Acknowledgment

I would like to express my sincere gratitude to the board of directors at

Western University for organizing and facilitating the teaching practicum,
which has been an invaluable part of my academic journey. This
practicum has provided me with essential knowledge, techniques, and
hands-on teaching experience that have greatly enhanced my professional
development.
I extend my heartfelt appreciation to my lecturers for their unwavering
support, guidance, and dedication. In particular, I am deeply grateful to
Mr. Huk Thavath, the executive, Mr. Ouk Khamdy, lecturer in the
Foundation of Education, Mr. Ly Phyrith, lecturer in Teaching
Methodology, Mr. Meas Meng Mengly, lecturer in Applied Linguistics,
and Mr. Chhay Naroeun, who served as both my observer and associate
teacher during the practicum. Their expertise, mentorship, and insightful
feedback have played a crucial role in shaping my teaching skills and
confidence. I also acknowledge all other lecturers at Western University
for their commitment to fostering academic excellence and encouraging
students to reach their full potential.
Furthermore, I am grateful to my classmates for their collaboration,
encouragement, and shared learning experiences throughout the
practicum. Their support has made this journey even more enriching and
meaningful. The teaching practicum has not only strengthened my
knowledge and instructional skills but has also reinforced the importance
of continuous learning and professional growth.
Finally, I sincerely appreciate everyone who has contributed to my
academic and professional journey. Their guidance and encouragement
have been instrumental in helping me develop the skills and confidence
necessary to become an effective educator.

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 Table of Contents
Contents Pages
1. Acknowledgment..................................................................... i
2. Table of Contents..................................................................... ii
3. Background of Western University.......................................... iii
4. Introduction............................................................................. iv
5. My Observation Record........................................................... 1
6. Khorn Mengseang’s Observation Record................................ 2
7. Vit Socheat’s Observation Record........................................... 3
8. Yin Pheakdey’s Observation Record....................................... 4
9. Yann Rithy’s Observation Record........................................... 5
[Link] Thida’s Observation Record........................................ 6
[Link] Vorn’s Observation Record............................................ 7
[Link] Theary’s Observation Record.......................................... 8
[Link]............................................................................... 9
[Link]..................................................................... 10

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 Background of Western University KC
Western University is one of the most well-known educational institutions in
Cambodia. It was established as a university by Sub-Decree 72 on November 17,
2003, under the leadership of His Excellency Laurent.
In 2005, with the approval of the Ministry of Education, Youth, and Sport, Western
University expanded by opening a branch in Kampong Cham province. The
university continuously strengthens its administration and academic processes to
provide high-quality education, supporting Cambodia’s human resource
development. Moreover, it has initiated programs to enhance teaching quality, aiming
to meet international education standards.
Western University (WU) is a private higher education institution located in the
heart of Phnom Penh. WU offers programs in Economics, Business, Computer
Science, Hotel and Tourism Management, Law, and English, ranging from
intensive courses to degree levels. These include the General English Program
(GEP), Vocational Language/Training Courses, Associate’s Degrees, Foundation
Year Studies, and Bachelor’s Degrees. Additionally, WU provides Master’s and
Doctoral degrees in Business, Economics, and Public Administration and Policy.
Guided by its core motto and mission, WU is dedicated to offering practical
programs with hands-on experience, ensuring that students acquire real-world
knowledge and skills applicable in the workplace. Graduates of Western University
are well-prepared for the job market, benefiting from an education designed to
enhance their career opportunities. As a private university that prioritizes quality
education, WU maintains a strict examination system to uphold its reputation for
meeting Western academic standards. Our mission is to nurture students,
transforming them into highly skilled professionals in their respective fields.
To achieve academic excellence, WU integrates research-based pedagogy, self-
study, and student-centered learning while preserving Khmer traditions, national
dignity, and cultural values. The university fosters moral and spiritual
development, recognizing them as essential elements for lifelong learning and
professional success.
Furthermore, WU aspires to expand its recognition beyond Cambodia and into the
international academic community. Its long-term goal is not only to produce
highly skilled graduates but also to enhance human resources through world-class
education. As Cambodia advances in the globalized era, WU remains committed to
developing future leaders equipped with the knowledge and skills necessary for
national and international development.

