Micro-teaching

As part of our TESOL training, we, a team of postgraduate students, had the opportunity to conduct observations and a micro-teaching session at Foreign Trade University (Hanoi), delivering Business English lessons to undergraduates. This short but meaningful experience offered us a valuable chance to step beyond the classroom as student teachers and into the role of professional educators, applying what we learned to practice in a specific real-world teaching context.

The students we taught were highly motivated, communicative, and eager to learn, creating a dynamic and engaging environment that inspired and challenged us. Their energy and responsiveness pushed us to think critically about how we deliver content, manage time, and support active participation in English, especially within the framework of Business English instruction.

Teaching in this unfamiliar setting came with its own challenges. We had to adapt to a new curriculum quickly, respond to a different educational culture, and rethink our instructional approaches to suit the learners’ needs. Differences in classroom expectations, teaching materials, and communication styles required our flexibility, sensitivity, and willingness to learn on our feet. Rather than discouraging us, these challenges deepened our appreciation for the complexity and diversity of language teaching contexts.

Despite the limited time, the practicum was an essential milestone in our development as future TESOL professionals. It allowed us to apply pedagogical knowledge in a live setting, develop greater cultural awareness, and build the confidence to navigate diverse classrooms. Most importantly, it emphasized the importance of reflective practice: thinking carefully about what we do, why we do it, and how we can do it better.

The following reflections capture our personal insights, lessons learned, and professional growth during this experience. We invite you to explore them as honest accounts of the challenges we faced, the strategies we tried, and the transformation we underwent—all within the context of becoming more responsive, thoughtful, and effective educators.