INTRODUCTION AND CONTEXT OF THE INTERNSHIP REPORT
SELF-INTRODUCTION
My name is Ta Thi Thanh Nhu, a 22-year-old senior majoring in English at the Industrial University of Ho Chi Minh City Hailing from Binh Phuoc province, a region known for its sunny and arid landscape, I aspire to become an English teacher to support underprivileged children in rural areas My passion for the English language ignited during high school, guiding my decision to pursue linguistics as my future career path.
Learning a second language presented numerous challenges for me, including difficulties with pronunciation and a limited vocabulary However, the encouragement from my family, friends, and teachers motivated me to persevere I discovered my passion for English by volunteering to teach children at an orphanage, which led to my current role as a teaching assistant at an English center Sharing the knowledge I’ve gained has brought me immense joy and serves as a continual motivation to improve my English skills Today, I feel a sense of satisfaction with my progress and accomplishments.
I would like to express my heartfelt gratitude to the teachers for their invaluable years of experience and practical insights Their lessons, which span from cultural knowledge to essential soft skills, have greatly supported my development as a student The knowledge I acquired over four years in the classroom will serve as a strong foundation as I embark on my career journey.
THE SUPERVISOR AND GROUP MEMBERS
Nguyen Thi Thanh Xuan is a dedicated lecturer in the foreign language department at the Industrial University of Ho Chi Minh City (IUH) Known for her energetic teaching style, she makes lessons engaging and effective, ensuring that students easily grasp the material Ms Xuan is also a conscientious mentor, guiding us through our internship reports with enthusiasm Whenever we face challenges, she readily provides clear explanations and even conducts Zoom sessions to ensure we fully understand the concepts, reflecting her commitment to her students' success.
My team members include Son, Trung, Toan, etc They are classmates for the past
For the past four years, we have been fortunate to remain part of the same group of enthusiastic, dynamic, and creative trainees This supportive environment fosters collaboration, allowing us to help each other overcome challenges in both learning and life, ultimately enhancing the quality of our collective reports.
Therefore, I will never forget every moment we worked together to help each other complete our report.
OVERVIEW OF IUH AND FFL
1.3.1 INDUSTRIAL UNIVERSITY OF HCM CITY (IUH)
The Industrial University of Ho Chi Minh City, originally established as Go Vap Vocational School by Don Bosco priests on November 11, 1956, in Hanh Thong commune, Go Vap District, Gia Dinh Province, underwent several name changes over the years In 1968, it became known as the Don Bosco Private Junior High School of Technology, and by January 31, 1970, it was upgraded to the Don Bosco High School of Engineering Following the reunification of Vietnam, the Southern Liberation Army took control of the institution on December 19.
In 1975, the School was transferred to the General Department of Metallurgy Engineering and Electronics It was renamed the School of Engineering IV in 1978, becoming part of the Ministry of Mechanical Engineering and Metallurgy In 1994, it merged with Chemical High School II in Bien Hoa City, forming the Industrial Engineering School IV under the Ministry of Industry By March 1999, the institution was elevated to the status of Industrial College IV.
In 2004, the college was elevated to the status of the Industrial University of Ho Chi Minh City by Decision 214/2004/QD-TT issued by the Prime Minister Today, it stands as a prominent educational and training institution in Vietnam.
The Industrial University of Ho Chi Minh City (IUH) is a public higher education institution in Vietnam, recognized for its innovative approach to autonomy in operations as part of a pilot project by the Vietnamese government from 2015 to 2017 Since the academic year 2015-2016, IUH has embraced a philosophy of education centered on "Quality, Sustainable Development, and International Integration."
In response to the demand for innovation, the leadership at IUH has established a comprehensive vision, mission, and set of objectives for the university, extending through 2021 and into 2025, encapsulated in the slogan: "Innovating, attaining new heights - Dynamizing, integrating into the globe."
The Industrial University of Ho Chi Minh City has emerged as a key institution in Vietnam, recognized for its leadership in development among universities under the Ministry of Industry and Trade It ranks among the top ten universities in the country for application-based education and is comparable to advanced regional counterparts in producing high-quality human resources.
We aim to deliver top-tier human resources equipped with advanced professional and practical skills in economics, engineering, scientific research, and technology transfer Our focus is on generating both physical and mental value that effectively supports the socio-economic development of industries and contributes to the overall progress of the nation.
