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1. What have I learned?

2. Plan for apllication?

3. Reflection:

I applied... It worked/ didn't work because...

I'll apply...

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I learned a Japanese hand technique to help reduce stress, which involves using specific hand gestures combined with deep breathing. One effective method is pressing the center of the palm with the thumb of the opposite hand and holding it while taking calming breaths. I applied this technique during class whenever I felt overwhelmed by tasks or distractions. It helped me stay calm, clear-headed, and more focused on supporting students, improving my overall effectiveness in the classroom.

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I have learned to use the cognitive model combined with deep breathing techniques to manage my emotions. This method helps me stay calm, reduce stress, and find positive ways to solve problems. I have been using it in many situations to handle challenges more effectively. For instance, during my SKE1 class last Wednesday, I felt stressed because the students were behaving quite naughtily. However, by applying this technique, I managed to regain control and the class atmosphere improved. In the end, we had an enjoyable time together. I intend to keep using this method to support me in overcoming challenges effectively.

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The STOP model helps me see the value of pausing and staying mindful when managing difficult moments, which I believe can benefit my students as well. I plan to use this method in my interactions with them, especially during moments of conflict or stress. For example, if a student feels overwhelmed, I’ll guide them to pause, take a breath, observe their feelings, and decide on a calmer response. Afterward, I’ll reflect by observing how this approach impacts their behavior and our communication. Over time, I’ll encourage them to apply the model independently and share their experiences, fostering emotional awareness and self-regulation.

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I have learned that the box breathing technique is really effective for me, as when my mind got into chaos or when I started to lose control, I found it best to just try to slowly breathe it out to try to gain a focus and take a grasp of my mind back.

I will definitely try to implement this breathing technique whenever I am in a challenging state to get the best out of the situation. For example, one of my students, usually being distracted with everything, rarely focuses on the lesson and only wants to talk about things outside of the lesson. Even after I have asked and helped him so many times to stay focused on the main lesson, he still keeps talking about the random things. Then I begin to get kind of panicked because, on one hand, if I continue to keep focus on making him stay focused, I will not have time for other students in class or even distract the class. On the other hand, if I ignore him, I will be a failure as a teaching assistant. So after I used the breathing technique to stay calm, I realized that my student only wanted to talk, so I gave him kind of like a reward system. As if he has finished his work or listened to the teacher, I will give a little bit of time to talk about random things. This works really well because it not only helps him focus in class, it also satisfies and makes him happy. The box breathing technique is a miracle as It helps put your mind in a peaceful state in a chaotic world or offers you amazing solutions that you would never think of if you were in a panic state.

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I've learned to give out compliments that are more specific, help encourage good behaviors and show that I acknowledge their actions while avoiding general praises like "good job, excellent". With this, I believe it would help me bond with the students better, given that they know I pay attention to their well behaved actions. For instance, if student A said their answer out loud without raising their hand like the teacher instructed, and student B point that out to remind that they must raise their hand and wait to be called first. I would take my time to compliment student B by saying "I admire that you remember the rules and reminded your friend about it so respectfully." along with positive body language. I would also not left out student A, and praise them for being active in class by saying "That was a very creative answer, A! But remember, raise your hand next time, okay?".

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I've learn on how to support cases of students who doesn't achieve the average grade needed in quizzes and tests. I could help supporting such cases by helping them revise on the last lesson before teacher came in. I could also work with the teacher to pay more attention to such cases, keep an eye on their behavior in class, see if they pay attention and keep track of their HW (to see if they finished the HW). Noting into the class folder could help ASA and parents get a hold of their child's situation, so the student could get support on both side (from school and their parents). I could also suggest the student attend to tutor classes to improve their scores.

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After completing the course, I learned effective methods for supporting struggling students, such as encouraging them to arrive early for review sessions and consistently updating the teacher on their progress. I also gained insight into handling students with inappropriate behavior by reporting incidents to the ASA for further communication with parents. As a teaching assistant, I now understand the importance of proactive support and clear communication to help students succeed. Overall, I feel more confident in my role and better prepared to create a positive learning environment for all students.

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1. What have I learned
During the first week, I learned how to communicate effectively with young learners to ensure they follow instructions and behave well. I also learned how to take notes in the class folder to report and convey information to the ASA department in a clear and concise manner

2. Plan for application
I plan to apply these communication skills in upcoming classes to create a more positive and organized classroom environment. Additionally, I will practice taking detailed and professional notes in the class folder to support the ASA department in processing information more efficiently

3. Reflection
I applied these skills and noticed that the young learners responded positively, which helped the class run more smoothly. However, I realized that I need to improve on using simpler and more age-appropriate language. I will continue to adjust and practice these skills in future lessons

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I have learned effective ways to support students with lower scores in class and assist the teacher. Additionally, interacting with the ASA helps parents stay informed about their child’s progress. Firstly, for students who struggle academically, I make an effort to observe them closely and provide support whenever needed. I check their homework daily and assist them with vocabulary. I use 15 minutes before class to review essential grammar and vocabulary with them. I also keep a record of their progress in my notebook, which I use to communicate with the ASA, either to report improvements or to recommend additional tutoring sessions if necessary. Secondly, for students who lack understanding of proper behavior, I address any inappropriate remarks or actions immediately. I explain why their behavior was inappropriate, help them understand the impact of their actions, and guide them to reflect on what they could have done differently.

