Individual Reflection (Exhibition)

By conducting the SDG Exhibition, it was an enriching and eye-opening experience for me. The preparation leading up to the exhibition was quite hectic, as my group and I had to ensure everything was well-prepared. Designing posters, arranging transportation to pick them up from the printing shop, and buying materials for our booth decoration took a lot of effort. The process was definitely challenging due to transport difficulties, but we managed to overcome them through teamwork and persistence. One of the most demanding yet enjoyable tasks was setting up our booth to resemble a farm barn. This required patience as we used black silk cloth and red-coloured paper mounting boards to create the effect. The early morning before the exhibition started, I was informed by one of my classmates that our booth setup was removed from the panel board. Luckily, I managed to alert my other group members and they were able to fix the booth quickly. Despite the exhaustion, the experience was rewarding, as we learned valuable skills in event planning, creativity, and teamwork. My group mates were incredibly supportive, which made the entire process much smoother.

During the exhibition, we received various responses from visitors. Some were very engaging and communicative, asking insightful questions and showing curiosity about our topic. I particularly enjoyed these discussions as they allowed for meaningful exchanges of ideas. However, some visitors were quite shy and simply nodded or smiled when I asked them questions. Nevertheless, I appreciated their presence and hoped they still learned something from our booth. Many visitors praised our booth for being informative and visually appealing, which validated our hard work and effort.

Regarding the visitors' knowledge of SDG, I found that some were already familiar with it due to their lecturers incorporating it into their classes. Others, however, had little to no knowledge about SDG, which gave me the opportunity to explain it to them. I specifically elaborated on SDG 12, which focuses on responsible consumption and production, and related it to the poem my group analysed, "If God’s Precious Animals from Farm Factories Could Spea". This poem sheds light on the overconsumption of farm animals, making it a relevant and compelling topic for discussion.

The subject of literature can be a powerful medium to educate students about SDGs. Whether through poems or short stories, literature allows students to engage with important issues in a relatable and thought-provoking way. For instance, our chosen poem used strong imagery and emotions to highlight the consequences of overconsumption. By analysing its key themes, literary devices, and moral values, students can gain a deeper understanding of the issue and how it connects to the real world.

The B.ED TESL course can better prepare pre-service teachers like me to teach SDG in the classroom by ensuring we are well-versed in the SDGs and can incorporate them into lesson plans. It is crucial for future educators to understand the significance of these goals and how they can shape students into more responsible and informed individuals. By integrating SDG-related topics into literature lessons, particularly in a Malaysian context, students can develop a sense of awareness and responsibility towards global issues. Additionally, providing pre-service teachers with resources such as videos, visual aids, and articles can enhance their ability to effectively teach these concepts. With the right guidance and training, future educators can play a pivotal role in instilling values that contribute to a better and more sustainable world.