Building advanced management, basically meeting the condition to provide high quality human resource for society, creating practical values and effectiveness from activities of technology transfer and international cooperation.
The Industrial University of Ho Chi Minh City (IUH) stands as a leading institution for technical and vocational education in Vietnam Its organizational structure is comprised of various components, including leadership, offices, faculties, institutes, centers, multiple campuses, and unions.
Main campus (Ho Chi Minh City):
- Address: 12 Nguyen Van Bao Street, Ward 4, Go Vap District, HCMC.
- Website: http://www.iuh.edu.vn
Industrial University of Ho Chi Minh City: dhcn@iuh.edu.vn
Department of Planning and Finance: PhongKHTC@iuh.edu.vn
Department of Administration and Personnel: PhongTCHC@iuh.edu.vn
Academic affairs Office: PhongDaotao@iuh.edu.vn
Admission Department: Tuyensinh@iuh.edu.vn
- Address: 938 Quang Trung Street, Quang Ngai city
- Website: http://www.iuh.edu.vn/QuangNgai/
- Address: Quang Tam commune, Thanh Hoa city, Thanh Hoa province
- Website: http://www.iuh.edu.vn/thanhhoa/
Office of human resources and administration
Office of finance and accounting
Office of planning and facility supplies
Office of science management and international affairs
Office of inspection and legislation
Office of testing and quality assurance
Journal of science and technology IUH
Faculty of electrical engineering technology
Faculty of automotive engineering technology
Faculty of heat- refrigeration engineering
Faculty of garment technology- fashion
Faculty of finance and banking
Faculty of trade and tourism
Institute of biotechnology and food technology
Institute of environmental science, engineering and management
Science research and technology transfer institutes
Centre of National defence and Physical Education
Student counseling and support center
Research & development for industrial technology- machinery (R&D Tech)
1.3.2 FACULTY OF FOREIGN LANGUAGES (FFL)
The Faculty of Foreign Languages (FFL), located on the ground floor of Block B, was established in 2005 and has grown to include 56 full-time academic staff, embodying the slogan "English is the key to success." FFL offers 14 university courses, ranging from DHAV1 to DHAV16, along with various college and vocational programs Upon completion of their courses, students receive certificates based on their proficiency levels Additionally, FFL provides classes for non-English majors from other faculties at IUH, organizes teaching activities, administers exams, and reviews TOEIC materials The faculty also collaborates with IIG-Vietnam to facilitate TOEIC examinations on campus.
The Faculty of Foreign Languages (FFL) has been led with enthusiasm and commitment since the establishment of the IUH English Center on March 21, 2016, initially managed by Dean Mr Bui Van Hat and later by Ms Hoang Le Thi Tuyet from 2018, alongside Vice Deans Mr Nguyen Truong Sa and Ms Phan Thi Tuyet Nga This leadership has fostered innovation in teaching and collaboration among faculty members The faculty has adopted active teaching methods, including group work, presentations, and role-play, while also integrating innovative approaches such as field trips, project-based learning, and e-learning through Google Classroom To support these initiatives, classrooms are equipped with smart boards, air conditioning, and flexible furniture, ensuring a comfortable and conducive learning environment for both teachers and students.
FFL provides comprehensive training for students in essential macro skills—listening, speaking, reading, and writing—during their first two years In the final two years, the focus shifts to specialized subjects such as British and American culture, literature, linguistics, and teaching methodology Additionally, students enhance their expertise with courses in translation and interpretation, although teaching methodology remains the primary subject of study.
To enhance training quality and meet the growing demand for skilled professionals with foreign language proficiency, it is essential to diversify training methods and programs This approach aligns with the university's educational standards and societal needs.
Enhance scientific research to support the teaching of language, culture, and foreign language methodologies, while refining the university training program to align with national and international accreditation standards by 2020 Aim to establish a robust and sustainable faculty that strengthens the branding of Ho Chi Minh City University of Industry and positions it as a reputable training center for international students in the region.
To effectively prepare for the demands of an increasingly interconnected world, it is essential to train and develop human resources with strong foreign language skills and vital life competencies This approach aims to elevate students' awareness of the importance of continuous learning and research, ensuring they are equipped to meet the evolving challenges of society in the context of international integration and cooperation.
Contribute to promoting the development of Ho Chi Minh City University of Industry as well as the economic, social and cultural development of the city and the country.
