1.

Functions and Tasks of the Internship Institution

1.1. General Introduction to Hoa Mai Kindergarten
Hoa Mai Kindergarten is one of the exemplary preschool education
institutions in the locality, operating under the management of the District
Department of Education and Training. The school’s mission is to nurture,
care for, and educate children aged 3 to 5, while implementing comprehensive
educational activities aimed at developing children’s intellectual, physical,
emotional, and social skills. With modern facilities and a team of qualified
teachers, the school has become a safe, friendly, and trustworthy educational
environment for parents.
1.2. Core Functions
The core function of Hoa Mai Kindergarten is to organize preschool
educational activities in accordance with the national curriculum framework
issued by the Ministry of Education and Training. In addition, the school
fulfills the following functions:
 Ensuring daily nurturing and care (meals, sleep, play, hygiene).
 Organizing teaching activities appropriate to children’s psychological
and developmental characteristics.
 Creating a humanistic learning environment that encourages children’s
creativity.
 Ensuring physical and mental safety for children throughout their
school time.
1.3. Specific Tasks
Hoa Mai Kindergarten is entrusted with the following main tasks:
1. Implement the preschool education curriculum and develop annual
teaching plans.
2. Manage, train, and develop teachers and staff to improve the quality of
child care and education.
3. Manage facilities and equipment, ensuring safe teaching and learning
conditions.
 4. Organize extracurricular activities, festivals, and play programs to
foster children’s holistic development.
5. Work closely with parents in nurturing and educating children, creating
strong connections between school, family, and society.
6. Provide advice to the Department of Education on preschool education
issues in the locality.
1.4. The School’s Role for Interns
For students majoring in Early Childhood Education and English Language
Teaching, Hoa Mai Kindergarten is an important practical training
environment. Interns can:
 Observe and learn teaching methods from experienced teachers.
 Prepare lesson plans, teach, and manage classrooms directly.
 Experience the practical aspects of child care and education.
 Practice professional conduct, communication skills, and problem-
solving.
Through this, interns not only consolidate their theoretical knowledge but also
develop professional competence, preparing themselves for future teaching
careers.
2. Assigned Tasks
2.1. Main Task: Teaching English to Children Aged 3–5
During my internship at Hoa Mai Kindergarten, my core responsibility was to
participate directly in English teaching for children aged 3–5. This age group
is highly curious and easily attracted to lively images and sounds, yet they can
quickly lose focus. Therefore, the school required me not only to deliver
language knowledge but also to select appropriate teaching methods and
design lessons connected to playful activities.
Specifically, I was assigned to prepare three lesson plans for model teaching
sessions. The themes were suggested by my supervising teacher, while
encouraging creativity. The topics included:
 1. Colors – Helping children recognize and distinguish basic colors using
visual aids and familiar objects.
2. Family – Introducing family members in English, combined with the
game “Who is this?”.
3. Animals – Teaching children the names of familiar animals through
pictures, sounds, and songs.
Besides lesson planning, I also designed teaching aids such as drawings,
flashcards, cut-outs, and selected age-appropriate songs and short videos.
2.2. Classroom Support Tasks
In addition to formal teaching, I was assigned several supportive tasks in
class, such as:
 Class management: Helping the homeroom teacher maintain order,
guide children to sit properly, and focus during lessons.
 Child care: Assisting children during meals, nap times, and hygiene
routines to ensure safety and discipline.
 Game organization: Cooperating with teachers to organize physical
and educational games that build teamwork, thinking, and language.
 Art activities: Teaching children simple English songs and helping
them rehearse for school performances.
These tasks helped me become familiar with managing large groups of
children and trained my patience and adaptability in handling situations.
2.3. Administrative and Professional Tasks
I was also involved in certain administrative and professional activities:
 Record-keeping: Assisting the teacher in updating children’s daily
learning and behavior records.
 Professional meetings: Attending weekly teacher meetings to learn
about teaching methods and planning.
 Progress reporting: Preparing reports on lessons taught and activities
participated in for my supervisor.
  Observation: Monitoring how teachers organized lessons and child
care activities to gain personal insights.
2.4. Significance of the Assigned Tasks
The tasks assigned were especially meaningful. On one hand, they allowed
me to apply theoretical knowledge into practice, testing my skills in lesson
planning, teaching, and classroom management. On the other, I improved
communication with young learners, built patience, and cultivated
responsibility — all of which are essential qualities for preschool teachers.
3. Tasks Accomplished
3.1. Completion of Lesson Plans and English Teaching Sessions
I successfully prepared three lesson plans and taught them directly:
 Colors: Used flashcards and familiar items to teach colors; organized
the game “Pick the color”. Most children remembered 3–4 colors after
class.
 Family: Conducted a storytelling-based lesson with family images;
organized the role-play game “My family”. Children responded
enthusiastically.
 Animals: The most engaging session. Used animal pictures and
sounds; integrated the song Old MacDonald Had a Farm. Children
sang and participated actively.
These lessons trained me to adjust teaching activities flexibly depending on
children’s attention levels.
3.2. Classroom Management Support
I assisted in maintaining order: guiding children to line up, focus, and sit
properly; reminding restless children; and supporting weaker students with
pronunciation. This improved my classroom management and observation
skills.
3.3. Participation in Extracurricular and Art Activities
I joined various school activities, such as:
  Teaching English songs (Hello Song, Good Morning, Head, Shoulders,
Knees and Toes).
 Organizing outdoor games with English instructions (Color game).
 Supporting festivals (decorating classrooms, preparing props, guiding
performances).
These broadened my understanding of holistic child development.
3.4. Collaboration with Supervising Teachers
I actively cooperated with my supervisor:
 Discussed lesson plans beforehand.
 Sought feedback after each session.
 Attended professional meetings to follow weekly plans.
This helped me gain valuable pedagogical experience.
3.5. Personal Skill Development
Through practice, I improved:
 Classroom presentation skills (confidence, body language).
 Lesson design (choosing age-appropriate aids).
 Communication (using simple language, positive nonverbal cues).
 Teamwork (cooperating with teachers and staff).
3.6. Achieved Results
 Successfully delivered 3 English lessons meeting core objectives.
 Received positive evaluation from supervisors for seriousness and
responsibility.
 Children enjoyed lessons and remembered new vocabulary.
 Gained valuable teaching experience for future practice.

