In terms of planning and designing our lesson with my partner Amir Akmal, we both spent countless hours and these hours included researching materials, formulating learning objectives, and designing activities that also aligned with SDG 1 "No Poverty". I first underestimated the amount of time that went into adding SDG elements to the lesson because it requires a good understanding of the topic and creating activities that would best engage students with the idea of poverty as well as our lesson. In short, while planning hours were sufficient overall, they were not spent wisely.

I am somewhat satisfied with the overall outcome of our micro-teaching session. I believe I successfully conveyed the core idea of SDG No Poverty, discussing its significance and exploring solutions to poverty reduction. The students appeared to engage with the topic, and the learning objectives were met to an extent. I structured the session to introduce the story “The Little Match Girl”, its author’s traits, and the connection between the story and our SDG. My partner on the other hand, used discussion and group work to deliver the points. However, the level of student involvement could have been higher, since I noticed that there were passive students at times, which hindered the full achievement of the lesson

If I was given a chance to do a redo for my micro-teaching, I would focus on enhancing my delivery by getting my voice projected better to possess energy and involve all students. During the session, I discovered that sometimes my voice became dull, and therefore some of the students loses focus. Through providing speech with more variation and emphasis, I could have attracted their attention more consistently. Not only that, but I could also have maybe better incorporate the SDG in my teaching.

One of the strengths about my lesson was that it nicely connected to SDG No Poverty. An excellent way to bring these ideas closer to reality was through the use of the story. This story is a beautiful illustration of poverty, for it displays the pitiful consequences of a poor young girl in dire distress, fighting to survive in a harsh world. But there were some weaknesses in the way I used the story to teach SDG No Poverty. While the story conveyed the cruelty of poverty, it did not provide a solution nor a set of steps that the students could take to eradicate poverty. In the story, the girl dies in the cold, which, while emotionally powerful, leaves the reader in a position of helplessness. Although it speaks to the eradication of poverty, it does not always specifically identify the activities required at the community or individual level in order to make the change occur.

The verbal and non-verbal feedback I received from peers was invaluable in helping me identify areas for improvement. One of the areas of feedback was that I was not clear in giving instructions, and this affected the flow and engagement of the lesson. In explaining the author's trait, some of the students appeared distracted or had a confused expression. This resulted in hesitation and less effective participation. My peers advised that I needed to provide clearer, more specific instructions at the beginning of each activity, perhaps with examples or visual aid to illustrate the goals.

Reflecting on my overall experience, I feel satisfied with the lesson, but I also see many areas for growth. This session highlighted the importance of not only introducing SDG themes but also ensuring that students connect with them on a personal level. Not only that, it showed me that I need to be a teacher that is able to speak clearly and give instructions throughly. Hopefully in the future, I'd be able to learn and grow from this mistake and also raise awareness towards SDG no poverty for students to come.