Train students to become proficient English graduates equipped with essential knowledge, professional skills, strong ethical values, and good health, enabling them to excel in specialized fields that utilize the English language This education aims to fulfill societal and economic demands in the context of international integration while offering a comprehensive understanding of English language, as well as American culture, society, and literature.
Train and develop students’ English skills to be able to communicate quite proficiently in normal social and professional situations.
SIGNIFICANCE OF INTERNSHIP
Since October 2020, I have been working as a teaching assistant at the Vietnam Europe America English Center (VEA), where I completed a two-month internship from October 28, 2020, to December 31, 2020 This internship was a crucial experience for me as an English major, providing an invaluable opportunity to apply my academic knowledge in a practical setting I am deeply grateful to both IUH and VEA for this chance to enhance my skills and prepare for my future career.
Internships are crucial for my career and future, as they help improve my soft skills and foster a more proactive approach to work During my time at VEA, I formed valuable friendships and gained insights from the professional attitudes of my colleagues This experience allowed me to recognize my strengths and weaknesses, paving the way for my personal and professional development.
An internship is a valuable opportunity to apply theoretical knowledge in a real classroom setting, enabling personal growth through trial and error This experience allows me to learn from my mistakes and gain essential lessons that will facilitate future opportunities By navigating challenges in a new environment, I can better adapt to and thrive in diverse situations down the line.
The internship offered invaluable opportunities for feedback from experienced professionals in my desired field, allowing me to learn by observing various job roles Additionally, I created lasting memories with colleagues, students, and collaborators, which enriched my internship experience Overall, this experience has been instrumental in solidifying my career path moving forward.
THE INTERNSHIP ORGANIZATION
CULTURE, IDENTITY AND IMAGES
Established on December 5, 2016, the VEA English Center in Ho Chi Minh City has become a reputable institution in English language education over its five years of operation Targeting middle-income learners, VEA aims to inspire students, particularly those lacking confidence in English communication, through dynamic and engaging teaching methods With a team of enthusiastic, internationally experienced teachers, VEA guarantees that all students will confidently communicate with foreigners by the end of their courses The center continually enhances its service quality by offering a scientifically designed curriculum and regularly updated learning materials aligned with international standards, while maintaining a dedicated staff of qualified foreign teachers VEA English Center is committed to providing an affordable and effective English learning experience for all students.
After more than 5 years of operation in the field of education, the center currently has 4 branches in the area of District 12 such as:
• Campus 1: 52 Nguyen Anh Thu Street, Hiep Thanh Ward, District 12,
Ho Chi Minh City - Tel: (028) 370 200 37
• Campus 2: 74H2 Nguyen Anh Thu Street, Hiep Thanh Ward, District
12, Ho Chi Minh City - Tel: (028) 362 078 91
• Campus 3: 22 Hiep Thanh 31 Street, Hiep Thanh Ward, District 12,
Ho Chi Minh City - Tel: (028) 370 200 40
• Campus 4: 27A Tan Chanh Hiep 10 Street, Tan Chanh Hiep Ward, District 12, Ho Chi Minh City - Tel: (028) 363 642 29
English is a vital language in today's industrialized and modern world Recognizing this, VEA English Center employs a unique teaching approach that combines communication skills with engaging activities, encapsulated in their motto, "Make wings for dreams." With four welcoming campuses, VEA has successfully educated hundreds of students, focusing on inspiring those who lack confidence in their English abilities The center boasts a team of passionate, internationally certified (TESOL) teachers dedicated to ensuring that every student can confidently communicate with foreigners by the end of their course.
The VEA English Center, established just five years ago, has rapidly expanded to four branches in District 12, driven by enthusiasm and determination With plans for further growth, the center aims to extend its reach to additional provinces to better serve the increasing demand for English language education.
For nearly five years, we have been dedicated to transforming the education sector by nurturing a dynamic and creative generation of Vietnamese children Our focus on enhancing foreign language skills equips them with essential tools for success in life.
Students enhance their speaking skills, pronunciation, and natural communication reflexes by engaging with native teachers They also have the opportunity to take part in diverse extracurricular activities, allowing them to experience real-life scenarios together The curriculum is comprehensive, creative, and caters to various proficiency levels In addition to standard English lessons, VEA consistently develops innovative "Extracurricular Programs" to enrich the learning experience.
"Practical Skills" classes to create a beneficial playground so that VEA can help students develop life skills and encourage communication.
