The purpose of my practicum was to gain hands-on teaching experience in a real classroom setting, where I could apply theoretical knowledge and improve my practical skills. One of my main goals was to learn how to engage students effectively and manage a classroom, especially in a context where students' English proficiency levels varied. I had to think creatively to develop activities that would keep the students interested and motivated throughout the lesson. Understanding the importance of knowing my students individually helped me adjust my teaching strategies to their needs, making the lessons more accessible and impactful. 

Additionally, the practicum provided a valuable opportunity to learn about classroom dynamics, especially in a multicultural environment. Since I was assigned a Vietnamese student assistant at Dong Thap University, I was able to overcome language barriers with ease. The assistant helped with translations when needed, which made the learning process smoother for both me and the students. The provided schedule in advance also allowed me enough time to prepare lesson plans and teaching demos, ensuring that I was well-prepared and confident during my sessions. Overall, the practicum gave me a comprehensive understanding of teaching, from lesson planning and classroom management to problem-solving and adapting to different learning environments.

The procedure of my practicum was structured in a way that allowed me to gradually build my teaching skills while also adapting to the needs of my students. The process began with a warm greeting and motivational activities to get the students engaged and ready for the lesson. These activities, like games or short videos, helped to wake up their spirits and create a positive learning atmosphere. Following this, I would present the lesson, explaining key concepts and using visual aids to make the content more accessible. I then moved into the practice phase, where I guided the students through activities like group work or pairing, giving them opportunities to use the vocabulary or concepts learned in a supportive environment. Finally, during the production stage, students applied what they had learned through performance tasks, allowing them to demonstrate their understanding in more practical ways.

Throughout the practicum, the Vietnamese student assistants played a crucial role in assisting with translations, ensuring that all students could follow along and participate in the lesson. The class schedules were provided a week in advance, which gave me time to prepare my lesson plans and teaching demos in detail, ensuring I was well-organized. I was able to implement a variety of teaching strategies, from group activities to peer learning, all while keeping an eye on the time and maintaining student engagement. This structured procedure helped me stay focused and confident, even as I navigated the challenges of teaching in a new environment. Overall, the practicum procedure gave me both the structure and flexibility I needed to grow as a teacher while meeting the diverse needs of my students.

The outcome of my practicum was highly rewarding. I gained valuable experience in classroom management and learned how to engage students with varying English proficiency levels. By using creative activities, group work, and interactive methods, I was able to keep students motivated and involved in the lesson. Understanding the individual needs of my students allowed me to tailor my teaching strategies, ensuring that each student could follow and benefit from the lesson.

Another key aspect of my practicum was the support I received from the Vietnamese student assistants at Dong Thap University. They helped bridge any language gaps, ensuring smooth communication and helping students better understand the material. With the class schedule provided a week in advance, I had plenty of time to prepare my lessons, which boosted my confidence and allowed me to stay organized. Overall, the practicum gave me practical teaching experience, strengthened my ability to adapt to diverse classrooms, and helped me develop the skills needed to manage challenges effectively.

One of the main challenges I faced during my practicum was finding ways to keep students engaged, especially given the limited time I had with them. With varying levels of English proficiency, it was sometimes difficult to gauge how well each student was understanding the lesson. This made it challenging to design activities that could meet the needs of all students while maintaining their attention. I found that group activities were helpful, but managing these in a way that was both effective and inclusive took careful planning and adaptation. Additionally, I had to constantly adjust my teaching strategies to ensure that students with lower English levels could still participate meaningfully.

Another challenge was the need to adapt quickly to the classroom environment and navigate cultural and language differences. While the Vietnamese student assistants were incredibly helpful in translating when needed, there were still moments when language barriers made communication more difficult. This sometimes slowed down the lesson and required me to find alternative ways to explain concepts. Additionally, because I was teaching in a foreign country, understanding the cultural context and the students' backgrounds was essential but not always straightforward. Despite these challenges, I learned to be more flexible and creative in my teaching approach, which ultimately made the experience more rewarding.

Overall, my practicum was an enriching and valuable experience. It allowed me to apply what I had learned in my studies to real classroom situations, building my confidence as a teacher. I learned to adapt my teaching strategies to cater to students with varying English proficiency levels, and while challenges like managing group activities and overcoming language barriers arose, they were great learning opportunities. Seeing my students engage with the material and grow was incredibly rewarding.

I also appreciated the support I received from the Vietnamese student assistants, who helped bridge language gaps and ensured effective communication. The advanced class schedules gave me the time to prepare well, keeping me organized and focused. This experience deepened my understanding of classroom dynamics and cultural differences, and it was a great opportunity to develop as a teacher and gain practical skills for the future.

One area that could be improved in the practicum is the time allocated for each lesson. While the limited time with students sometimes made it difficult to fully gauge their understanding and provide enough practice, extending the lesson periods could allow for deeper engagement and more meaningful feedback. Additionally, more time for individualized support would help address varying proficiency levels more effectively. This could ensure that every student receives the attention they need to grasp the material without feeling rushed or left behind.

Another improvement could be providing more structured guidance on how to manage group activities with diverse learners. Although group work was helpful, it was sometimes challenging to ensure that every student was participating equally, especially when some had lower English proficiency. Offering more detailed strategies for monitoring group dynamics and giving students additional ways to communicate, like pairing them with students who have stronger language skills, could make group work even more effective. These improvements would create a more balanced and inclusive learning environment, ensuring that all students, regardless of their skill level, can benefit equally from the practicum experience.