Critical Evaluation of Micro Teaching Sessions

This report provides a critical evaluation of micro teaching sessions and reflects on good practice in teaching, learning, and assessment. It discusses the purpose of micro teaching, the strategies used, and the knowledge gained from these sessions. The report also explores the Grammar Translation Method (GTM) and the Direct Method as teaching approaches for foreign languages. It concludes by highlighting the effectiveness of micro teaching in shaping future teachers.

A critical evaluation of the micro teach
session reflecting on good practice in
teaching learning and assessment

Table of Contents
INTRODUCTION...........................................................................................................................3
MAIN BODY...................................................................................................................................3
CONCLUSION..............................................................................................................................10
REFERENCES..............................................................................................................................11

INTRODUCTION
Micro teaching can be comprehensively referred to as the preparation done by an
educator or a group of educators for the purpose of reviewing the teaching sessions and
enhancing the manner in which a professional carries out the job role linked the
profession of teaching (Ann, 2008). This is done with the help of recording for the
purpose of achieving a sort of constructive feedback from the coach as well as friends
for what has worked out positively alongside what enhancements need to be carried out
in context of the teaching plan, course of action and strategies. It is an ongoing
advancement which has been made with respect to the strategies developed for the
teaching profession by way of which in general cycle of conveying could be enhanced.
This acts in the form of a positive as well as modern strategy which can be put to use
for the motive of carrying out the alterations in the domain of conduct of instructors
within the bounds of a classroom.
Education is one of the most important facets that underpins the development
and growth of an economy as a whole (Armitage and et. al., 2013). Micro teaching
sessions go about as a vital experience by way of which theoretical information can be
provided to the individuals who are on their journey to become teachers in future course
of time. The feedback that will be achieved by way of this will enable gaining deeper
insight into enhancements that are duly required to be carried out. The following report
consists of the lessons linked to micro teaching sessions and the way in which the
knowledge gained from it can help in shaping a student teacher to become a potential
teacher in future.
MAIN BODY
Micro teaching sessions were conducted by me mainly for the purpose of making
the potential teachers effective and competent enough to enter the profession of
teaching and consequently impart knowledge to the students of the primary school
whose second language will be English (Boyd, Hymer and Lockney, 2015). With respect
to this, the teaching strategy or method which can be mainly put to use is acknowledged
by the teachers to impart knowledge to the students can be teacher dominated
interaction which is widely opted within the primary education schools.
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The intent for conducting the micro teaching sessions was to impart as well as
deliver knowledge associated with vocabulary and other important components of the
English language. Furthermore, different forms of verb and their utilisation were talked
about in the micro teaching sessions. In addition to this, communicative tasks will be
conducted and questions associated with vocabulary will also be raised (Delaney and
Cope, 2016).
I discussed about the GTM (grammar translation method) which is generally
used for rendering teaching associated with foreign languages which has been derived
via using classical method. Usually, this acts like a second language teaching where
grammar along with translation study is used as a learning activities and primary
teaching. It allows the teachers to make the students address what is taught and the
teachings to be furnished in mother tongue or native language that makes optimised
utilisation of native speech.
I conducted the micro teaching sessions mainly to empower the individuals who
possess the potential to become teachers in future course of time. Micro-teaching
session allowed me to make the beginner teachers gain knowledge of the different
methods of teaching and thereby provide sound knowledge to the students in future
course of time.
An instance can be taken into consideration to understand this like as a target
language English is taught as well as Hindi like local language ( Gould and Roffey-
Barentsen, 2018). The rationale behind teaching English within the school is that the
mother tongue or language will be acknowledged by anyone but in case communication
needs to be conducted with third person who have no knowledge related with Hindi then
an alternative is needed through which interaction will be conducted. Thus, it is crucial
that each person possess peculiar information about language for accomplishing this.
This is compulsory to address related vocabulary and meaning where this can be
utilised. I portrayed in my micro teaching session that through the usage of GMT and
CLT, the interaction can be conducted that will further lead to enhancement of morale of
students for understanding crucial aspects related with target language. It is important
to determine flaws that are present within vocabulary or concepts.
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Further, my micro teaching sessions demonstrated that the method that is used to
teach foreign languages is defined as GTM. It can be achieved via traditional methods
that involve Greek and Latin (Gravells, 2012). In such kind of classes, students will be
able to learn specific grammatical rules in context to language that is learned and make
use of sentence translation between target and native language. In this case, emphasis
is laid on two goals that comprises of enabling students to acknowledge and interpret
the literature which is written in source language. This further aids in formulation of
intellectual development. In this case, class-work needs to be highly structured where
teachers are responsible to handle or control activities that occur. As per my opinion,
the method lays focus on grammar along with literature (target language English). In
this case, the speech is translated either mother to target or vice-versa.
The features that are furnished via GTM lessons includes mother tongue (which
simplifies things for students), teacher centred, vocabulary that is taught via usage of
wordlist and this can be transformed. In addition to this, a strong base has to be
furnished to students through its utilisation as this enables them to read passage at low
levels (Gravells, 2015). Through this, comprehension can be read and will also allow
practice conversion of text from native language. It will enable teachers for having
elaborative illustration related with grammar rules and students will also be
remembering vocabulary. With reference to vocabulary exercises, emphasis has to be