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I have gained a better understanding of how to protect and ensure children's rights. I learned about behaviors that are appropriate when interacting with children, such as showing respect, listening, and providing support. The course also taught me what actions should be avoided, like any form of abuse or neglect, and treating children unfairly. I now recognize the importance of creating a safe and nurturing environment for all children.

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I have learned some ways to express congratulations to my students in a comfortable and encouraging manner. Simple gestures like high-fives, smiles, or small positive activities create a happier and more enjoyable atmosphere. This approach also helps us have more relaxed and engaging lessons together. I have implemented this method in every class, including SM, SK or YL with older students. However, I strive to tailor my support in ways that I believe they can truly feel ^^.

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I have learned how to recognize signs of weakness or unruliness in students, which helps me identify weaknesses and emotional or behavioral difficulties. I have also learned about the ways of offering teachers appropriate support when they face challenges in managing their classrooms or delivering content effectively.

I will apply the knowledge of identifying trouble and weak students by assessing students' needs early on and trying different strategies, like rewards for good behavior and results, to help them feel more interested in the lesson. After the training, I gain more confidence as well as knowledge to perform my duties better in my class.

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I have learned how to keep children safe, which includes understanding what signs of abuse or neglect look like, knowing how to respond if a child is at risk, and understanding the responsibilities to protect children. I have also understood the positive attitude when working with others, whether they are students, parents, or colleagues. It’s about understanding their needs and providing the best support, showing empathy, and maintaining professionalism at all times.I plan to be more focused on recognizing signs of child abuse or neglect and make sure to report concerns. I will also focus on creating a safe and trusting environment for students to feel comfortable speaking up if they are in trouble.

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I've learnt about the 3 R's rule, situations that are considered violating Children's right including from teacher/TA and even their classmates. I've learnt about how to interact and compliment the students with respect and within boundaries. Violations can varies from touching the child's face to invading their personal space, making them uncomfortable. I've also learnt how to comfort the child who were in such situations and to report to TQM immediately afterwards.

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What I Have Learned
During my probationary period as a teaching assistant at VUS, I learned the importance of patience and perseverance when working with students. Each student has a unique learning style and pace, which required me to adapt my approach to support them effectively. I also gained valuable insights from teachers and colleagues, observing their teaching methods, classroom management strategies, and ways of engaging students. Additionally, I improved my communication and teamwork skills, which are essential for creating a productive learning environment.

Plan for Application
Moving forward, I plan to apply these lessons in various aspects of my work. I will continue to develop my patience by understanding students’ individual needs and finding effective ways to assist them. I also aim to implement the teaching strategies I observed, such as using engaging activities and clear instructions to enhance student participation. Furthermore, I will maintain a collaborative approach with my colleagues, learning from their experiences and sharing my own insights to improve our teamwork.

Reflection
During my time at VUS, I applied what I learned by actively assisting students, encouraging them to stay motivated, and patiently guiding them through challenges.

This experience has been invaluable, and I am grateful for the opportunity to grow and learn in such a supportive environment.

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What I Have Learned
During my probationary period as a teaching assistant at VUS, I learned the importance of time management and punctuality. Arriving on time and organizing my tasks efficiently helped me support both teachers and students more effectively. I also developed the ability to work quickly and proactively, assisting the lead teacher in preparing materials, managing the classroom, and ensuring smooth lesson flow. Additionally, I gained insights into different teaching approaches for various age groups, which allowed me to better understand students' learning needs and provide appropriate support.

Plan for Application
To apply what I have learned, I will continue to improve my time management by planning my schedule carefully and prioritizing tasks to maximize efficiency. I will also maintain my habit of being punctual and proactive in assisting teachers and students. Furthermore, I will use my understanding of age-specific teaching strategies to adapt my support methods, ensuring that students receive the guidance they need based on their learning level.

Reflection
During my time at VUS, I applied my time management skills by arriving early to prepare materials and assist teachers in setting up the classroom. I worked efficiently to ensure that both teachers and students had the support they needed. In the future, I will apply these skills in my professional journey, continuing to be organized, proactive, and adaptable in any educational setting.

