Personal Reflection 5

Pham Nguyen Giang My

PROFESSIONAL SKILLS I LEARNED FROM PRACTICUM

After participating in the short practicum journey at the Vietnam Học viện Hải quân, facilitated by Ho Chi Minh City University of Social Sciences and Humanities (HCMUSSH), I believe this is a meaningful experience, or I would say it is a transformative journey that I can hardly experience again. It allows me to not only develop my instructional methodology on how to teach an adult class, but also helps me to somewhat improve my confidence. Having spent six years teaching primary students, I had become accustomed to an environment where a friendly, approachable, and perhaps “soft” demeanor was an asset. However, transitioning to a military setting triggered a sense of “Imposter Syndrome”. I was concerned that my petite stature and youthful appearance might undermine my instructional authority, making it difficult to establish a professional presence in a high-discipline environment like the Học viện Hải quân. To my surprise, the cadets looked past these superficial traits. They respected the clarity of my instructions, the quality of my materials, and the sincerity of my engagement. This taught me a vital lesson that teacher presence is not merely a physical attribute, but a psychological state built on competence and mutual respect.

PREPARATION VS. REALITY: ADAPTING TO UNEXPECTED EVENTS 

Our practicum consisted of two core components: hosting an academic seminar and conducting micro-teaching sessions. For the seminar, we focused on the benefits and practical applications of the Daily Dictation website to enhance English listening comprehension. Initially, we prepared materials for  pre-intermediate and intermediate learners (A2-B1). However, upon arrival, we were informed that the cadet’s proficiency was primarily at the A1-A2 level. This required an immediate instructional adjustment: we had to simplify our vocabulary and revise our warm-up examples on the spot to ensure they were context-appropriate.

Despite my initial anxiety - as I often struggle with public speaking and tend to lose my train of thoughts in front of large crowds - the seminar was a resounding success. My thorough preparation and deep familiarity with the topic allowed me to maintain a lively atmosphere and foster genuine interaction with the cadets. I was particularly impressed by the cadets’ intellectual curiosity. Contrary to our expectation of a "silent" Q&A session, the cadets proactively engaged us with insightful inquiries. One memorable question concerned the institutional constraints at the Học viện Hải quân, where smartphones are prohibited during study hours. They asked how they could realistically apply the Daily Dictation method under such restrictions. We addressed this by framing the website as a self-study resource for their designated free time on weekends, emphasizing that just 15 minutes of consistent practice could yield significant results. This interaction highlighted the importance of learner agency and made me realize that students in a disciplined environment are often the most proactive in seeking self-improvement.

Driven by the need to prove my professional competence in this new environment, I dedicated myself to meticulous preparation. I believed that if I could not rely on a commanding physical presence, I would instead rely on the impeccable quality of my materials. I spent hours polishing every slide, crafting, and organizing every activity, convinced that a perfect plan would be my most powerful shield against any classroom management challenges. I wanted to ensure that my performance was so well-prepared that my authority would be unquestionable.

However, the reality of a live classroom is rarely as predictable as a lesson plan. During my session on asking how the students feel about the subjects, whether they are the most exciting or the most difficult to them and demanding explanation, I encountered two unexpected hurdles that tested my adaptability. First, despite my careful organization, I realized mid-activity that the two pieces out of ten of paper I wrote down names of the subjects were missing. I was actually panicking at first, my brain went blank as I scrambled for a solution. Thankfully, I quickly pivoted and streamlined the activity around the remaining eight subjects so seamlessly that the flow of the lesson remained intact.

The second challenge arose during the short survey activity where the cadets will stick the stickers 🔥 (for the most exciting) and 🧠 (for the most difficult)  subjects to label their feelings. In my eagerness to maintain the lesson’s momentum, I bypassed the step of identifying which student placed which sticker and instead selected participants at random to explain their choices. This led to a slightly awkward moment where I asked a student why they found  a subject difficult, only to find they were actually the one who found it exciting. Although I only fully reflected on these moments after leaving the stage, the experience was profoundly humbling. It served as a vivid reminder to me that things rarely go exactly as planned. More importantly, it taught me that adaptability and critical reflection are not just theoretical concepts but essential survival skills for a teacher. This journey helped me realize that growth often happens in the space between a failed plan and a successful recovery.

A THANKFUL GRATITUDE TOWARDS MY TEAMMATES

While the academic success of the practicum was undoubtedly rewarding, the most profound takeaway for me was the growth of our team’s synergy. Reflecting on our journey at the Học viện Hải quân, I am overwhelmed with gratitude for my teammates, the individuals who turned a challenging assignment into a shared triumph. Our journey was far from a “smooth sail” from the beginning; in fact, we faced numerous hurdles, not only from the external environment but also from within. As we are all individuals with strong personalities and distinct working styles, our early stages of collaboration were marked by fragmented communication and the occasional clashing of egos. However, it was through these very occasions that we learned the true essence of professional solidarity.

I am deeply thankful for the honesty and resilience each member brought to the table. There were moments of intense stress when our “storming” phase seemed to overshadow our progress, yet no one gave up. Instead, we learned to engage in professional negotiation, setting aside our individual preferences to prioritize the collective goal. I am grateful for the “brave” conversations we had, where we addressed our misunderstandings and refined our workflow. This process taught me that a high-performing team is not one that never argues, but one that knows how to move forward constructively despite differences. My teammates provided a safety net for me; when I felt overwhelmed by my own perceived lack of authority or when my brain went blank during the seminar, their silent support and encouraging nods from the sidelines gave me the strength to regain my composure.

Furthermore, I want to express my appreciation for the diverse strengths that each person contributed. Whether it was the person who meticulously double-checked the logistics, the one who stayed up late to polish our slides, or the teammate who managed to keep our spirits high with a well-timed joke, every contribution was a vital piece of our success. The improvisation moments, such as when we had to streamline our activity mid-session due to missing materials, could have turned into a disaster if it had not been for our mutual trust. We functioned as a single unit, covering for each other’s lapses without hesitation. This seamless coordination was a testament to the fact that we had evolved from a group of individuals into a unified team.

Beyond the professional tasks, I am grateful for the emotional bond we formed. The long bus rides to the Academy, the shared meals, and the collective sighs of relief after each session that I will cherish long after this practicum ends. They challenged me to be a better version of myself, not just as a teacher, but as a collaborator. They showed me that while a teacher might stand alone at the podium, they are always backed by the strength of their community. To my teammates, thank you for being my anchors in the rough waters and my biggest cheerleaders in the moments of success. This journey was meaningful because I did not walk it alone, I walked it with you.