Self-reflection (microteaching)

Reflecting on my microteaching experience for the Teaching of Literature course, I realize just how much of a rollercoaster it was. At the start of the semester, Ms. Thina asked each of us whether we liked literature or reading. I hesitated before answering, "I'm not quite sure," and she responded with, "Let's see by the end of this semester if you have developed your liking for literature." Now, after everything, I still don’t have a clear answer, but I do know that this experience challenged me in ways I didn’t expect.

Unlike most of my classmates, who worked in pairs, I had to do my microteaching alone. That in itself was already nerve-wracking. Finding a suitable short story and understanding it well enough to teach was overwhelming, and I struggled a lot. Eventually, I chose "The Necklace," but even after reading and analyzing it multiple times, I still felt unsure about whether I could truly do it justice in a classroom setting.

Then came the actual microteaching session. I had planned to go through the story with the class using guided reading, where students would read along, and I would explain key points. However, Ms. Thina decided to skip this part to save time since another group had already taught the same story. This completely threw me off. I had relied on that section to refresh my memory and reinforce my understanding before moving to the next part. Without it, I found myself second-guessing and forgetting details, making it even harder to stay on track.

By the end of the session, I knew my lesson plan didn’t go as smoothly as I had hoped. Ms. Thina’s feedback pointed out areas where I needed improvement, and I agreed with her. Still, there was one thing I did well—classroom management. The class was loud and chaotic, but I managed to control the situation, and both Ms. Thina and two of my classmates complimented me on my voice projection and ability to handle the students.

Looking back, this experience was far from perfect, but it taught me a lot. I learned that adaptability is crucial in teaching and that preparation goes beyond just knowing the material—it’s about being able to think on your feet. I still don’t know if I love literature, but I do know that this experience gave me a new appreciation for it and for the effort that goes into teaching it.