Professional skills I have learned from the Practicum and the whole TESOL program

Participating in the Master's program in TESOL at the University of Social Sciences and Humanities (USSH) in Ho Chi Minh City has been an incredibly fulfilling experience for me. USSH is renowned for nurturing the passion for teaching in capable students and educators alike. Over the course of 18 months, this institution has provided me with a wealth of essential pedagogical skills necessary for a successful teaching career. These skills were honed and put to the test during our teaching practicum in Nha Trang.

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Reflective practice is an indispensable skill for educators as it not only helps identify strengths but also addresses and rectifies avoidable weaknesses. From this perspective, the microteaching experience during the excursion was profoundly enriching and thought-provoking. It led me to deep introspection about my accomplishments and areas needing improvement, driving both personal growth and professional development.

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Initially, the journey provided me with an opportunity to apply my knowledge and skills from the TESOL postgraduate program in a university-level educational context. Learning from both successes and failures was invaluable. Timing my lectures in the afternoon when student focus significantly diminished, our group incorporated numerous interactive activities and online games to transform theoretical lesson content into engaging classroom activities. However, we needed to manage our time efficiently to ensure the group's lesson fit within the four-hour afternoon slot. Despite the exhaustion, our students participated enthusiastically and supported the group wholeheartedly.

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The visit to Nha Trang University not only impressed me with its infrastructure but also broadened my cross-cultural awareness. Additionally, the trip to the Pacific Ocean University provided me with the opportunity to broaden my horizons and meet dedicated educators who were passionate about teaching methods that maximize learning effectiveness for local students. This experience deepened my understanding of the mission that teachers should embrace throughout their careers, which is placing the learner at the center of each lesson. This visit fueled my desire to collaborate even more with such dedicated individuals.

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Furthermore, the journey facilitated my growth as an educator through interactions with various colleagues. Observations, workshops, and peer discussions were inspiring and demonstrated the commitment of fellow educators. Learning about classroom management, teaching techniques, and the application of technology was motivating. Realizing that self-improvement is a lifelong journey laid the foundation for my development as an educator.

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Crucially, the journey nurtured qualities of care, openness, and professionalism. Initial concerns about an unfamiliar context and presenting in front of peers gradually subsided with the support of the group. Our collaboration led to stronger friendships, and this experience alleviated my fear of public speaking. The journey taught me the significance of punctuality, discipline, and the sacrifices required for professionalism.

In conclusion, this excursion provided an invaluable opportunity for personal and professional growth. The emphasis on self-directed learning and experiential learning ensures our engagement as educators remains vibrant. By transmitting enthusiasm, energy, and inspiration, the guiding educators endeavored to equip postgraduate students with valuable experiences for the future. As teachers, the impact of our own learning can deeply shape our career trajectories.