My microteaching session was a great learning experience, and I had the opportunity to integrate Sustainable Development Goal (SDG) 2: Zero Hunger into my lesson. The lesson was based on The Little Match Girl, a story that highlights poverty and hunger. My part of the lesson started with introducing the story and explaining it to the students. I felt that I did well in terms of voice projection and keeping the students engaged. My time management was also good, as I was able to complete my part within the given time.

I was satisfied with my teaching as I managed to explain the story clearly, and the students seemed interested. However, there was an issue with the flow of the lesson. After watching the video adaptation of the story, I had planned a quiz for the students. My lecturer pointed out that the quiz disrupted the flow and made it confusing for the students. Because of this, I was advised to remove the quiz. This made me realize that I need to structure my activities more carefully to ensure that students do not feel lost during the lesson. In the future, I will focus on making my transitions between activities smoother and more connected to the lesson objectives.

One of the strengths of my lesson was the integration of SDG 2. Literature is a powerful tool to educate students about real-world issues, and this story helped them understand the struggles of hunger and poverty. By discussing these themes, students became more aware of the importance of food security and how it connects to real-life situations. I could see that they were engaged and able to relate the story to the SDG. This showed that literature can be a good way to introduce social issues in a meaningful way.

There were also areas where I could improve. The main issue was the way the activities were structured. The transition from watching the video to doing the quiz was not smooth, which confused the students. I now understand that I need to plan my activities more effectively. Instead of a quiz, I could have added a discussion session where students could share their thoughts about the story. This would have made the lesson flow better while still allowing them to reflect on the theme.

The feedback from my lecturer and peers was very helpful. They pointed out that my voice projection was strong and that I managed to keep the class engaged. However, they also mentioned that I need to work on making my lesson flow smoother. This feedback helped me understand what I did well and what I need to improve.

In terms of time management, I believe I handled it well. I was able to complete my part within the given time and did not feel rushed. Since I removed the quiz, I can now use that extra time for a different activity, like a discussion or a short reflection task. This will help students better understand the lesson and its connection to SDG 2.

Overall, this microteaching session was a good experience. I learned about my strengths, such as having good voice projection and engaging students. I also realized that I need to work on making my lesson flow better and ensuring that activities are well-structured. This experience has helped me grow as a future teacher, and I am excited to improve my teaching skills. Integrating SDGs into lessons is important, but it must be done in a way that is clear and engaging for students. I look forward to applying these lessons in my future teaching.