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 Introduction
My name is Koch Sopheaktra, and I am an English teacher at a public school.
Additionally, I am a senior student at Western University KC, attending weekend
classes. I am grateful for the knowledge and experience I have gained throughout my
studies. Over the past four years, I have been majoring in Teaching English as a
Foreign Language (TEFL), and I am honored to complete my teaching practicum and
write this practicum journal as part of my Bachelor’s Degree requirements.
I would like to express my deepest appreciation to Mr. Meas Mengly, Mr. Ly Phyrith,
and Mr. Ouk Khamdy, Lecturers of the English Department, for their precise guidance
and valuable advice to all student-teachers. I am also sincerely grateful to Mr. Chhay
Naroeun, my advisor and associate teacher, for his insightful feedback, constructive
comments, and continuous support throughout my teaching practicum. Additionally, I
extend my special thanks to my students in Room C1-04 for their cooperation and
participation during my instructional sessions.
Finally, I sincerely hope this Practicum Folder will serve as a useful resource for
future senior students, helping them successfully complete their practicum. I
acknowledge that my work may contain errors, and I welcome constructive feedback
for further improvement.

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My Observation Record

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 Khorn Mengseang’s Observation Record
Teacher : Khorn Mengseang
Subject : English for Business II
Level : Intermediate
Genre : Speaking and Listening
Room : E1-02
Date of Observation : December 21, 2024
Time of Observation : 9:15 – 10:45
Type of Observation : Practicum

On December 21, 2024, I observed teacher trainee Khorn Mengseang during her
practicum. Mengseang demonstrated many positive aspects of teaching, including
effective techniques and strong classroom management. Her lesson was well-planned
and engaging, reflecting her effort to create a meaningful learning experience.
However, there are areas for improvement that could make her teaching even more
effective.
One of her strengths was her warm-up activities, which were creative, fun, and time-
efficient. These activities captured the students' attention and prepared them for the
lesson. Mengseang also used excellent methods to teach new vocabulary, such as
using pictures, giving clues, and involving students in reading and spelling practice.
She ensured students understood the new words and could use them correctly.
Additionally, she connected the lesson to real-life situations, such as role-playing
conversations between salespeople and customers, making the lesson more practical
and relatable. Her classroom management was another strength, as she ensured all
students participated actively. She also dressed and behaved professionally, creating a
positive and respectful learning environment.
While Mengseang's practicum showed many strengths, there are areas where she can
improve. Some of her task instructions were unclear, particularly during the role-play
activity, which led to confusion among students. Simplifying instructions and
providing clearer prompts could help students perform better. She also used Khmer
frequently, which limited the students’ exposure to English. Using more English
would provide more opportunities for students to practice and improve their language
skills. Additionally, her use of the whiteboard could be more organized. Leaving
unrelated content on the board might confuse students, so cleaning it up and
organizing the information more clearly would enhance learning. Finally, while the
role-play activity was useful, encouraging students to add their own ideas and
creativity could make it even more engaging.
From this observation, I learned several valuable lessons. Clear instructions are
essential for successful activities. For example, in Technique 4, the teacher instructed
students to "Listen and identify the speaker of each sentence from 1-8 in Task 2,"
which was incorrect because students needed to identify sentences in Task 3, not Task
2. Additionally, for some tasks like Task 1, the teacher did not write the instructions
on the slide or whiteboard but gave them verbally. While this might work for some

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students, others may misunderstand or feel confused, leading to time-consuming
clarifications. Writing the instructions clearly on the board or slides would help
students follow the tasks more easily. Using the target language as much as possible
also helps students improve their skills. For example, instead of saying
“ក្លាហានឡើង” or “អ្នកណាអាចឆ្លើយបាន” in Khmer, the teacher could use
English phrases like “Be brave!” or “Who can answer this?” and only switch to
Khmer if students need clarification.
Lastly, organizing classroom tools, such as the whiteboard, effectively supports
learning. A clean and well-structured whiteboard can help students stay focused and
understand the lesson better.
In conclusion, Mengseang’s practicum demonstrated strong teaching skills and great
potential. By improving in areas like instructions, language use, and whiteboard
management, she can further enhance her lessons. Overall, her practicum was a solid
performance, with clear strengths and opportunities for growth.