The Vietnam Europe America International English School (VEA) focuses on fostering natural English communication among students, emphasizing a pressure-free learning environment To engage children and enhance their interest in learning English, VEA incorporates games into its teaching methods, ensuring that the process remains enjoyable and effective.
To enhance the brand of Vietnam Europe America International English School and expand its reach, a unified effort from the entire team is essential.
1 Mr Tran Van Ca, Investor of the VEA English System
2 Ms Nguyen Thi Thuy Trang, Executive Director of VEA English System
3 Ms Vo Duy Hao manages of VEA English System Training Department
4 Ms.To Tieu Tieu manages of VEA English System Training Department
5 Ms Le Thi Lanh manages of VEA English System Training Department (branches
6 Ms Than Ngoc Bao Ly in charge of foreign teacher group
7 Ms Tran Viet Trinh in charge of Vietnamese teacher group
8 Ms Luu Thi Hong Phuong in charge of Cambridge program
The staff of VEA English Center
Foreign teachers trained with international teaching certificates:
A team of teachers dedicated to the profession and care for students
Vietnam Europe America (VEA) – Branch 2
The Cambridge Certificate Award Ceremony
PRODUCT AND MARKET SITUATION
The headquarters of the VEA English center is at 52 Nguyen Anh Thu, District
Established in 2016, the VEA English Center in District 12 stands out among well-known competitors like VUS and A Chau, attracting numerous students and generating significant profits Each year, the center successfully prepares hundreds of students for Mover and Flyer certificates, enabling them to gain admission to top secondary schools Notably, on December 22, 2019, VEA celebrated the achievement of over 300 exceptional students at an awarding ceremony, bringing the total number of students with international certificates to over 1,000 These international certifications represent the center's commitment to quality education and the dedication of its students.
English language environment Besides, it also helps them have a solid foundation for their dreams to conquer English in the future.
The VEA English Center annually trains 25 teaching assistants to become future English teachers, while also providing employment opportunities for over 150 Vietnamese and foreign teachers.
Each branch of the VEA English Center features over 25 well-equipped classrooms, accommodating 18 to 23 students, which allows teachers and assistants to effectively support learners The classrooms are fitted with air-conditioning, large televisions, and ample lighting, enhancing the learning environment Additionally, the center offers vending machines with discounted prices for students, while teachers and staff enjoy complimentary soft drinks or coffee, and teaching assistants receive this benefit weekly The airy and cool space includes a diverse collection of English-related books for students to read comfortably, along with toys for children to enjoy while waiting for their parents or during recess.
The VEA English Center offers a dynamic learning environment by regularly updating teaching aids, ensuring students have easy access to knowledge and feel engaged during classes With a strong emphasis on communication skills, the curriculum is thoughtfully designed, catering to various proficiency levels from basic to advanced, and includes instruction from both Vietnamese teachers and native speakers.
Lecturers at the VEA Center are highly qualified professionals dedicated to sharing their knowledge and experience with students They regularly participate in training sessions to enhance their teaching methods and incorporate engaging games into the classroom, making learning English enjoyable Additionally, the friendly and enthusiastic staff, including security personnel, are always ready to assist students with any challenges they may face, maintaining a positive and welcoming atmosphere with their warm smiles and courteous behavior.
Although the VEA English Center is one of the English language centers that has just been established for 5 years and has 4 branches in the surrounding areas in District
Parents are increasingly satisfied and confident in the VEA English system, leading to a growing number of students enrolling due to the dedication and teaching skills of the educators The center plans to expand its reach to additional districts to better meet the rising demand for English education.
The VEA English Center is dedicated to teaching communicative English and providing certification for children and teenagers Classes are organized by English proficiency rather than age, offering a range from beginner to advanced levels The center features five distinct class types: high-quality boarding, practical skills, 100% foreign teacher instruction, English preschool, and Cambridge exam preparation (including Starters, Movers, Flyers, KET, and PET) Each class is designed with detailed schedules tailored to individual student learning and progress.
VEA is dedicated to providing an exceptional learning environment and English practice for students Our offerings include high-quality boarding, practical skill classes, and courses taught entirely by foreign teachers We also provide English preschool programs and comprehensive Cambridge exam preparation classes, including Starters, Movers, Flyers, KET, and PET.
