The SDG Exhibition was a valuable experience that allowed me to actively engage in raising awareness about Zero Hunger among visitors. Preparing for the exhibition involved extensive research on food insecurity, malnutrition, and sustainable agriculture. It also required creativity in designing an interactive and informative booth that could effectively communicate these issues. Throughout the exhibition, I had the opportunity to interact with various visitors, including students, lecturers, and even external guests, who showed curiosity and enthusiasm in learning about SDG 2.

The responses I received were diverse. Some visitors were already familiar with SDGs and asked insightful questions about global hunger statistics and possible solutions. Others were less informed but showed genuine interest in understanding the topic. Many were shocked to learn about the severity of food insecurity in certain regions, especially in developing countries. Several visitors shared their own experiences with food wastage and expressed a willingness to adopt more sustainable practices. These conversations reinforced the importance of educating people about SDG 2 and inspiring them to take action, even in small ways.

From my observations, while many visitors had heard of the SDGs, only a few had an in-depth understanding of their specific goals and impact. This exhibition played a crucial role in enhancing their awareness and encouraging them to think critically about hunger-related issues. It became evident that more efforts are needed to integrate SDGs into education, ensuring that students and the wider community recognize their significance.

Literature, as a subject, can serve as a powerful tool to educate students about SDGs. Stories, poems, and plays often highlight themes of poverty, hunger, and social inequality. By analyzing literary texts, students can develop empathy and a deeper understanding of real-world issues. Incorporating SDG-related discussions in literature classes can make learning more meaningful and socially relevant.

To better equip pre-service teachers in the B.ED TESL program, it would be beneficial to integrate SDG-focused training within the curriculum. Workshops, interdisciplinary projects, and hands-on experiences like this exhibition should be encouraged. Additionally, lesson-planning sessions that incorporate SDG themes into English teaching materials would be valuable. By providing future educators with the necessary knowledge and resources, we can ensure that SDG education becomes an integral part of the classroom experience.

                  The story that we have taught during our microteaching lesson.

Conducting my micro-teaching session was a valuable and insightful experience, particularly as it was my first time teaching a literature lesson. While I encountered several challenges, the session provided meaningful learning opportunities and allowed me to reflect on my teaching approach. This reflection will focus on my preparation process, the strengths and weaknesses of my lesson, peer feedback, and areas for improvement.

I dedicated a significant amount of time to planning and structuring my lesson, ensuring that it incorporated Sustainable Development Goals (SDGs) 10 and 16. I carefully selected materials, designed activities, and considered different ways to present the story A Piece of String by Guy de Maupassant. However, I realized that I needed more time to practice my delivery, particularly in refining my storytelling and pacing. Due to this, I sometimes struggled with explaining key events and themes clearly. Moving forward, I will allocate more time to rehearsing my lesson to improve my delivery and confidence.

As this was my first time teaching literature, I found it challenging to narrate the story smoothly while keeping the students engaged. At times, I hesitated or struggled to clearly explain certain parts of the plot, which may have affected the students' understanding. Additionally, I found it difficult to transition smoothly between different sections of the lesson, making some parts feel disjointed. My lack of experience in storytelling also made it harder to bring the story to life in a way that fully captured the students' attention.

While I faced difficulties in storytelling, one of the positive aspects of my lesson was my effort to create an interactive learning environment. I encouraged student participation through activities related to SDG 10 (Reduced Inequality) and SDG 16 (Peace, Justice, and Strong Institutions). Although my storytelling was not as smooth as I had hoped, the activities allowed students to engage with the lesson in a meaningful way.

However, there were several areas that needed improvement. My biggest challenge was time management because I struggled with storytelling, I spent more time than planned on this portion, which led to a rushed discussion of SDG connections and follow-up activities. Additionally, I made minor pronunciation and grammar mistakes, which affected my fluency and confidence.

My peers provided constructive feedback that highlighted both strengths and areas for improvement. They noted that I had a well-structured lesson and appreciated my efforts to include interactive elements. However, they also pointed out that I needed to work on my storytelling fluency and pacing. Their feedback reinforced my own observations, and I now recognize the importance of practicing my lesson delivery to build confidence and improve clarity.

If given another opportunity to conduct my micro-teaching, I would focus on improving my storytelling skills by practicing my narration and explanation of the story multiple times before the lesson. Additionally, I would work on managing my time more effectively, ensuring that each part of the lesson receives enough attention. Seeking feedback from peers before teaching and rehearsing my delivery will also help me improve my confidence and fluency.

Despite the challenges I faced, my micro-teaching session was a valuable learning experience that provided me with insights into my strengths and weaknesses as a teacher. Teaching literature for the first time was difficult, but this experience has motivated me to improve my storytelling, pacing, and overall lesson delivery. Moving forward, I will continue refining my teaching skills to become a more confident and effective educator.