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Through the training, I have learned the importance of giving specific compliments and focusing on efforts to encourage positive behaviors in young learners. I also discovered the S.T.O.P technique as an effective way to manage emotions and maintain the calm in the classroom. I plan to apply these by praising students about their attitude, teamwork and learning habits, and by practicing S.T.O.P when I feel overwhelmed. This training has helped me to pay more attention to my reactions and be more intentional in encouraging the development and development of students' emotions.

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In the first week, I learned how to talk clearly with young students so they can listen, follow instructions, and behave well. I also learned to give specific praise, like saying exactly what a student did right, instead of just saying “good job.” This helps students feel noticed and encourages good behavior. I think it makes me connect better with them.

I also learned a Japanese hand technique to reduce stress. It uses simple hand movements and deep breathing. For example, I press the center of my palm with my thumb and breathe slowly. This helps me feel calm, think clearly, and focus. I used it in class when students were noisy, and it helped me stay in control.I also use this method in other situations, like when I feel nervous before a presentation or when I have too much to do. It helps me stay focused and handle stress better. I will keep using it whenever I face challenges.

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1. I applied clear and simple communication with young students, along with specific praise when they did something well. It worked because the students were able to understand what I expected from them and felt more motivated when their efforts were noticed in a meaningful way. This made it easier for me to manage the class and build a positive connection with them.

I also applied a Japanese hand technique to manage stress. By pressing the center of my palm and breathing deeply, I was able to stay calm and think more clearly, especially in noisy or stressful moments. It really helped me stay in control and respond more thoughtfully in class.

2. I’ll continue to use these strategies in the future. I plan to give more specific feedback to support student growth and use the hand technique whenever I feel stressed or overwhelmed, not just in the classroom but in other situations too.

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1. What have I learned:

Importance of Clear Instructions and Checking Understanding: emphasizing the need for clear instructions and provides examples of how to check if students have understood them. Simply asking "Do you understand?" might not be sufficient.

The "3 R's" for Post-Activity: The importance of "3 R's" : "Restore," "Recap," and "Record and recognize" as key steps after an activity. This emphasizes the importance of bringing closure, reinforcing learning, and acknowledging student effort.

2. Plan for application:

Based on these learnings, I plan to apply the following in my teaching practice (assuming a teaching role):

Implement a Multi-faceted Assessment Strategy: I will aim to assess student understanding through various means, considering their work in different materials and their participation in class.

Adapt Teacher Roles Based on Activity Type: I will be mindful of the different roles I need to play during various activities, such as facilitating pronunciation practice, monitoring group work, and providing targeted support.

Incorporate the "3 R's" After Activities: I will make sure to dedicate time after activities to help students consolidate their learning, address any lingering questions, and acknowledge their efforts.

3. Reflection:

I'll apply... this more proactively in the future by combining specific follow-up questions with individual check-ins, especially after group instructions. I will also encourage students to paraphrase the instructions in their own words to further gauge their understanding.

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As a teaching assistant at VUS, I learned that being patient and not giving up are very important when working with students. Each student learns in a different way and at a different speed, so I had to change my teaching to help them better.

I learned many useful things by watching experienced teachers and coworkers. I saw how they explained lessons clearly, kept the class under control, and made the lessons more interesting. I want to use these ideas in my own teaching, like using fun activities and giving clear instructions to get students more involved.

I focused more on students who had a hard time in class. I checked their homework every day and helped them learn new words. Before each class, I spent about 15 minutes helping them review grammar and important vocabulary.

I also tried to find students who needed help early. I used different ways to support them, like giving small rewards to encourage good behavior and help them enjoy learning.

After the training, I felt more confident and knew more about how to do my job better. While working at VUS, I used what I learned to help students, keep them motivated, and guide them with patience.

This experience was very helpful for me, and I am thankful for the chance to grow and learn in a friendly and supportive place.

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I learned how to effectively support teachers before, during, and after classroom activities using the 3I and 3S strategies. I also learned how to identify students who are weak or display inappropriate behaviors, and how to respond accordingly. My plan is to apply the 3 I's method (Involvement – Instructions – Initiation) before activities to help students focus and follow the teacher, and use 3S (Set-up – Supervise – Support) during activities to manage behavior and assist students as needed. I will also observe students more closely to spot signs of learning struggles or behavioral issues and work collaboratively with teachers to support them. These lessons made me realize the importance of being proactive, observant, and flexible in class to create a supportive learning environment for all students.

