Building Strong Foundation of Teaching for Being Good Teacher

"The world is wide; and so should be our perspectives. As future teachers, we grow by exploring - Only then can we guide others to reach beyond boundaries"

A. School: General Information and Academic Administration 

The Future School located in Dong Thap province has become my place for conducting teaching demonstrations. This institution is equipped with state of the art facilities and a robust infrastructure that fosters an almost ideal environment for learning. Starting from a classroom designed for 18 to 20 students, the presence of helpful staff and teachers with proven teaching abilities creates an ideal environment for advancing education at this school. Students are encouraged to explore every inch of this well-designed school, making the most of its comprehensive resources. Upon my initial visit, I was struck by the level of academic support that this school offers, providing a nurturing atmosphere for both teaching and learning. 

 

B. Pedagogical 

The moment the class began, students were met with a warm and enthusiastic welcome from teacher that instantly set a positive tone for the day. I was truly impressed by this approach. Employing a student centered method in teaching chemistry is especially effective, as it creates an environment where students feel safe to share their thoughts and perspectives. This technique allows us, as teachers to better understand students grasp of chemical concepts, enabling us to identify and address any misunderstandings or misconceptions they may have.

In this classroom method atmosphere,  students are not just passive learners, they are encouraged to express their opinion freely, collaborate with their peers and engage in teamwork. This dynamic fosters not only their understanding of chemistry but also insires a sense of leadership, encouranging them to take initiative and actively participate in their learning journey. It's a vibrant and interactive space where learning truly comes alive. 

C. Teaching Plan 

I developed a chemistry teaching plan for secondary and high school with the guidance of my supervisor, Ms Han. Throughout this process, I learned many things, starting from reading chemistry materials in Vietnamese, to searching for additional references and questions, creating teaching media, and exploring teaching methods that I would use in class. Although I initially faced challenges due to language barriers, this did not hinder my ability to communicate and build positive relationships with both my supervisor and the teacher. 

 We recognize that chemistry can be a challenging subject, so I plan to incorporate games into the classroom and divide students into groups to encourage teamwork during these activities. The class teacher approve this approach and assisted in organizing the class. Additionaly, I intend to conduct an experimental class focused on acid material. My goal is for students to see the relevance of chemistry in everyday life and to encourage them to explore the subject further. 

I never expected this practicum to be such a success. I left the class feeling statisfied, as my teaching plan was implemented effectively in my chemistry class. 

D.  Teaching Practice

I found my self standing at the front of the classroom, filling in for the chemistry teacher for a few days. The familiar setting suddenly felt daunting and as I glanced around, the rows of curious faces staring back at me only added to my nerves. Some students looked confused, while others seemed intrigued tilting their heads as if trying to gauge who I was and why I was there. 

Taking a deep breath, I introduced my self, sharing a bit about my background in chemistry and my own journey with the subject. I wanted them to feel my passion for it to understand that chemistry was not just about formulas but a fascinating lens through which we can understand the world. As I began to talk, I felt my nerves loosening.  

Slowly, I felt the room atmosphere shift. The initial tension softened as the students began to respond, nodding along and exchanging glances. Some even leaned forward, their expressions brightening with interest while I explained about Atom as first material in chemistry.  I explain it as simple as I can so the students can understand and feel that chemistry is not too hard to understand. With each question they asked, my enthusiasm grew. I guided them through the day's lesson to learn for next experiment and a mystery to be uncovered in chemistry. 

By the end of the class, I felt a warm sense of accomplishment. I had not only managed to teach them a cheistry but had also hopefully sparked a sense of curiousity and excitement in them. I realize I wasn't just talking at them. but I was connecting with them.  

E. Summary and Suggestion 

Participating in the SEA Teacher program in Vietnam was an extraordinary experience that significantly enhanced my teaching skills, cultural awareness, and adaptability. Immersing myself in a vibrant educational system provided me with the chance to observe and engage with innovative teaching methodologies, dynamic classroom environments, and meaningful student interactions. This program empowered me to implement effective lesson plans, manage diverse classroom settings, and collaborate with dedicated local educators, all of which greatly enriched my teaching approach. This transformative journey has equipped me with the insights and skills necessary to make a lasting impact. 

 The SEA Teacher program in Vietnam presents an outstanding opportunity for global minded teacher :)