Our facility boasts modern and spacious amenities, including separate locker rooms and bedrooms for males and females, an air-conditioned environment, a bright dining area, and a contemporary kitchen Our chefs hold full practice certificates and are committed to delivering high-quality meals Additionally, our friendly and dedicated staff, along with primary teachers who are graduates of Pedagogy, ensure a nurturing and supportive atmosphere.
VEA students engage in a variety of exciting activities that foster teamwork and create lasting memories through practical skills classes They learn English, participate in traditional folk games, and explore captivating scientific concepts while expressing their artistic talents These essential skills not only promote physical health but also equip children to navigate and protect themselves from potentially dangerous situations.
Engage in direct classroom instruction with native English teachers to enhance your pronunciation skills and become comfortable with the language This course emphasizes natural communication, laying a strong foundation in English Led by a foreign head teacher, students will also benefit from the support of a Vietnamese teaching assistant during lessons, ensuring a comprehensive learning experience.
Students aged 4 to 6 years old engage in this class, where they are introduced to an immersive English environment This approach not only lays a strong foundation for mastering the language but also fosters confidence and encourages bravery in using English.
VEA also organizes classes to prepare certificates for Starters, Movers, Flyers, KET and PET These courses help students become familiar with the standard Cambridge exam format.
English plays a crucial role in modernization and globalization, serving as a vital tool for learners It acts as a passport, enabling access to quality educational environments and enhancing future opportunities.
English is increasingly vital in today's world, yet educational programs often focus solely on theoretical knowledge, neglecting essential skills like listening, speaking, reading, and effective communication with native speakers In response to the growing demand for English proficiency amid international integration, numerous English language centers have emerged nationwide, catering to diverse learner needs in a highly competitive and profitable market.
Established in 2016, VEA English Center was created to meet the growing demand for English learning among customers Despite being relatively new, VEA has quickly established a strong reputation in the market and earned the unwavering trust of its learners.
TASK, PROJECTS AND ACTIVITIES
COMMON RULES AT THE WORKPLACE
The VEA English Center provides diverse programs tailored for both children and adults Operating hours are from 7:30 AM to 11:00 AM and 3:45 PM to 9:00 PM, seven days a week For children aged 5-11, classes are available on Saturday and Sunday from 3:45 PM to 8:00 PM.
The VEA English Center has specific regulations for its teaching assistants, which, while not overly strict, must be diligently followed.
At VEA, both male and female tutors are required to adhere to the uniform policy, which includes wearing trousers, a shirt, and appropriate footwear such as shoes or sandals Punctuality is crucial, as arriving late can negatively impact class preparation Tutors must ensure they arrive in the classroom at least 15 minutes early to adequately prepare for the facilities and accommodate students.
DAILY TASK ACTIVITIES
During 2 months internship as a teaching assistant, I had received a Cambridge exam preparation class: Starter 3 and English preschool: P3 It was time for me to perform different roles and tasks in each class.
Punctuality is crucial in my teaching routine, as I arrive 15 minutes early to prepare the classroom and ensure all materials are ready for the lesson This includes arranging tables and chairs and reviewing previous lessons with struggling students to help them keep pace I also collect essential items such as books, student notebooks, and contact books to regularly check their work, ensuring they are completed accurately These materials are then returned to students for their vocabulary, structure, and homework assignments during class time.
While teaching was not my primary responsibility, my role involved supporting teachers by managing classroom dynamics and ensuring students remained focused during lessons With class sizes ranging from 18 to 23 students, individual attention was often lacking, particularly for those who struggled with the material I assisted teachers by clarifying concepts for students who needed extra help Additionally, I addressed the challenge of energetic students who frequently distracted their peers To maintain a conducive learning environment, I reminded them to concentrate, and if necessary, I documented their behavior in student records to address any issues related to their learning attitudes.
During recess, each student enjoyed 10 minutes of free time, with the option to stay inside or go outside Young students, typically five or six years old, required additional support from teaching assistants, prompting me to assist them with basic needs like drinking water or using the restroom After recess, I guided them back to the classroom to resume lessons The remaining class time was dedicated to studying and completing workbook tasks Each week, students participated in a 30-minute lesson with foreign instructors on various life topics, where I provided guidance and translation as needed Additionally, every two weeks, the class engaged in dance activities on the center stage, and I actively participated by leading and dancing with the students during these extracurricular sessions.
Last 30 minutes, I came back to my seat and started to write some comments on each student through behaviors, attitudes, and ability to learn a new lesson which was bad or good in student books and evaluated by giving a star.
