Lesson planning and designing material took hours in preparation for this lesson. Time was spent to prepare the activities and ensure the literary aspects of A Cup of Tea by Katherine Mansfield were effectively linked with Sustainable Development Goal (SDG) 10: Reduced Inequalities. Designing took place through doing research on the effective teaching methodologies, preparing the questions for discussions, and selecting pertinent multimedia material. Although there was sufficient preparation time, actual lesson execution was hurried. Although the lesson was completed within the 60-minute time frame, additional time was required for post-lesson discussion about SDG 10. Students also had good observations but could not elaborate due to a lack of time. On a future occasion, I would re-do pacing by minimizing reading time and spending more on discussion and reflection.

I was mostly satisfied with how my micro-teaching session turned out. The lesson objectives were largely achieved where students tried to predict the storylines based on the given context, students successfully analyzed the characters’ points of view in pairs, and students were able to connect the story’s themes to real-world inequalities, aligning with SDG 10. One of the most rewarding aspects was seeing students engage in meaningful discussions about social class differences, which aligned with SDG 10: Reduced Inequalities. Many students were able to reflect on privilege and wealth disparities, recognizing how these issues are still relevant today.

If given another chance to conduct this lesson, I would focus on enhancing student participation and improving discussion depth. One major area for improvement is the structuring of the SDG discussion. While students understood the connection between A Cup of Tea and inequality, some struggled to provide well-developed responses. As for the set induction, I did not do my best to provide the students with more information to predict the story line of the short story. I must give them things such as keywords or images to help them predict the storyline. I will remember this, and I will provide them with images or words to help them predict the story line for the next lesson. As for the reading session, I was wrong by asking only one student to read for each page. I should give the opportunity to each student to read the short story. Another improvement I would make is incorporating more multimedia elements to strengthen the SDG connection. While I used a short video during the set induction, adding an infographic on global inequality statistics or a brief real-life case study could make the discussion more impactful. By providing concrete examples, students would have a stronger foundation to relate the story to real-world issues. 

One of the key strengths of my lesson was when I taught them first about the plot diagram of the short story. Therefore, students would understand better about the flow of the storyline. It will make them focus more on the reading. Moreover, while doing the reading activity, I explained to them about what happened in the short story based on the plot diagram. Therefore, students understand better about the short story. Next, the incorporation of SDG 10: Reduced Inequalities also added relevance to the lesson, allowing students to see how literature reflects societal issues. Additionally, the lesson was well-structured, with a clear flow from prediction and character analysis to real-life application, ensuring students understood each step of the learning process. However, there were some weaknesses that I need to improve. During the set induction, I did not provide enough support for students to predict the storyline effectively. While I showed a short video, I now realize that I should have included keywords or images to guide them in making better predictions. Without these additional clues, some students struggled to anticipate what the story might be about. In the future, I will ensure that I prepare visual or textual prompts to make the prediction activity more effective and engaging. Another weakness was how I conducted the reading session. I asked only one student to read per page, which limited the participation of the rest of the class. This approach unintentionally made some students passive listeners rather than active readers. Instead, I should have given more students the opportunity to read different sections of the text. By doing so, I could have kept all students engaged, improved their pronunciation and fluency, and ensured that everyone was equally involved in the reading process. Moving forward, I will implement a rotating reading strategy, where multiple students take turns reading short sections, so that everyone has a chance to participate.

The feedback from my peers was supportive and positive. They said that my voice projection was effective, and it maintained the students' interest in the lesson. They also appreciated my teaching style, as I had a clear and structured way of delivering the lesson, and the students found it easy to follow what I taught. They also added that my instructions were clear, and they understood what I taught them and did not find anything ambiguous. The other good point stated was grammar and sentence structure, which were appropriate and expressed the content of the lesson clearly. However, they also stated points for improvement. One suggestion was that I have to be more observant when selecting reading texts so that there would not be any issues with the materials being presented. This feedback made me realize that I ought to pre-plan the readability and understandability of the text so that students don't face any difficulty in reading it. They also advised me that I need to provide more cues, such as pictures or keywords, to allow students to predict the plot during the set induction. This was in line with my own reflection because I also felt that the students needed more support in making accurate predictions. Overall, the feedback was very constructive and gave me valuable insights on areas I can enhance my lesson. In the future, I will be more careful when I use reading texts so that they are legible and free from errors. I will also make sure to add more textual or visual cues to guide the students in their prediction and understanding of the story. These changes will allow for a more interactive and student-friendly learning experience in subsequent classes.

Overall, this micro-teaching session was a successful learning experience that enabled me to determine my strengths and weaknesses as a teacher. I was surprised at how I was able to maintain students' attention and present an organized lesson while incorporating SDG 10: Reduced Inequalities into the lesson seamlessly. Seeing students work and apply the short story A Cup of Tea to real-life issues was fulfilling because it indicated that they were capable of relating what they read in literature to realities around them. This session also highlighted some aspects where I need to work towards improvement, primarily time management, preparation of the reading texts, and scaffolding more for the students to be able to predict the plot. The peer review was also extremely helpful because it reinforced what I already understood and provided new information regarding how to improve my lesson. I have learned a lot from this experience. I now understand how critical it is to be considerate when selecting reading materials, being concise in all areas of the lesson, and using more visual aids or key words to guide student understanding. In addition, I have come to understand that pacing is important—hurrying through conversations can prevent effective engagement.  More significantly, this session has reinforced my belief in incorporating sustainability themes into literature lessons, demonstrating that literature can be an effective tool in raising awareness of actual issues. With these learnings, I am excited to continue enhancing and developing lessons that are both effective and engaging.