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Through the training, I’ve learned how to identify and support students who struggle academically or behaviorally by observing their performance early, maintaining clear communication with teachers and ASA, and creating a supportive environment. I plan to apply this by spending 15 minutes before class reviewing key vocabulary and grammar with weaker students, checking their homework regularly, and taking notes on their progress to update the teacher and ASA, helping involve parents when necessary. I also aim to suggest tutoring classes and use small rewards to motivate improvement. I applied these strategies with some students who were falling behind, and it worked well—they became more engaged and consistent in completing their homework. Communicating with ASA also helped bring their parents into the loop. Moving forward, I’ll continue applying these methods and focus more on helping students reflect on their behavior and learning habits, so I can better support both their academic growth and personal development.

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Through the training on the Training Hub, I have learned how to protect children’s rights and create a safe, respectful learning environment. I now understand appropriate behaviors when interacting with students, such as listening carefully, encouraging them properly, and maintaining appropriate boundaries, as well as behaviors to avoid that may cause discomfort or violate their rights. I plan to closely observe students, promptly report any signs of concern, and use age-appropriate ways to motivate and support them. Applying these methods in my classes, I’ve noticed students respond more positively and become more engaged. Moving forward, I will continue to uphold professionalism, empathy, and proactiveness to effectively support and guide my students.

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i have learned how to manage classroom activities more effectively. I also realized the importance of using simple language and checking for students’ understanding during teaching.
In my next teaching practice, I will plan my instructions carefully and include short comprehension checks after each step. I will also try to use more visual aids to support my explanation.
I applied these strategies in my last teaching session. It worked because students were more engaged and followed the activities better. However, I noticed that I need to improve my timing and transitions between tasks.
I’ll apply these improvements in my upcoming lesson, and I’ll also record myself to reflect on my classroom management more deeply.

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I have learned how to handle support Cases more efficiently by actively listening, identifying the root cause of the issue, and responding with empathy. I also understand the importance of clear communication and follow-up.
I plan to apply this knowledge in future support cases by first restating the issue to confirm my understanding, then offering clear and step-by-step solutions. I will also keep a log of common issues and how they were resolved to improve my response time.
I applied this approach during a recent support case with a student who was struggling withaccess. It worked because the student felt heard, and the problem was solved quickly after I clarified the issue and gave visual instructions.

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I have learned that punctuality is not only a sign of professionalism but also a key factor in building trust and respect in the classroom. Being on time helps lessons start smoothly and shows students the importance of discipline.
I plan to improve my punctuality by preparing all materials and arriving at least 10 minutes early to every class. I will also encourage my students to develop the same habit by rewarding punctuality and starting lessons on time.
I applied this plan during my teaching practice last week. It worked because I felt more confident and organized, and the students were more focused from the beginning of the lesson.

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1. What have I learned?

I've learned the critical "3 R's" of child abuse reporting (Recognize, Respond, Report) and detailed steps for intervention. I also absorbed key professional mindsets for interacting with colleagues (polite, proactive, collaborative, tactful), students (welcoming, dedicated, respectful discipline), and parents (welcoming, polite, positive feedback). Most importantly, the ASK Model taught me that Attitude (70%) far outweighs Skills (26%) and Knowledge (4%) in importance.

2. Plan for Application

I will actively apply the "3 R's" and detailed steps for child protection if needed. I'll integrate the professional mindsets by being more amiable, proactive, and tactful with colleagues; dedicated and respectful with students; and positive and calm with parents. I'll consciously prioritize developing a strong, positive attitude in all interactions, leveraging the ASK Model.

3. Reflection:

I applied the ASK Model's emphasis on attitude before a recent team meeting. Instead of stressing over specific data (knowledge) or presentation techniques (skills), I focused on maintaining a positive and collaborative mindset. It worked because my calm and positive demeanor fostered better team engagement and problem-solving. I'll apply this by performing an "attitude check" before all significant professional interactions to ensure I approach them with the optimal mindset.

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Through the trainings on Service Mindset and Child Protection, I learned that a positive and respectful attitude greatly enhances the learning experience and customer satisfaction. Among the three key elements—teaching quality, care, and service attitude—our attitude is what makes the biggest difference. I also learned the importance of setting clear boundaries when interacting with children and following the 3 R’s principle (Recognize – Respond – Report) to ensure their safety. I plan to always greet students, parents, and colleagues with friendliness and respect, while maintaining professionalism in all interactions. These lessons reminded me that as a teaching assistant, I not only support the class but also help create a safe, respectful, and caring environment for everyone.

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I have learned the important “3 R’s” in child abuse reporting: Recognize, Respond, and Report. These steps help protect children’s rights and apply to both teachers, teaching assistants, and even classmates. I’ve become more aware of how to interact with students in the right way—this means paying attention to their feelings, giving encouragement when needed, and respecting personal boundaries. I aim to observe students carefully, report any signs of trouble immediately, and support them with methods that fit their age. Since using these approaches, I’ve noticed students are more involved and respond better in class. Going forward, I will continue to be professional, caring, and proactive in helping my students.