Samarkand state Institute of foreign language
Student of the group 232. Eshturdiyeva sevinch.
Reflictive writing
My name is Sevinch Eshturdiyeva, a student at Samarkand State Institute of Foreign
Languages, currently studying in group 2321. From May 5, 2025, to June 10, 2025, I
successfully completed a six-week passive teaching practicum at Secondary School
No. 2 in Narpay District, Samarkand Region. This practicum was an incredibly
valuable experience for me—both professionally and personally—as it laid a strong
foundation for my future teaching career.
At the beginning of the practicum, I felt a mix of excitement and anxiety. I was eager
to apply my theoretical knowledge in a real school environment, yet nervous about
how I would manage in an unfamiliar setting. Questions ran through my mind:
Would the students listen to me? Would I be able to communicate effectively? Could
I manage time properly during lessons? However, once I arrived at the school, I was
warmly welcomed by the school administration and staff, which helped ease my
concerns and gave me the confidence to engage actively in the process.
Throughout the practicum, I had the opportunity to observe experienced teachers,
learn about classroom management, and understand the dynamics of a real school
environment. I owe special thanks to my school-based practicum supervisor, A.
Mohigul, who was exceptionally supportive and knowledgeable. She taught me
many practical things that I had not learned in the classroom—how to plan lessons
efficiently, how to keep students engaged, how to handle unexpected classroom
situations, and most importantly, how to remain calm and patient.
One of the most memorable parts of my practicum was when I delivered an open
lesson for fifth-grade students on May 19, 2025. It was my first experience standing
in front of a classroom and conducting a full lesson by myself. I spent several days
preparing for it—designing engaging activities, selecting appropriate materials, and
rehearsing my explanations. During the lesson, I faced a few challenges, especially
with time management. I underestimated how long some activities would take,
which led to a slight rush toward the end. However, overall, the lesson went well,
and I received positive feedback from my supervisor and the students. That
experience taught me that flexibility and quick thinking are essential for every
teacher.
This practicum also allowed me to develop a deeper understanding of student
behavior and how to build a positive learning atmosphere. I learned that each
student is different, and their individual needs must be considered. While observing
the classes, I noticed how effective teachers differentiated instruction, used body
language and tone of voice to maintain discipline, and created a classroom
environment that was both respectful and engaging.
Another important aspect of my practicum was learning how to collaborate with
colleagues. I saw firsthand how teachers support one another—by sharing
resources, giving feedback, and discussing classroom strategies. It became clear to
me that teaching is not an isolated profession, but one that thrives on teamwork and
mutual respect. I had the chance to attend teacher meetings and participate in
lesson planning discussions, which made me feel like a part of the school
community.
I am also grateful to my institute practicum supervisor and the entire team who
supported us during this period. Their continuous guidance, feedback, and
encouragement helped me grow. The weekly reports, reflection logs, and follow-up
tasks kept me on track and made me reflect critically on my progress. These
reflections helped me identify both my strengths and the areas I needed to improve.
One of the biggest lessons I learned during this practicum is that teaching goes far
beyond delivering content. It involves empathy, adaptability, patience, and passion. I
realized that a teacher's role is not only to educate but also to inspire, motivate, and
care for students. This understanding has changed my perception of the profession
and increased my admiration for those who dedicate their lives to teaching.
Although the practicum was passive, meaning we were not responsible for daily
teaching, it still gave me meaningful exposure to real-life school settings. I observed
diverse teaching methods, classroom routines, and student-teacher interactions.
Observing these gave me a deeper appreciation for the complexity of the teaching
process and the vital roles of preparation, communication, and self-reflection.
By the end of the six weeks, I felt more confident in my abilities and more aware of
the responsibilities that come with being an educator. I discovered that I enjoy
working with children and helping them learn. I also learned that being a good
teacher requires continuous learning, self-evaluation, and dedication. This
experience has motivated me to continue improving and striving to be a better
version of myself every day.
In conclusion, this practicum at Secondary School No. 2 was an unforgettable and
enriching experience. It allowed me to connect theory with practice, understand the
realities of teaching, and develop skills that I will carry with me into my future
career. I sincerely thank the school administration, my practicum supervisor A.
Mohigul, and all the staff and teachers who supported me throughout this journey.
Their kindness, mentorship, and encouragement made a significant impact on my
growth as a future educator.
I look forward to applying everything I’ve learned in my active practicum and future
teaching assignments. This practicum taught me more than just teaching skills—it
helped me discover my potential and envision the kind of teacher I aspire to
become.
