As I think back on my microteaching session, I see both my strengths and my room for development in terms of how I presented the pre-lesson and induction tasks. In order to manage my time effectively, I took the time to organize and create the lesson, making sure that the activities complemented the Sustainable Development Goals (SDGs) and the learning goals even though the SDG that I use is too much based on Miss Thina comment. But in practice, I discovered that the game and set introduction took a little longer than anticipated, which hampered the flow into the main lecture. To guarantee a seamless flow, I want to set time limitations and modify the quantity of questions in the future.

In terms of my pleasure as a teacher, I was happy with how well the activities captivated the students attention. While the APT game promoted participation, the usage of a picture  from The Lorax kept the students interested. Additionally, I was able to draw significant parallels between the narrative and current events by integrating SDG topics like environmental sustainability and climate change. This method, in my opinion, successfully prompted students to consider sustainability critically, which was one of the lesson's main goals. 

Based on Miss Thina comment, I would think about improving a few things in my sessions. One difficulty was that a few pupils were perplexed by the sketching task. I saw that some pupils were more passive, whereas others were keen to contribute. I also do some mistake like give they to sketch something that very hard to guess. I intend to employ strategies like think-pair-share and direct questioning to get more active participation from my more reserved pupils in order to create a more inclusive learning environment. Additionally, I may improve the class by include more direct conversations about the applicability of SDG topics to students' everyday lives.

After evaluating my lesson's advantages and disadvantages, I think that the high degree of student participation was one of its best features. Students' attention was held and active involvement was promoted via the use of interactive games, visual media, and creative activities. Another benefit was the linkage with SDGs, which enabled students to connect literature to contemporary issues. The primary flaw, though, was the time management problem, which somewhat hampered the flow of the course. Furthermore, I will endeavor to enhance the course by providing more precise directions in specific sections.

Peer feedback played an essential role in my reflection. Some peers mentioned that they enjoyed the interactive elements and felt that the lesson was engaging. However, they also suggested that I should provide clearer guidelines for activities to ensure smoother execution. This feedback was valuable, as it helped me identify specific areas for improvement while reinforcing the strengths of my teaching approach. 

Overall, I found this micro-teaching experience to be a valuable learning opportunity. It allowed me to explore different teaching strategies, integrate sustainability themes, and engage students in an interactive way. The experience also highlighted areas where I can refine my approach, particularly in terms of time management, clarity of instructions, and inclusive participation. This session has contributed to my growth as a teacher by deepening my understanding of how to create engaging and meaningful lessons while embedding sustainability principles. Moving forward, I aim to apply these insights to enhance my teaching practices and better support student learning.