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 Vit Socheat’s Observation Record
Teacher : Vit Socheat
Subject : English for Business II
Level : Intermediate
Genre : Reading and Listening
Room : A1-01
Date of Observation : December 21, 2024
Time of Observation : 1:45 – 3:00
Type of Observation : Practicum

On December 21, 2024, I observed teacher trainee Vit Socheat during her practicum.
Socheat demonstrated several positive aspects of teaching, including engaging warm-
up activities, effective classroom management, and professional behavior. Her lesson
was structured and focused on developing students’ reading and listening skills.
However, there are areas for improvement that could make her teaching more
effective and impactful.
One of Socheat’s strengths was her warm-up activity, which successfully captured
students’ attention and prepared them for the lesson. She also used strong techniques
for teaching new vocabulary, such as eliciting words from students, drilling their
pronunciation, and checking their spelling. These methods ensured that students were
able to pronounce and spell the words correctly. Additionally, she maintained a
professional demeanor and dressed appropriately, contributing to a respectful learning
environment. Her classroom management was another strength, as she monitored
students effectively by walking around and engaging with them during activities.
Despite these strengths, Socheat’s practicum revealed areas for improvement. She
frequently addressed students as “brother” or “sister” instead of using their names,
which felt less personal and professional. Additionally, the texts and questions she
used were overly complex for her students' level. Simplifying questions such as
“What is the significance for Sainsbury’s of the increase in sales of organic food?” to
“Why is the increase in organic food sales important for Sainsbury's?” could make the
material more accessible. Similarly, simplifying vocabulary like “purchase” to “buy”
would save time and reduce confusion. Another area for improvement was the lack of
scene-setting before introducing new topics. Activating students’ prior knowledge and
connecting the lesson to their experiences, such as asking, “What do you do to prepare
for a presentation?” would make the lesson more relatable and engaging. Socheat also
missed achieving the final lesson objective, which involved interpreting sales
information using adjectives and adverbs. She neither taught the required language
structures nor included them in her lesson plan. Finally, her low energy and lack of
interaction with students hindered engagement, and her elicitation techniques could
have been more inclusive by encouraging multiple answers to ensure all students
understood the material.

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From this observation, I learned that simplifying materials and instructions can
significantly enhance student comprehension. Writing clear instructions on the board
or slides, alongside verbal explanations, helps students follow tasks with less
confusion. Additionally, setting the scene for new topics by linking lessons to
students’ experiences builds interest and curiosity. Using students’ names fosters a
more personal and professional learning environment, while active engagement and
energy from the teacher inspire greater student interaction. Lastly, achieving lesson
objectives requires careful planning and explicit instruction of the target language or
skills.
In conclusion, Socheat’s practicum showcased her strengths as a teacher, particularly
her warm-up activities, vocabulary teaching techniques, and classroom management.
By addressing areas such as simplification, lesson preparation, and engagement, she
can further enhance her teaching. Overall, her practicum was a promising
performance with clear potential for growth.

