From silence to confidence: A rural teacher’s journey to transform English learning

* Leaving a stable job in Ho Chi Minh City for a rural school is not an easy decision. What made you stay?

- I was born and raised in Hoài Ân, a purely agricultural area. After graduating and teaching in Ho Chi Minh City, I chose to return home in 2021. It wasn’t a difficult decision, this is my hometown. But I admit I was somewhat overconfident, thinking I would adapt easily. The reality was different.

At Ân Mỹ Secondary School, which has only eight classes across four grades, I quickly noticed the silence in classrooms. Students rarely spoke or interacted, and they were especially hesitant to use English. When asked questions, most remained silent, avoiding eye contact.

What concerned me most was not their lack of knowledge, but their lack of confidence. They were afraid of making mistakes or being laughed at, so they chose silence. That silence became the biggest barrier to learning a foreign language.

I realized that without changing my teaching approach, English would always feel like a burden to them. This wasn’t just one class, it reflected a wider gap between rural and urban learning environments.

* Did that realization lead you to change your teaching methods?

- One of my most memorable experiences was organizing an English “Ring the Golden Bell” competition in my first year. I had high expectations, hoping it would give students a chance to showcase their knowledge.

But the reality was disappointing. Many students struggled with even basic questions from the curriculum. Some understood but lacked the confidence to answer. The atmosphere was subdued instead of lively.

That moment made me reflect deeply. I asked myself what I had truly taught and what the students were actually learning. I realized that traditional methods focused on grammar and exercises were not enough to help them use English in real life.

* How did you begin to change your approach?

- I started by rethinking everything. Instead of trying to cover all textbook content, I focused on one goal at a time, helping students gain the confidence to use English.

I encouraged them to speak, even with simple sentences. I created familiar situations for practice, such as self-introductions, talking about hobbies, and role-playing dialogues. I wanted them to understand that making mistakes is part of learning.

Gradually, I introduced presentations, group work, and interactive activities to increase engagement. I worked to make the classroom a safe space where students wouldn’t feel judged.

I also incorporated technology, using educational games and online exercises to make lessons more enjoyable. When students feel comfortable and happy, learning becomes more natural. For me, technology is simply a tool to bring students closer to the lesson.

* Did you ever doubt your direction during this process?

- Of course. There were lessons I prepared carefully, but students still hesitated to participate. At times, I questioned whether I was on the right path.

But I came to understand that change takes time, especially for rural students who need more time to adapt and open up.

What kept me going were the small improvements. A student who never spoke before raising their hand, or one who once feared English now speaking a few sentences in front of the class. These moments reassured me that I was moving in the right direction.

* As a homeroom teacher, why do you emphasize listening to students?

- I believe students can only learn well when they feel understood and respected. But not all students are comfortable expressing themselves verbally.

So I encourage them to write instead. Some share academic pressure, others talk about family issues, and some simply express feelings of self-doubt. These insights help me understand that each student has their own world.

When students feel genuine care, they gradually open up, and education becomes a more supportive process.

* How do you balance being approachable while maintaining discipline?

- Discipline is not about imposing rules, but about building self-awareness. At the start of the school year, I work with students to establish shared rules so everyone understands their responsibilities.

In class, I recognize even small improvements to motivate them, while maintaining clear principles. Students learn that a comfortable environment does not mean a lack of structure.

Outside the classroom, I join activities with them to build stronger connections. With the right guidance, students naturally adjust their behavior and mature.

* How do you plan to develop and share your experience going forward?

- I want to continue improving my methods in practical ways, ensuring that each lesson not only delivers knowledge but also builds confidence and skills.

As a homeroom teacher, I will maintain effective practices while adapting flexibly to each class. I also hope to share real classroom experiences with colleagues. Even small lessons can create lasting impact when shared.

When teachers learn and evolve together for the benefit of students, the positive influence can extend far beyond a single classroom.

* After nearly five years, what are you most proud of?

- Achievements matter, but what makes me happiest is seeing my students change. They have become more confident, more willing to present and participate, and they are starting to enjoy English.

Every time I witness that progress, I feel motivated to continue. After each lesson, my hope is simple, that my students carry their confidence into the world and are not afraid to express themselves. To me, that is what truly matters.