Planning and designing my lesson through micro-teaching required two working days to achieve, and this was not an experience that was seamless. Objectives in my lesson required to be clear, engaging, and in coherence with SDG 16: Peace, Justice, and Strong Institutions. Though required time was devoted to this process, I felt insufficient time was devoted to making instructions clearer and better structuring activities. Though these issues arose, I was in a position to design an efficient lesson that encouraged student engagement. If more time was available to me, I would have attempted to work towards clearer instructional design and integrating interactive aspects to make the lesson yet more powerful. Management of time was an imperative ingredient in this process, and I have gained an awareness that lesson design should be efficient yet responsive.

Overall, I believe that half-success was achieved in my micro-teaching session. Lesson objectives were met, yet I can see that I have potential to perform better. I was able to apply SDG 16 by addressing the importance of peace and justice in order to get students to reflect upon these themes through in-class work. However, I was not always practicing these themes through better consistency in practicing these themes in practice. Students were engaging, yet an improved organized session in discussing things over would have created greater student awareness regarding SDG 16 in real-world contexts. If I had an additional attempt to take, I would attempt to better clarify instructions and have better management in the classroom in order to better support student learning. Furthermore, I would attempt to rearrange in-class work to have better reflection upon uses in real-world contexts to better relate to students and have better meaning to the lesson 

One of the most needed practices is providing clearer directions. Students got confused regarding certain activities, causing disruption in flow in the lesson. I have also realized that emphasizing discipline is necessary to achieve an efficient learning environment. I shall practice improved communication in future classes and providing improved student expectations. To solidify SDG 16 better in future classes, I would change certain activities to relate to life problems. For example, including an exercise where various roles in society are assumed by students and work in groups to settle disputes would solidify necessary standards in sustainability. Furthermore, I shall have students reflect upon how justice and peace translate to stable institutions and society .

The feedback was helpful in making me reflect on teaching style. While participation in my lesson was preferable to them and organization was rewarded by them, clearer instructions needed to be delivered to them was something I was informed by them. I observed non-verbal cues among pupils where pupils appeared to be confused in certain situations, which reassured to me that refinement in the way I clarify to pupils is something where I have to improve. This reaffirmed teaching clarity and better management in classrooms. I was also aware that SDG 1: No Poverty can be employed to guide towards the connection between economic inequality and social justice in order to expose pupils to an extended vision towards sustainability. In conclusion, this exercise in micro-teaching was an eye-opening experience where I was forced to think about strengths and weaknesses in teaching. As much as I was in a situation to engage with pupils and introduce themes to relate to sustainability, I have to work towards improving clarity in teaching, discipline in classrooms, and greater SDG incorporation. This exercise has led to growth in teaching because it reaffirmed importance in systematic lesson planning as well as in meaningful participation in dialogue about sustainability. From now forward, I shall utilize these to design better informed and interactive learning sessions where not only content is known by pupils but in ways in which content can be applied in solving peace, justice, and sustainability in practice.