At the end of each lesson, students received their books back, and I reminded them to review vocabulary and complete assignments before the next class Afterward, the teaching assistant ensured that students remained in the classroom for an additional five minutes until their parents arrived If parents were late, we escorted the students downstairs to the caretakers responsible for their supervision, and telephones were provided for children to contact their parents.
3.2.2 CAMBRIDGE EXAM PREPARATION CLASS: Starter 3
I arrived 15 minutes early to prepare the classroom and take attendance, writing the date on the board for students to note in their contact books I listed the students' names on the board to facilitate marking their attendance during class Additionally, I reviewed lessons for absent students and explained essential structures and vocabulary to ensure they grasp important concepts Finally, I collected books, student notebooks, and communication books to check exercises and provide feedback, which will help students reinforce their vocabulary, structures, and homework in future classes.
In my role as a classroom manager, I ensured that students remained focused and attentive during lectures, which typically included 18 to 23 students Given the teacher-to-student ratio, it was often challenging for educators to address each student's individual needs, particularly those who struggled with the material My responsibilities included assisting teachers by providing additional explanations and guidance to help weaker students grasp concepts they found difficult.
Before beginning a new lesson, I assist the teacher in reviewing previous vocabulary and sometimes introduce new topics using visuals or engaging activities like dancing As a teaching assistant, my role is to maintain student focus while the teacher conducts lessons and introduces new vocabulary and structures In this course, a foreign teacher provides English instruction for 30 minutes each week At this level, students often struggle to comprehend the teacher's speech Additionally, the foreign teacher occasionally faces challenges in explaining vocabulary and structures to the children, so I take on the responsibility of translating the meanings and usage of these terms into Vietnamese, with the teacher's consent.
Then I spend the last 5 minutes writing the comments and giving them back.
In this class, I was allowed to leave 30 minutes early according to the regulations.
Before leaving the classroom, I reminded the students to study and finish their workbook tasks, and I bid farewell to both the teacher and the students.
At VEA English Center, we recently hosted a Halloween make-up festival, allowing children to enjoy fun activities with friends while practicing English with foreign teachers To prepare, I reviewed Halloween vocabulary with the kids, including words like ghosts, pumpkins, and haunted houses The event featured interactive games where students matched sounds to pictures, with quick and accurate participants receiving treats like cakes and candies Additionally, students showcased their creativity by dressing up for the occasion, enhancing their extracurricular experience.
Prepare to dress up before joining the game
Students join the game with foreign teachers
3.3.2 SEND YOUR LOVE TO CENTRAL VIETNAM
This year, Vietnam has faced significant challenges, including the Covid-19 pandemic and devastating floods in the central region In response, students and staff at the center have come together to contribute funds to support those affected, helping them navigate this difficult time Additionally, the VEA has also been involved in these efforts.
English Center gives each student 5 masks when coming to school to prevent the
Covid-19 epidemic as well as to protect the children's health
Send your love to central Vietnam
Christmas is a significant celebration in both Western countries and Asia, occurring on December 24 and 25, a time for sharing love and togetherness Each year, the VEA English Center organizes festive extracurricular activities in the lobby, where students engage in dancing and games Initially, I review simple dances to popular Christmas songs like "Merry Christmas" with the students, ensuring they grasp the lessons Afterward, I guide them to the hall, set up their formation, and coordinate with the manager to play the requested songs for dancing The students also enjoy vocabulary games with a foreign teacher for the last 15 minutes, followed by receiving candy The event concludes with commemorative photos before the students head home.
Instructing and controlling the class
In addition, the students are also free to design and make cards themselves to give to their friends.
During the Covid-19 pandemic, engaging activities like card cutting and festive design kept classes interesting and rewarding I taught students how to create decorative cards featuring Santa Claus and snowmen, enhancing their creativity and enjoyment in learning.
Tet is a time for family gatherings, but due to the impact of the Covid-19 pandemic, the VEA Center has scaled back its celebrations We focus on sharing positive messages with students through New Year greetings, English quizzes, and engaging activities like dancing to festive songs and playing word puzzles My role involves managing seating arrangements and assisting students with challenging questions The event concludes with group photos and small prizes for winners, fostering a sense of unity among students while enhancing their knowledge of Tet traditions across Vietnam.
