Class Observation
Park Crossing High School
Classroom Observation and Student Engagement
During my internship, I had the opportunity to visit Park Crossing High School several times for classroom observation and student interaction. Park Crossing High School is currently the only high school within the Montgomery Public Schools (MPS) system that offers Chinese language courses. Because the school follows an IB-related academic program, students are provided with opportunities to study world languages as part of their curriculum.
During my visits, I observed Ms. Yang’s Chinese classes and assisted students in practicing conversational Chinese to help strengthen their speaking confidence and communication skills. Through classroom interaction, I was able to gain a better understanding of language teaching in an American high school setting and observe how students engage with Mandarin learning in a multicultural environment.
In addition to classroom support, I also introduced several ALIEEP activities and community events, including the Kite Festival and Challenge America programs. Most importantly, I promoted the TOCFL (Test of Chinese as a Foreign Language) and explained the benefits of the Alabama Seal of Biliteracy. During class sessions, students also practiced several sample TOCFL questions to become more familiar with the exam format.
The TOCFL exam was scheduled for October 31, and before the end of my internship, a total of 19 students had completed the TOCFL registration form.
Baldwin Arts and Academics Magnet School
Student-Centered Learning and Classroom Management
During my internship, I also had the opportunity to observe classes at Baldwin Arts and Academics Magnet School, where my mentor, Ms. Jemma, teaches Korean language courses. The school is well known locally for its strong academic environment and emphasis on arts and academic excellence.
One of the most impressive aspects of my observation experience was Ms. Jemma’s classroom management strategies and activity-based lesson design. She strongly emphasized student-centered learning and believed that language should be used as a tool for communication rather than simply memorization. As a result, she designed many practical and daily life-related activities that encouraged students to actively speak and use Korean during class.
Because I visited during the beginning of the semester, I was also able to observe how classroom expectations and routines were established. This included learning about classroom rules, seating arrangements, daily procedures, worksheet organization, and the design of bell work activities. These observations gave me valuable insight into how effective classroom structure can support student learning and engagement.
During the lessons, I also had the chance to participate in learning several simple Korean phrases myself. I was especially impressed by how naturally students became familiar with the language and gradually gained confidence speaking Korean through Ms. Jemma’s carefully designed activities and supportive teaching style. This experience was extremely meaningful to me and provided many ideas that I hope to apply in my own future Mandarin teaching.
Forest Avenue Academic Magnet School
Classroom Observation and Substitute Teaching Experience
During my internship, I also had the opportunity to visit Forest Avenue Academic Magnet School for classroom observation and substitute teaching support when my mentor temporarily needed additional classroom assistance.
It had been a long time since I last worked with kindergarten students, so this experience gave me a fresh perspective on early childhood education in the United States. As a magnet school, Forest Avenue Academic Magnet School maintains high academic expectations for students, and I was impressed by the students’ overall behavior, classroom participation, and learning attitudes.
Each class period lasted about thirty minutes, and I quickly realized how important interactive activities are for maintaining young children’s attention and engagement. One important lesson I learned was that classroom instructions for kindergarten students need to be as clear, simple, and direct as possible. Strong classroom management and consistent expectations are also essential, since young children can easily become distracted or overly excited if classroom routines are not well organized.
The lesson topic I helped teach was the Chinese zodiac. Although my mentor is Korean, I still introduced several zodiac animals in Mandarin and encouraged students to practice simple Chinese vocabulary during class. At the end of the lesson, the students created animal-themed headbands as a hands-on activity. With the support of the homeroom teacher, the class went very smoothly, and I was happy to see the students actively participating and enjoying the lesson.