4. Tasks Not Accomplished

4.1. Classroom Management Challenges
I struggled to keep all 20–25 children attentive simultaneously. Some got
distracted, and I needed help from the homeroom teacher.
4.2. Difficulty Handling Unexpected Situations
When children cried, argued, or refused to participate, I was hesitant and slow
to react. This disrupted lessons until teachers intervened.
4.3. Limited Teaching Methods
My lessons sometimes relied heavily on repetition and lacked activity variety,
compared to more experienced teachers who integrate storytelling, role-play,
or creative exercises.
4.4. Lack of Initiative and Creativity
I followed instructions closely but hesitated to propose new ideas, resulting in
lessons that lacked a personal touch.
4.5. Causes of Limitations
 Limited practical experience.
 Gap between theory and practice.
 Nervousness as a first-time intern.
 Young children’s active, unpredictable behavior.

5. Lessons Learned
5.1. Teaching Expertise
 Lesson plans must be clear, structured, and flexible.
 Activities should be varied (games, songs, images, movement).
 Teaching young learners should always integrate play and joy.
5.2. Classroom Management
 Use clear signals (clapping, songs, gestures).
 Observe attentively to detect and redirect distractions.
 Maintain a friendly but firm classroom atmosphere.
5.3. Soft Skills
 Communicate simply with children, politely with parents, and
cooperatively with colleagues.
 Work effectively in teams.
 Learn event organization through school activities.
5.4. Professional Attitude
  Love the profession and care for children with patience and empathy.
 Stay disciplined, punctual, and well-prepared.
 Be responsible, receptive to feedback, and committed to improvement.
5.5. Creativity and Innovation
Teachers must constantly innovate to maintain children’s interest:
 Turn lessons into games.
 Integrate music, stories, and visuals.
 Encourage active child participation.
5.6. Long-term Value
The internship offered a realistic view of teaching, the challenges and joys of
early childhood education, and laid the foundation for my professional
growth.
6. Self-Evaluation
6.1. Strengths
 Serious attitude, punctuality, thorough preparation.
 Strong sense of responsibility.
 Genuine love for children, creating a friendly classroom atmosphere.
 Eagerness to learn and accept feedback.
 Basic teaching skills in lesson planning and English instruction.
6.2. Weaknesses
 Limited experience in classroom management.
 Simple teaching methods lacking variety.
 Hesitant to propose new ideas.
 Inconsistent control of large groups of children.
6.3. Development Goals
1. Improve classroom management skills through practice and psychology
studies.
2. Diversify teaching methods (storytelling, puppetry, digital resources).
3. Enhance creativity and propose innovative ideas.
4. Strengthen communication with children, colleagues, and parents.
 5. Maintain professionalism, responsibility, and passion for the career.
6.4. Conclusion of Self-Evaluation
Overall, the internship at Hoa Mai Kindergarten helped me improve
significantly in teaching and soft skills. Despite some limitations, I consider
them valuable motivation for growth. The experience strengthened my love
for the teaching profession and clarified my future career direction