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My Teaching Journey

Alexandra Sadovnikova

Department of Learning & Teaching, University of San Diego

EDUC 549P: Practicum in TESOL

Professor Packer

May 9, 2021
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My Teaching Journey

Before the practicum, I did not have experience teaching in English. I used to teach some

Russian classes, but this recent experience did not give me much understanding of teaching

practices and helpful techniques in classroom organization. I have a little experience in private

tutoring and three years of tutoring at the community college. Some of my colleagues have a

better sense of teaching and engaging students in classroom activities, and I asked their advice

sometimes. However, my inner voice told me that I could become a better teacher, and I only

need teaching guidance. It was beneficial to be placed in a practicum site with a mentor teacher

who helps you to see and practice teaching techniques that will lead to your learning and

teaching success.

The Observational Site

The English Language Academy at USD, where I had my practicum, has many

international students from worldwide countries. The ELA is affiliated with USD, and its goal is

to support second-language learners with their English skills to engage and be accepted to an

American university. We had ESL learners from China, Mexico, Saudi Arabia, Portugal, and

Brazil. The goal of each of those students was to successfully finish the class and continue their

undergraduate journey at USD. I was fascinated with the students’ educational goals and their

eagerness to learn something new about American culture and university experience.

Besides the wonderfully diverse group of students, I had a supportive and flexible mentor

teacher. At first, he was careful with me because he did not know me well. After I taught the first

session, he was impressed by my positive attitude and empathy toward students, communication

skills, and knowledge of using teaching technology. It is interesting that my mentor teacher has

never used the Jamboard and Padlet for classroom activities. A couple of times in the class, he
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mentioned his appreciation for showing him how to use those platforms. I learned from the

mentor teacher to stay calm, be friendly but still have a steady teacher voice. It was an incredible

journey for both of us.

Summary of Teaching Experience

The most valuable tips that I will take from the practicum relate to classroom

organization. My mentor teacher starts his classes with a warm-up activity pertaining to the

covered topic in the class, then students start working on the main portion of the class, and he has

a closure. He was never rushed at the end of the class, which was terrific. I could not finish a

couple of classes without a rush, but I guess it will come to me with an experience. Compared to

my positive and upbeat personality, the mentor teacher was always calm. Overall, my

observation experience was good and enriched by many helpful approaches to classroom

organization.

I had an exciting and fascinating journey with students. I never thought that I would be

good enough to teach ESL classes and feel satisfied by the experience. I love to be among

people, and I feel confident enough to speak and present. It was interesting to see the students

support me at every classroom teaching step. It made me think about the cultural difference in

teacher respect between American students and international students. In many countries,

education has a teacher-centered approach. The teacher gives a lecture and explains the new

material without much student involvement. Even though I noticed that students behaved this

way in some parts of the lesson, I led many activities to change to a student-centered approach

because the focus of the class was to adapt students to American culture, thinking, and learning

style.
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Changemaker or a Powerful Role-Model

Suddenly, the semester is almost over, and I have less than a week to finish all my

projects. I already miss my students because we created a safe, fun, and welcome environment

for each other. I genuinely believe that I could change their lives by my own example as a non-

native English speaker and inspire them to keep going. I shared many stories on my educational

experience, cultural shock, the classroom structure, and group projects. I hope that with my

shared experience and new knowledge of American education, students will adapt to new

environments and achieve their academic goals.

I not only taught my students, but I learned a lot from them, too. I explored their cultures,

languages, and attitudes toward new life and American culture. Many of them have a solid belief

in American education and the brightest future after graduation. I agree with them because the

USA is a country of freedom and infinite opportunities.

Conclusion

I am excited to begin a new chapter of my life as an independent teacher and, at the same

time, a little bit stressed because I do not know yet where I will teach. I feel confident and

prepared to teach my classes and practice the teaching strategies and concepts I learned from my

mentor teacher. I will definitely use the warm-up activity to wake up the students and prepare

them for the learning process, and I will keep in mind to connect it to the main topic of the class.

I believe that I will learn time management well and will not rush my classes in the end. Almost

everything that we learn comes from practice.

I was lucky to have been able to grow academically and professionally with the mentor

teacher’s guidance. I was fortunate to have outstanding students in my classes and learn about

their cultures and language differences. I was happy that I was a part of such an enjoyable
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learning environment. I know the knowledge I have gained will support me throughout my

career growth and help me become better every day. The professional bond and personal

connection with my mentor teacher will keep us connected and exchanging teaching ideas with

each other.