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 Yin Pheakdey’s Observation Record
Teacher : Yin Pheakdey
Subject : Cultural Studies
Level : Intermediate
Genre : Grammar
Room : C2-01
Date of Observation : December 22, 2024
Time of Observation : 3:20 – 4:40
Type of Observation : Practicum

On December 22, 2024, I observed teacher trainee Yin Pheakdey during his
practicum. Pheakdey demonstrated strong teaching skills, including a well-organized
lesson plan, effective teaching techniques, and confidence in his subject knowledge.
He created a lively and supportive learning environment, and his professional
demeanor contributed to the success of his lesson. However, there are areas where he
can improve to enhance his teaching further.
One of Pheakdey’s strengths was his clear and structured lesson plan. For example, he
began with a warm-up activity where students played a guessing game, matching
verbs to their present continuous forms (e.g., "She is dancing" or "He is writing").
This activity was fun, engaging, and effectively introduced the target grammar. He
then used a transformation drill, asking students to convert simple present sentences
(e.g., "He writes" or "She eats") into present continuous forms. This helped students
practice the new grammar in a controlled and systematic way. Next, he provided a
gap-filling activity where students completed sentences like “She is cooking in the
kitchen now,” reinforcing their understanding of the target structure.
To make the lesson more interactive, Pheakdey facilitated a group discussion with the
question: “If you were a surgeon, would you give the patient the best service? Why or
why not?” This encouraged students to use the target tense in a real-life context while
also promoting critical thinking and positive attitudes. His confidence and subject
knowledge allowed him to explain the lesson clearly and relate it to students’
experiences, making the content easier to grasp. His enthusiasm and active teaching
style made the classroom more exciting and encouraged student interaction.
Additionally, his use of humor kept the class lively and maintained students’ interest.
His creative presentation slides, featuring pictures, animated stickers, and vibrant
colors, added visual appeal. He used students’ names and the whiteboard effectively,
enhancing the teaching and learning process. Furthermore, he achieved all three
lesson objectives within the allocated time, demonstrating his competency as a
professional teacher.
While Pheakdey’s practicum had many strengths, there are areas for improvement.
For instance, he could allow students more time to ask questions and provide
explanations, ensuring that any confusion is addressed. Although he monitored the

x
class effectively by walking around, he could enhance his interaction with students
during group activities. By joining the groups and offering direct assistance when
students face difficulties, he could provide more meaningful support.
From this observation, I learned several valuable lessons. Clear instructions are
essential for helping students understand tasks and participate confidently. Allowing
adequate time for students to ask questions or share their ideas fosters a smoother
learning experience. Moreover, teachers should actively engage with students during
activities, not just observe, to offer encouragement and assistance. Lastly, using
creativity and humor alongside professionalism helps maintain students' interest and
motivation.
In conclusion, Pheakdey’s practicum showcased his strong teaching skills and
significant potential. By focusing on improving his interaction with students during
tasks and managing time for their responses, he can make his lessons even more
effective. Overall, it was a well-prepared and successful lesson with room for further
growth.

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 Yann Rithy’s Observation Record
Teacher : Yann Rithy
Subject : Cultural Studies
Level : Intermediate
Genre : Grammar
Room : C2-01
Date of Observation : December 22, 2024
Time of Observation : 1:30 – 3:00
Type of Observation : Practicum

On December 22, 2024, I observed Mr. Yann Rithy’s practicum session in Cultural
Studies at the Intermediate level, focusing on the Past Simple Tense. Rithy brought
great energy to his teaching, demonstrating strong classroom management skills and
an engaging style that kept students actively involved. His clear communication,
confident presence, and use of humor created a positive learning atmosphere.
However, while his enthusiasm and ability to connect with students were clear
strengths, there were areas in his lesson planning and instructional strategies that
could be improved for better effectiveness.
One of Rithy’s greatest strengths was his ability to create an engaging and supportive
classroom environment. He maintained students’ attention with his strong and clear
voice, made frequent eye contact, and used students’ names, which helped build
rapport. His sense of humor made the lesson enjoyable, encouraging students to
participate more confidently. Additionally, he provided realistic examples that
connected the lesson to students’ everyday experiences, making the material more
relatable and easier to understand. His professional appearance and respectful
demeanor further reinforced his role as a teacher. He also monitored the classroom
actively, walking around to check students’ progress and offering assistance when
needed. His wrap-up activity was particularly effective, allowing him to assess
students’ understanding and identify areas for improvement.
Despite these strengths, there were some areas where Rithy could improve. His lesson
plan lacked clear objectives and did not follow a structured approach, such as the PPP
(Presentation, Practice, Production) model, which is especially important when
teaching grammar. As a result, the lesson felt somewhat unstructured, and students
might have benefited from a more logical sequence of activities. He also skipped pre-
teaching key vocabulary, which could have helped students better understand the
lesson. Additionally, he relied too much on asking, “Do you understand?”—a
question that often leads to surface-level responses rather than meaningful assessment
of comprehension. Instead, using concept-checking questions or brief follow-up
exercises could provide a clearer indication of whether students grasped the material.
Another challenge was time management. Some tasks were too lengthy, such as
asking students to complete 20 sentences during the practice stage, which took up too

