Reflective Writing on Lesson Delivery

Planning and designing my micro-teaching session took approximately a day. During this time, I conducted research, structured the lesson, prepared materials, and rehearsed my delivery. While I found this timeframe sufficient for covering the lesson objectives, I realized that allocating more time for refining certain aspects, such as incorporating interactive activities, could have improved the lesson. Specifically, I needed to ensure that my activities reinforcing SDGs, particularly SDG 10 (Reduced Inequalities) and SDG 16 (Peace, Justice, and Strong Institutions), were more seamlessly integrated into the lesson. Due to time constraints, I had to rush some activities, which slightly affected student engagement and understanding.

I am moderately satisfied with my micro-teaching session. I successfully covered the core lesson objectives and effectively introduced SDG 10 and SDG 16. The students engaged with the content, and their awareness of sustainability principles grew throughout the lesson. In the pre-stage activity, I provided pictures of people and asked students to write their thoughts about them. This was aimed at teaching SDG 10, encouraging students not to judge others based on appearances or backgrounds. In the post-stage activity, I created a DIY balance scale where students wrote about an unfair treatment they had experienced and then proposed a fair alternative. They then presented their responses to the class, reinforcing the importance of fair treatment and justice, which aligns with SDG 16.

Although the integration of SDGs was effective, I believe my pacing could have been improved. More real-world examples related to the SDGs would have further deepened students’ understanding. While students actively participated in the activities, I recognize that introducing the SDGs at the beginning of the lesson, rather than asking students to guess them, would have provided better clarity and engagement.

If given another opportunity, I would focus more on time management to ensure that each activity is conducted smoothly without feeling rushed. Additionally, I would work on improving my grammar while teaching. During the feedback session with my lecturer, I was informed that I made small grammatical mistakes. Addressing this issue will enhance my clarity and effectiveness as a teacher.

To better incorporate SDG elements into my lesson, I would start by explicitly explaining what SDGs are and their importance before introducing the specific goals relevant to the lesson. This would ensure that students have a foundational understanding of sustainability before engaging in activities. Moreover, I would include more interactive discussions and hands-on activities related to SDGs to enhance student engagement and comprehension.

One of the strengths of my lesson was the effective alignment of activities with SDGs. Students actively participated in the tasks, demonstrating engagement and interest. The feedback from my lecturer highlighted that my activities were well-planned and meaningful. However, due to time constraints, I had to rush through some parts, which slightly reduced their effectiveness.

Another strength was my classroom management skills. My peers observed that I maintained a clear voice and controlled the class well, ensuring that students remained focused on the lesson. However, one weakness was my approach to introducing SDGs. Instead of expecting students to guess the SDGs used in the lesson, I should have explicitly introduced them and explained their significance.

The feedback from my peers was largely positive. Two students were selected to observe my lesson and provide feedback. They mentioned that I explained the short story well, my voice was clear, and I controlled the class effectively. Their constructive criticism was that I should focus more on explaining SDGs at the beginning rather than making students guess them. This feedback is valuable as it highlights areas where I can improve my teaching approach, particularly in embedding SDG elements more effectively.

Overall, this micro-teaching session has been a significant learning experience for me. While I successfully met my lesson objectives and effectively integrated SDG themes, there are areas for improvement, particularly in time management, grammar, and the introduction of SDGs. The session has contributed to my growth as a teacher by helping me recognize the importance of clear explanations, well-paced activities, and structured lesson delivery.

Integrating sustainability into teaching practices is essential for fostering students’ awareness of global issues. Through this experience, I have learned that effective SDG integration requires clear explanations, real-world examples, and interactive activities that engage students meaningfully. Moving forward, I will refine my teaching strategies to ensure that students not only understand the lesson content but also appreciate the relevance of sustainability principles in their everyday lives.