REFLECTION
REFLECTION ON DEVELOPED WORKING AREA AND SKILLS
Teaching has always been a dream of mine since high school, and my journey began in university when I volunteered to teach English at a foreign orphanage This experience, along with my role as a teaching assistant at an English center, significantly boosted my confidence and passion for teaching My time at the VEA English center was particularly transformative, as I had the opportunity to collaborate with highly qualified teachers Initially nervous about translating for students during foreign teacher sessions, I overcame my fears through dedication and hard work, ultimately enhancing my skills and confidence in the process.
Punctuality is a crucial requirement in any workplace, particularly during my internship at the VEA center, where it reflects a strong work ethic I consistently strive to enhance my punctuality, recognizing that effective time management is essential, especially in teaching roles My responsibilities include overseeing students, providing clear instructions for assignments, and supporting teachers, all of which must be accomplished within a two-hour timeframe Throughout my internship, I have learned the importance of dividing my time effectively to meet these demands.
The innocence and cuteness of children inspire me to take my work seriously and foster a deep fondness for them As a teaching assistant, I wholeheartedly engage with students, answering their questions and helping them grasp lessons, which brings me immense joy Their charming nature alleviates the pressure I feel regarding my knowledge and grades, allowing me to focus on their learning and growth.
In conclusion, my experience at the VEA center allowed me to effectively apply the theories and pedagogical skills acquired in college I gained invaluable insights by observing professional teachers and engaging in real-world experiences that are essential for my future career This opportunity enhanced my communication skills with colleagues, parents, and students, as well as my public speaking and classroom management abilities As a result, I now feel confident and prepared to pursue a teaching career.
REFLECTION ON PERSONAL DEVELOPMENT DURING THE INTERNSHIP
Working at VEA English Center has been a fortunate experience in my life, providing a professional and friendly environment that inspires me to go to work each day However, like any situation, there are both advantages and disadvantages that I have encountered during my internship at the center.
During my two-month internship, I acquired a diverse set of valuable skills and experiences that will greatly benefit my future career and personal development.
Internships provide a valuable opportunity for students to apply their academic knowledge in real-world settings, allowing them to understand the daily responsibilities in their chosen field In addition to technical skills, essential soft skills like communication, teamwork, and computer proficiency are crucial for success Being proactive is vital, as interns must take the initiative to learn and engage without constant reminders Since starting my internship, I have actively sought to connect with colleagues, explore tasks, and collaborate, which has facilitated my integration into the workplace I have received generous support and insights from teachers and management, easing my transition Additionally, participating in vocabulary tests has helped me review essential language skills that I previously overlooked This practical experience has been instrumental in identifying my strengths and weaknesses, fueling my passion for the job and driving my self-improvement.
Managing a hyperactive classroom of young children presented significant challenges initially, especially as I was unfamiliar with effective teaching methods and interpreting for foreign teachers However, through valuable experiences gained from mentors like Ms Hương and Mr Hoang at the VEA center, I improved my classroom management skills and learned to better understand my students' needs I implemented strategies such as counting to ten to regain attention, using a scoreboard to track group behavior, rewarding good conduct with stickers, and encouraging noisy groups to participate in fun activities like dancing to English songs I realized that shouting at students was ineffective; instead, a gentle approach was essential, particularly during our internship, to foster a positive learning environment.
During my two-month internship, I gained valuable experience in classroom teaching and management I prioritized student engagement by seeking the teacher's permission to spend the first 10 minutes motivating students and making learning enjoyable For instance, I incorporated fun warm-up games and danced to English songs relevant to the day's lesson, effectively preparing students for the learning ahead.
The VEA English Center offers a highly skilled environment equipped with top-notch resources, exemplifying excellence in language education Additionally, the intern has shared valuable insights about the center, facilitating the collection of data for my internship report.
The internship provided me with a valuable opportunity to thrive under pressure while managing a heavy course load and completing my graduation proposal Despite the challenges of juggling multiple subjects and assignments, I learned the importance of avoiding complaints and instead focusing on effective time management By breaking tasks into manageable segments and prioritizing relaxation, I was able to maintain my well-being without resorting to unhealthy habits like excessive caffeine or late-night study sessions.
The internship period was challenging for many students, yet it provided invaluable opportunities to acquire essential skills and insights into personal strengths and weaknesses This experience fostered personal growth and offered lessons about life that cannot be taught by teachers or friends.