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much time and limited opportunities for more interactive activities. When checking
answers, he went through each one individually, which, while thorough, was time-
consuming and reduced overall lesson efficiency. Moreover, the teaching materials
were not fully suitable. For example, the text on his slides was too small, making it
difficult for students to read, which slowed down the lesson and caused unnecessary
delays. Using larger fonts and more visually accessible materials would help improve
engagement and understanding.
From this observation, I learned several important lessons. Careful and structured
lesson planning is essential for an effective class. Techniques like pre-teaching
vocabulary, using concept-checking questions, and structuring tasks efficiently can
greatly enhance student comprehension. Additionally, managing time effectively by
balancing task complexity and ensuring materials are well-prepared can make lessons
run more smoothly and productively.
In conclusion, Mr. Rithy’s practicum showed that he has strong potential as a teacher,
with his enthusiasm, confidence, and ability to connect with students being clear
strengths. By refining his lesson planning, adopting more structured teaching
techniques, and improving time management, he can deliver even more effective and
engaging lessons. Overall, it was an insightful and promising session with room for
further growth.

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 Doung Thida’s Observation Record
Teacher : Doung Thida
Subject : Listening and Speaking
Level : Intermediate
Genre : Listening and Speaking
Room : C2-01
Date of Observation : December 22, 2024
Time of Observation : 10:50 – 11:50
Type of Observation : Practicum

On December 22, 2024, I had the opportunity to observe teacher trainee Doung Thida
during her practicum. Thida demonstrated several strengths, including her
professional demeanor, well-structured lesson, and effective use of teaching materials.
However, like any developing teacher, there are areas where she can improve to
enhance her teaching effectiveness.
One of Thida’s most notable strengths was her professionalism. She dressed
appropriately and conducted herself with confidence and respect for both her role and
her students. Her voice projection was clear and loud, which helped maintain
students’ focus and engagement. Her lesson was well-organized, with clear objectives
and a logical sequence of activities. For example, before playing the audio, she
encouraged students to predict possible answers, which effectively prepared them for
listening. Additionally, she followed her lesson plan closely, ensuring that all key
components were covered. The teaching materials she used were appropriate and
engaging, helping students connect with the lesson content.
Despite these strengths, there are areas where Thida could improve. At times, she
appeared slightly uncertain, which affected the energy and enthusiasm of her teaching.
Confidence plays a key role in maintaining student motivation, so developing a
stronger presence in the classroom would be beneficial. There were also minor
pronunciation errors, such as with the words "aisle" and "task," which could
potentially confuse students. A bit of pre-lesson preparation, particularly reviewing
challenging words, would help her avoid such mistakes.
Another area for improvement is student engagement during feedback sessions. When
checking answers, she tended to move on quickly after one student responded.
Instead, she could encourage more participation by asking multiple students to share
their answers and explain their reasoning. This would ensure broader understanding
and keep students actively involved. Additionally, her instructions could be clearer.
For instance, rather than asking, “Should we play the audio again?” she could
provide a structured plan, such as, “We will listen to the audio three times—twice to
complete the task and once more to check your answers.” This approach would
minimize confusion and improve classroom efficiency.

