Microteaching Reflection

For my microteaching session, I conducted a literature lesson based on the short story Cheat! by Allan Baillie. The story explores themes of honesty, integrity, and the consequences of cheating. This short story connects strongly to SDG 4 Quality Education and SDG 16 Peace, Justice, and Strong Institutions. 

In my microteaching I took the lead in designing the three lesson objectives and structuring the three main activities. My partner agreed with my ideas. I spent more than 4 hours preparing, including researching materials, structuring activities, and ensuring alignment with Sustainable Development Goals (SDGs).Time management in my microteaching session was well-executed, as I was able to cover all planned activities within the allocated time. The transitions between activities were effective, allowing students to stay engaged without feeling overwhelmed. Overall, I am satisfied with my time management, as it helped maintain a structured and engaging lesson.

I was satisfied with my microteaching session, as I was able to effectively teach vocabulary, engage students in reading, and guide them through analyzing the short story page by page. To help students grasp the story’s content, I first introduced and explained key vocabulary words, ensuring they understood their meanings and usage. After that, I asked students to take turns reading the short story aloud, allowing them to practice pronunciation and comprehension. As they read, I provided explanations page by page, clarifying difficult parts and encouraging students to share their thoughts. This method helped students actively engage with the text rather than passively listening to explanations. By the end of the lesson, students were able to identify key literary elements, explain the importance of honesty, and relate the story to SDG values.

One thing I need to improve on is my pronunciation. While teaching the lesson, I realized that some words, especially from the vocabulary list, were not pronounced as clearly as they should have been. Since correct pronunciation is important for students to learn the right way to say words, I need to work on improving my clarity and articulation. Moving forward, I will practice pronouncing difficult words beforehand and focus on speaking more clearly and confidently during lessons. While I successfully incorporated SDG 4 Quality Education and SDG 16 Peace, Justice, and Strong Institutions into my lesson, I realize that I can make the connection even stronger. Instead of just discussing the themes briefly, I can use real-life examples, case studies, or short videos to show how these SDGs impact education and society. 

The feedback from my peers was very encouraging. They particularly liked the engaging activities and found them effective in helping students connect with the story. They also appreciated our mini short story book, mentioning that it was well-designed and made the lesson more interactive and enjoyable. The book helped students visualize the story better, making the learning experience more meaningful. One area for improvement is my voice was not loud or clear enough for all students to hear, especially during explanations. A strong voice is essential for keeping students engaged and ensuring that instructions are clearly understood. Moving forward, I will practice speaking with better volume, tone, and clarity, especially when addressing a larger group. I will also focus on varying my tone to make my delivery more engaging and effective. 

This microteaching experience has been a valuable learning journey, strengthening my lesson planning, student engagement, and classroom management skills. I now feel more confident in my teaching abilities and recognize the need to constantly improve my approach. Moving forward, I will focus on enhancing student participation, refining my timing, and using more real-world examples to make my lessons more impactful. Moving forward, I plan to incorporate SDGs more actively in my future teaching practice. During my teaching practicum, I will design lessons that help students connect literature to real-world issues, encouraging them to think critically about topics like education equality, justice, and ethical decision-making. By embedding SDG values in my lessons, I hope to inspire students to become responsible, socially aware individuals who understand the role of education in shaping a better and more sustainable world.