanced the lesson, making it
visually appealing and interactive.
Audio-Visual Aids: Images for vocabulary explanation were highly effective,
helping students relate new words to familiar contexts.
2. Suggestions for Improvement
Extend Vocabulary Practice: Add a quick matching or categorization activity to
reinforce vocabulary understanding and application. For example, students could sort
words into “traditional media” and “digital media”.
Incorporate Technology More: Use interactive tools (such as Kahoot, Quizlet or
online quizzes) during the warm-up to make the activity more engaging and modern.
Using of video is not suitable for pre-reading.
Allocate Time for Questions: Ensure a brief moment after introducing vocabulary
for students to clarify doubts or ask questions about usage. This will strengthen
student comprehension and make the lesson even more impactful.

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