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Moreover, there were moments when she seemed unfamiliar with certain lesson
content. For example, when explaining the word "aisle," she struggled with
pronunciation and did not provide a clear definition, which might have led to
confusion. Ensuring a strong grasp of all vocabulary and key lesson concepts
beforehand would strengthen her credibility and effectiveness. Additionally, she
missed an opportunity to set the scene for the lesson. A brief introduction—such as
asking students about their experiences related to the topic or sharing an interesting
fact—could have sparked curiosity and better prepared students for learning.
Observing this lesson reinforced the importance of clarity, confidence, and student
engagement in effective teaching. Simple strategies, such as setting the scene, using
precise instructions, and actively involving students in discussions, can significantly
enhance learning outcomes. Additionally, thorough preparation, including reviewing
pronunciation and key concepts, is essential for delivering a smooth and effective
lesson.
Overall, Thida demonstrated strong potential as a teacher. With improvements in
confidence, lesson clarity, and student interaction, she can further refine her teaching
skills. It was a pleasure to observe her lesson, and I look forward to seeing her
continued growth as an educator.

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 Khea Vorn’s Observation Record
Teacher : Khea Vorn
Subject : English for Business II
Level : Intermediate
Genre : Reading and Listening
Room : C1-05
Date of Observation : December 21, 2024
Time of Observation : 3:15 - 4:45
Type of Observation : Practicum

On December 21, 2024, I had the opportunity to observe Khea Vorn during her
practicum. From the very beginning, it was clear that she was well-prepared and
confident in her subject. She carried herself professionally, and her lesson was
thoughtfully structured, with clear objectives and engaging activities. Her enthusiasm
for teaching was evident, and she worked hard to ensure that students understood the
material. However, like any developing teacher, there were a few areas where she
could improve to make her lesson even more effective.
One of Khea Vorn’s biggest strengths was her ability to create a well-organized and
engaging lesson. Her lesson plan had a clear flow, starting with warm-up activities,
followed by structured tasks that kept students involved. She explained the concepts
well and used relevant examples to help students relate to the material. I also
appreciated how she used various teaching materials to enhance understanding,
making the lesson more interactive. Another great quality was her ability to keep
students motivated. She encouraged participation and made an effort to involve
everyone, which helped create a positive classroom atmosphere. Additionally, she
dressed professionally and maintained a warm and approachable demeanor, which
contributed to a strong teacher-student connection.
That said, there were a few areas where she could refine her approach. Time
management was one of the biggest challenges. She spent a lot of time explaining
new vocabulary, which, while helpful, slowed down the overall lesson. This made
some students lose focus, and I noticed a few of them chatting or even scrolling on
their phones. Classroom management was another area that needed attention—she
mostly stayed at the front of the room and didn’t move around much, which made it
harder to keep all students engaged. Her voice projection was also quite low, which
made it difficult for students to follow along at times. Another point for improvement
was giving clear and concise instructions; she spent too much time explaining tasks
when simpler directions would have sufficed. Lastly, feedback after activities could
have been more effective—students completed their tasks, but they didn’t always
receive meaningful corrections or reinforcement, which is crucial for learning.
From this observation, I learned how important it is to strike a balance between
explanation and interaction. While it’s great to clarify concepts in detail, spending too

xvi
much time on one part of the lesson can cause students to lose interest. Monitoring the
classroom more actively by walking around and calling on students by name can also
help maintain engagement. Additionally, speaking with more confidence and
adjusting voice projection can make a big difference in classroom presence. I also
realized how valuable it is to provide students with timely and constructive feedback
so they can improve their understanding.
Overall, Khea Vorn has a lot of potential as a teacher. Her lesson was well-prepared,
and she clearly knows her subject well. With some adjustments in time management,
classroom monitoring, and voice projection, she can make her lessons even more
engaging and effective. Teaching is a continuous learning process, and with time and
experience, she will undoubtedly become an even stronger educator.

xvii
Muy Theary’s Observation Record

xviii
Conclusion

xix
Recommendation

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