Embedded Files
Microteaching Self Reflection.
Microteaching Self Reflection.
This is my final micro-teaching assignment as part of my degree program. I am pleased to have completed this micro-teaching in Literature subject. To begin with, in terms of time management, we spent roughly two days planning and designing my lesson for this microteaching. This entails looking for a short story, creating a lesson plan, and designing appropriate exercises. We chose McLellan Bastidas's short story The Big Exam. The short story is a fair length and a good fit for SDG 16 Peace, Justice, and Strong Institutions. After finishing the first draft, we consulted with Miss Thina for remarks and Miss urged us to make the final activity more SDG-related and effective for the students. We came up with a new activity and Miss Thina approved the lesson plan. we spent about three hours revising the entire lesson plan, creating intriguing slides, plot diagram worksheets, and flow chart activities.
I was satisfied with my micro-teaching experience. I completed my lesson, which involved reading a short story and explaining it in depth. Throughout the session, students engaged in discussions and displayed an understanding of SDG 16 by the end of the story. The students comprehend the oppressive government and the main character's situation; However, I should improve my teaching by alleviating my voice to a bold tone.
If given another chance, I would improve the interactive aspects of my class. Instead of using a standard discussion approach, I would incorporate a role-playing game in which students take on different perspectives. This would help to enhance their understanding and empathy for the situation. In addition, I would include more multimedia elements, such as short videos or infographics, to provide insight into the short story so that they could guess and imagine the short story better than last time.
The main strength of the lesson is the short story perfectly aligned with SDG 16 and engaged students' attention. The students were eager to know about the further testing and what might happened to Jack, while the reading stage students paid full attention to the story to find the truth. For the worksheet and activity, most of the students enjoyed answering and doing the flow chart.
The weakness of the lesson was my voice and I was a bit nervous. I should talked more to students and ask their feelings and opinions about the short story rather than explaining details to them. In the last activity, the goal was to have students critically think and create a new government responsibility but the unexpected outcome was students thought creatively and came with up ideas that could not happen in real life. I think we should think of another activity that boots the students to be responsible citizens.
The peers' feedback, peer feedback was acceptable and it will help me to change and improve myself to better teacher in future. The overall comments from the peers were positive and I was pleased to hear the comments. However, I accept the comments from Miss. Thina advised me to give more hints or any visual illustrations to make students guess the short story accurately. This feedback helped me realise the importance of balancing content depth, engagement, and pacing in my teaching approach.
Overall, I thought this micro-teaching session to be an excellent learning opportunity. It helped me understand how to include SDG aspects in lesson plans and engage students in meaningful debates about global issues. I am pleased with how I delivered the class. This micro-teaching has helped me improve as a teacher by demonstrating the value of active learning and inserting global issues into the lesson. I improved my capacity to foster sustainable thinking in the classroom, which I plan to continue developing in my future teaching practices.
Page updated
Google Sites
Report abuse