Micro-Teaching Self  Reflection

Reflective Piece on Micro-Teaching Session

Time Management Planning and designing my lesson took considerable effort, and I was well-prepared beforehand. However, during the actual lesson, I found myself deviating from the written lesson plan as I had new ideas in the moment. While this flexibility allowed me to explore spontaneous and engaging discussions, it significantly affected my time management. Some sections of the lesson took longer than expected, leading to rushed activities towards the end. Despite this, the overall structure remained intact, and the activities were simple and not too lengthy, making the allocated hours sufficient. Moving forward, I need to practice balancing improvisation with adherence to the lesson plan to ensure smooth execution.

Teaching Satisfaction I felt a strong sense of accomplishment in delivering the micro-teaching session, particularly in integrating Sustainable Development Goals (SDGs). The lesson on The Lorax successfully conveyed environmental awareness and sustainability, fulfilling key SDG elements such as Climate Action (SDG 13) and Life on Land (SDG 15). However, I realized that my focus on SDGs overshadowed the literature elements of the lesson. While students actively participated in discussions about environmental responsibility, they had limited engagement with literary techniques, themes, and character analysis. This highlighted the need for a more balanced approach that incorporates both literature and sustainability effectively.

Areas for Improvement One significant area for improvement is designing activities that seamlessly integrate SDG elements with literature learning. While students grasped the environmental messages of The Lorax, they did not deeply analyze literary aspects such as symbolism and narrative techniques. In future sessions, I will develop activities that encourage both critical literary analysis and SDG discussions, ensuring that both objectives are met. Additionally, I need to enhance my ability to stick to planned timing while maintaining an interactive and engaging atmosphere.

Strengths and Weaknesses A key strength of my lesson was its alignment with SDGs, which made the lesson relevant and meaningful for students. Their engagement in discussions and group activities demonstrated their understanding of sustainability issues. Additionally, the collaborative learning environment encouraged active participation and creativity, particularly during the poster-making activity. However, the main weakness was the imbalance between literature and SDGs. Instead of emphasizing both aspects equally, I prioritized sustainability, which affected the depth of literary analysis. To improve, I will refine my lesson plan to ensure literature and SDGs complement each other rather than compete for attention.

Peer Feedback Feedback from my peers indicated that the lesson was engaging and easy to follow. They appreciated the interactive activities and how SDGs were incorporated, making the lesson feel relevant and purposeful. However, some noted that while the SDG connections were clear, the literary elements felt secondary. This feedback reinforced my own reflections and emphasized the need to create more literature-centered discussions while still embedding sustainability themes.

Overall Reflection Overall, my micro-teaching session was a valuable learning experience. I successfully engaged students in discussions about sustainability and SDGs, but I need to find a better balance between SDG themes and literary analysis. This session has helped me grow as an educator by showing me the importance of structured time management, effective integration of cross-curricular themes, and responsiveness to student engagement. Moving forward, I aim to refine my approach to ensure a well-rounded lesson that enhances both literary understanding and sustainability awareness.