My partner and I conducted micro-teaching on the 27th of February. We did a lesson based on the short story “The Little Match Girl”. For planning and designing the lesson, it took several hours to come up with the best design as we needed to ensure the activities were aligned with the learning objective and also SDG 1: No Poverty. While this time was sufficient to cover the main aspects of the lesson, I found that more time could have been dedicated to refining the slides and elaborating on the comic panel. Additionally, managing the one-hour lesson proved challenging, as some students needed more time for discussions, but we could finish the lesson in exactly one hour. The lesson that we have planned requires the students to spend a lot of time during the activity, and it depends on the students whether they can finish it quickly before the one-hour mark hits.

Overall, I was satisfied with the micro-teaching session as students actively engaged in discussions and predictions about the story’s ending. The lesson objectives were mostly achieved, as students were able to describe the author's traits, predict the ending, and reflect on themes of compassion and empathy. The integration of SDG 1 was successful, particularly in the final activity where students created poverty awareness posters. However, I believe I could have spent more time on the story as it was rushed and not to mention that I should have included an example for the last activity to ease the students' understanding.

Areas for improvement is the clarity for the activity, ensuring the students understand the instructions given to conduct the lesson effectively. The second activity required the students to make a poster with some specific needs. I could have provide an example for the students to ensure their understanding towards the activities were concretized. I could also focus more on the story as it was rushed. We did not explain any of the plot of the story in detail.

The strengths of my lesson are it is engaging for the students and it is student oriented. The activity that I conducted required the students to discuss among themselves. This helps the students to engage in discussions. The needs for brainstorming, discussing and also designing the poster helps the students to improve themselves in teamwork. However, one weakness was the lack of differentiation for students with lower proficiency. While sentence starters were provided, more scaffolding activities, such as poster examples, could have supported struggling students better.

Verbal and non-verbal feedback from peers provided valuable insights into my teaching effectiveness. Peers noted that my lesson had a clear structure and encouraged active participation. However, some pointed out that the discussions could have been more guided like providing the example for the poster. Additionally, they suggested focusing more on the SDG. Their feedback has prompted me to consider more diverse teaching methods to enhance student engagement and understanding.

Reflecting on the micro-teaching session, I feel that it was a valuable learning experience that reinforced my ability to integrate literature with global issues. Teaching “The Little Match Girl” through the idea of SDG 1 allowed students to connect literature to real-world challenges. This session has contributed to my growth as a teacher, highlighting the importance of structured planning, student engagement, and also meaningful integration of sustainability themes. In the future, I aim to refine my lesson delivery by incorporating more helpful resources for the students to help them understand the lesson further.