Although in Vietnam education, we still focus on the teacher-centred teaching method, i prefer a more progressive approach where in the class i will be a facilitator instead of an authoritative figure. The reason behind this is that i can build relationship with my student easier as well as making them a more active learners as they can feel less stressful to express them-self knowing that the teaching is not taking all the control. Despite my past working environment i liked to teach in a small class size due to the ease in aptitude control and in communicative language teaching, having small numbers of students can give befit in building relationship for peer-working as well as boosting confident for students when they are asked to do oral expression (large class size can make them feel ashamed of the other students’ attention towards themselves). When teaching communicative language, i tend to avoid the audio-lingual method as it could potentially make the lessons feel repetitive and boring, not only that, the with i being a non-native speaking, having the students mimicking my oral expression can also cause them to make similar mistake to me. In class i highly encourage peers-working and group activities since they can give benefits such as students with higher aptitude would be able to rehearse what they know by guiding and “teaching” less able students in their group and the less able will be learning from their peers. Because i used to work with various type of student from one that have no knowledge about communicative English to one that have extra tutoring in that department, my demand for student only based around the level of discipline and attitude.
I'am currently studying master of education and studies degree in Australia. Back in Vietnam, I used to work as an assistance for multiple ESL teachers in providing communicative English as well as some knowledge about the IELTS testing system for secondary school students. The classes that me and my subordinates interacted with usually composed of more than 40 students and can vary in the level of aptitude, however the best class we taught was able to reach the IELTS speaking score of 5.0 to 5.5 without any prior education.
BLACK HAWK SHOP, Hanoi (Nov 2015 – Oct 2015)
- Position: Cashier
- Responsibilities: Sold outdoor sport, airsoft, paintball equipment, ordering and packaging
- Learning points: Customer service skill, experiences in sales, dealing with customer request
DREAM HOUSE ENGLISH CENTER, Hanoi (April 2017- Feb 2018)
- Position: Assistance for ESL teachers
- Responsibilities: Work with foreign ESL teacher as a team to teacher communicative English for secondary school students
- Learning points: Team building skills, leadership skills, ESL teaching skills, dealing with students/parents requests
- Griffith University, Brisbane, Australia (2018-2019 expected)- Master of education and studies
- STAFFORDSHIRE UNIVERSITY, British University Vietnam (2014 – 2017) - BA Marketing Management
- THE OLYMPIA HIGH SCHOOL, Hanoi (2011 – 2014)
- Language: IELTS 6.5
- Computer Skills: Microsoft Word, Excel and Power Point
- Soft Skills: Communication, Team Working
- BBGV charity fun run (2016)
- Champion dash (2016)
- Member of BUV’s Volunteer and Movie Club (2014)
- Member of BUV’s Student Ambassador (2014)
- Involving in charity activities with class at Hoa Binh year (2012 – 2013)
- Olympia School’s newspaper photographer (2010)
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