During the period of the internship, I received great help from teachers, friends, IUH students, and many others However, I still encountered some difficulties during my internship with the following cases:
I often struggle to handle unexpected questions in class, particularly when students ask about topics I haven't prepared for For instance, while I was guiding students on their homework, one student requested a clearer explanation of a phrase in the workbook Despite my immediate attempt to clarify, my response was not as clear or comprehensible as I had hoped.
I faced significant challenges while studying four subjects, including teaching technology and informatics, while also preparing my graduation report and studying for a Chinese test This overwhelming workload led to stress and sleepless nights filled with worries about unfinished tasks Seeking support from friends, I learned the importance of staying calm and creating a systematic to-do list, which ultimately helped me manage my responsibilities more effectively and reduced my stress levels significantly.
Despite the overall friendliness and enthusiasm of most students, I encountered challenges in my job due to the arrogance and stubbornness of a few When I requested them to quietly focus or complete their homework, they would briefly quiet down but then resume their chatter This disruptive behavior was frustrating and often led to a lack of understanding of the lessons However, in subsequent classes, I felt more confident in managing these situations, reducing my confusion.
In summary, my internship presented three significant challenges: managing a tight study schedule, experiencing a lack of cooperation from some students, and struggling with classroom management However, these difficulties ultimately contributed to my personal growth, making me stronger and more composed in addressing issues and finding solutions.
CONCLUSION
INTERNSHIP EXPERIENCE SUMMARY
Teaching has always been my dream since high school, and this internship at VEA English Center has provided me with a valuable opportunity to develop my skills in a professional setting Over the past two months, I have gained invaluable experience and clarity in pursuing my teaching aspirations I am grateful to VEA for their guidance during my initial days as a teaching assistant, as well as to the many teachers I worked with, who offered insightful advice that fostered my personal growth This experience allowed me to organize classroom activities and games, giving me a taste of what it means to be a teacher—someone I deeply admire My speaking and listening skills have significantly improved, and I have transitioned from being a quiet, independent worker to a more active participant with enhanced communication and teamwork abilities Despite facing challenges during my internship, I remain committed to improving myself and nurturing my passion for education.
While working at the VEA Center, I experienced a professional environment equipped with modern teaching tools The center boasts numerous fully-equipped classrooms, particularly at branch 2, ensuring that all facilities meet the high expectations of parents, even the most discerning ones.
The dedicated security team at VEA plays a crucial role in fostering a safe and welcoming environment for students, earning the trust of parents Their efforts ensure that parents can feel secure while their children attend the VEA Center By assisting with the safe arrival and departure of students, the security team demonstrates their commitment to the well-being of the community, deserving recognition and respect from all.
In summary, my time at the VEA center significantly contributed to my growth as a teaching assistant and will shape my future as a teacher The valuable lessons and skills I acquired will be applied in my next role.
5.2.1 SUGGESTIONS FOR THE VEA ENGLISH CENTER.
During my internship at the VEA English Center, I discovered that it serves as a strong foundation for both resources and knowledge However, I have identified several areas for improvement that I would like to suggest to enhance the overall experience at the center.
The VEA center boasts commendable teaching facilities; however, occasional equipment malfunctions can disrupt the learning environment For instance, the air conditioning in my classroom has failed at times, leading to discomfort for students Fortunately, the center addresses these issues promptly, but it is essential for VEA to conduct regular facility checks to ensure all equipment functions properly, thereby minimizing any negative impact on both teachers and students.
The classroom environment plays a crucial role in student learning, yet many classes at the VEA Center, consisting of 18 to 23 students, struggle with limited space This cramped setting hinders both movement and interactive activities, posing challenges for both students and teachers It is essential that these issues are addressed promptly to ensure that students can thrive in an optimal learning atmosphere at the VEA Center.
Thirdly, I would like to mention learning with foreigners in Vietnam teacher class.
The current structure of the class limits students to just one 30-minute session with foreign instructors per week, which I believe is insufficient for enhancing their speaking skills Extending the duration of each class to one hour would provide students with more valuable practice time, ultimately leading to better development of their speaking abilities.
To enhance the quality of the VEA English Center, I propose three key improvements: first, a thorough assessment of the existing facilities; second, an evaluation of the classroom space to ensure it meets the needs of students; and third, the introduction of additional study time with native speakers I hope these suggestions will be thoughtfully considered by the teaching staff.
Guiding students to do homework
Checking student books basing on students’ performance.