Teaching has officially begun! Immediately, I can't help but notice how the educational system here is different than Canada’s. The students were so excited to see us! One my first day of teaching, once I entered the classroom, the students greeted me by singing the “Hello teacher” song. They are excited to learn and have a great sense of appreciation for learning, unlike Canada, where education is often taken for granted. One of my Grade 3 class has nearly 40 students, all wearing white shirt uniforms with blue shorts or skirts. My specialization is English Language Learners (ELL). After observing the various classrooms, I noticed how no differentiation techniques are applied when teaching the content to students. Students have a range of learning levels and needs, all differing from one another. The lesson plans, however, are taught quite standardly, with the teacher delivering the information at the front of the class, and students being the recipients of such information. Due to a lack of technology, I had to rely on props, such as the use of puppets and the blackboard, to deliver my lessons. I also modelled exercises for the students before splitting them up into groups since an explanation in English often did not suffice. It was difficult to communicate with the students since their English levels were quite low, but they definitely did not lack the enthusiasm and excitement, which made the lessons fun!
The classes consisted of the teacher pronouncing conversational sentences, such as “How are you?”, “This is my friend Linda”, etc. and students repeating them over and over again. Students would memorize these sentences, but while doing walk-arounds and observing students, I noticed how some required the extra support and resources to be able to learn and understand English. I decided to speak to my partner-teacher about whether I could use scaffolding techniques to teach students. She said that, with classes being 40 mins long and the heavy content to be covered each time, she wasn’t able to cater the lessons to accommodate students’ various needs.
I couldn’t help but think of the educational system in Canada, and how, I am so grateful that in encourages differentiation to ensure all students are able to reach their maximum capability. My experience in Vietnam has helped me develop more empathy, patience, and understanding for English Language Learners. Students have skills regardless of whether English is their first language or not. It’s important to me to notice those strengths and use them to enhance their confidence. Teaching in Vietnam has been a great opportunity for me, and my students have taught me so many valuable lessons that I look forward to applying in my future classrooms.