Initially in the big Environment group, my friends and I had brainstormed unit plans and lesson plans. We designed a final product persuasive poster where students are able to share persuasive sentences to convince others to protect the environment and save the earth. When dividing the three groups, I was in the same team as Calista and Tashya. We had discussions about what activities would be carried out so that the activities of the three of us could be related to one another. Then, we discussed references, tools and media that will be used to support our learning. After finishing the discussion, we finally collaborated to work by compiling unit plans, lesson plans, and making PPT materials in Canva tool. Even before teaching, we also collaborate on division of work where some are in charge of handling teams, PPT, and some will become time keepers as a reminder of teaching time.

After carrying out a long process of finding references on environmental awareness, brainstorming ideas, designing unit plans, lesson plans, and consulting with lecturers. I have less confident with the learning that I bring because of the minimum revision time for my new topic. Besides that, I feel that my group lacks preparation in organizing classes and preparing teams for students who join online sessions. When I started teaching I positioned myself as a real teacher and I imagined my friends were my students at SEP. When I started teaching, I felt confident and learning went smoothly. However, during the Calista and Tashya sessions, we experienced a technical issue which really disturbed my concentration in teaching the next material. I'm trying to stay calm and think of a second solution if the technical issue continues. At first I wanted to invite students who joined the online session to have interactive discussions, but because of this technical issue, I only focused on offline students. Through this Micro Teaching experience I learned that we cannot control existing situations and conditions so that before planning lessons there should be a plan A, B, or C made so it will not disturbing teaching activities.

Behind the ongoing technical issues, initially I was worried that students (English Language Education and Mathematics Cohort 2019) would not focus on the lessons I was teaching. Finally I asked the students to brainstorm about "Their dream environment" on the whiteboard and I was happy because the students could actively discuss and share ideas about their dream environment. Then, I continued with the activity of inviting students to observe their surroundings and I saw that they were very enthusiastic and even came to the window to get closer observing their environment. I see the students are very enthusiastic and engaged in carrying out every activity that my friends and I have planned even though we cannot have interactive discussions with online students because of the technical issue.

After completing my teaching in Micro Teaching, there are some aspects that are went well and not went well. What went well, for example, the transition I did from one activity to another went well and the instructions given were also clear so students knew what they had to do. However, I have to reflect on what went wrong, for example. First, I know that time management is very bad because we are forced to make a complete activity within 20 minutes, so good time management is needed in handling each activity in minimal but clear time. Second, the lack of clear scaffolding, I totally agree with this feedback because I also realized that at the beginning I asked students to brainstorm about their dream environment, then in the next session they played games about vocabulary so the scaffolding was not related and might confuse some students. Third, there was a technical issue that really distract the three of us so we couldn't focus on teaching and couldn't involve online students in interactive discussions.