laid on synonyms, antonyms, definitions etc. on the basis of words that appears when
going through any comprehension. Teacher has to develop exercises by taking into
account the topics that have been covered.
As per Hayes, D., Armitage, A., Lawes, S., Cogger, A., Evershed, J. and
Renwick, M., (2016), GTM implies traditional way for teaching that was vague and is
also referred to classical method. The focus must be on transforming grammar, text and
acquisition of vocabulary. But this was not delivered for having oral communication
rather as an academic subject. Basic skills related with vocabulary involve reading,
writing listening and speaking comprehensions. In case of GTM, it only comprises of
two aspects, they are reading and writing. Furthermore, there is substitute method that
is utilised with GTM to enhance other skills (listening & reading). Oral or natural method
originated in 1900. Here, experiments were carried out like teaching method as nothing
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will improvise skills related with spoken interaction. In this, focus is made on enhanced
pronunciation by making impulsive use of language, no translation and restricted
grammar. There lies direct involvement among students when speaking and listening
different languages in each day activities. Along with this, the phonetic symbols were
also introduced before any kind of written examples are used (Gravells, 2015).
Translation acts as useful device that is used in processes related with
acquisition of knowledge of ESL learners. This further assist in enhancing proficiency
related with foreign language. GTM method renders supportive role which aids in
acquisition or learning different languages and aids student to acknowledge
resemblance and variation in between L1 and L2 (Jessner and Cenoz, 2019). Through
this, they will be able to address language system as per required standards. Across
China, GTM is dominated both in textbooks as well as classrooms. In case of L1 the
grammatical structures is focused and written exercise. But in L2 emphasis is made on
their meaning along with different forms that enables students to have confidence in
linguistic feature through which communication conflicts can be eradicated.
Grammar translation method furnishes edge to various students that are in the
classroom. This has to be utilised in case students possess unlike levels of knowledge
like there can be intelligent and normal individuals. But definitely there exist certain
restrictions and the major is that focus is made on mother tongue and not on the target
language (Johnson, 2017). Moreover, communication does not occur, in case teacher is
delivering lecture and keeps on speaking rather than explaining or listening to students.
For improvisation of such kind of issues communicative language teaching (CLT) is apt.
Here, emphasis will be made on interacting overall goal along with means for delivering
learning. This allows learners to learn and practice target language by ensuring that
interaction takes place with teacher.
In this case, the teaching approach emphasis is laid on distinct forms that are
utilised for usage of traditional methods to deliver information. Here, opportunity will be
provided to students where they have listening abilities and practice comprehension
skills in order to determine concept that is behind the interaction that is taking place. It
will allow furnishing relevant attention to distinct language, grammar and forms of verb
that are used with sports. This has to be contained in lesson provided to students. The
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learners need to address learning strategies that are required for acquiring foreign
languages. The rationale behind this is not to acknowledge structure but provide
significant assistance to learners while they are trying to learn meanings and render
adequate help when needed.
Second or target language has to be clear to learners and accordingly strategies
have to be developed for acquiring knowledge related with the same. It has to be
ensured that learners are not only furnished with linguistic structure of English but they
know the meaning of what the word is or vocabulary used within language. In addition to
this, grammatical rules and forms need to be emphasised even in cae a normal
conversation takes place. Furthermore, oral interaction can be practiced by taking oral
interview practices.
In accordance with the monitor model of Krashen, it can be stated that there
exists a kind of proposed relation between conscious learning and natural acquisition.
There are mainly 2 routes that work in a collaborative manner for the purpose of
internalisation of the learner as per the ability of the language to facilitate
communication with another individual or group of person or in public. Conscious
learning tends to provide the rules in context of new input by way of explicit instruction
of meaning, its form, alongside use of the new linguistic system (McDonough, 2017). By
way of effective practices, consciously learned material would become automated and
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this is conducted by way of interaction of the language. This ultimately results into the
creation of the natural process that can enable a person to acquire a language.
Grammar Translation Method commonly abbreviated as GTM is a widely used
method in the domain of teaching. This is mainly put to use within ESL classrooms for
the purpose of imparting sound knowledge to the learners, empowering them to become
the future leaders by providing them with high quality education. From the perspective
of teaching and learning experience within L2, it can be comprehensively seen that
GTM is a method of teaching which plays a crucial role in explaining the critical points
that may otherwise be complex to be explained with the usage of another method
(Gould and Roffey-Barentsen, 2018).
In this method of teaching, it is mainly seen that the basic principle is the
conversion of L1 into L2 to explain the language features of the target language. In this
relation it has been inferred that hereby, communication is restrained with reference to
L2 (Li, 2017). So, with reference to this micro teaching session, I and my colleagues
sought to finding out the new ways by way of which the interests of the learners in
English language can be enhanced as against the traditional methods such as
Grammar Translation Method. The method put to use by me is acknowledged to be
direct method for teaching foreign language. This is known to restrain the individuals
from using the native language and the learners would only be using the targeted
language (Widodo, Wood and Gupta, 2017). By the usage of this method, I will be able
to stress upon some key facets that are enlisted beneath:-
 Teaching vocabulary as well as concepts via pantomiming real life objects as
well as make use of other visual materials.
 This will enable me to teach grammar by making use of inductive approach.
 It also involves spatial relation of spoken language along with native in terms of
ways in which they are being pronounced. Along with this emphasis is laid on
question answer pattern (Petty, 2004).
Direct method encompasses establishment of links among the phrases, objects,
words and actions of L2. In addition to this, it includes several types of ways for the
purpose of carrying out the development as well as enhancement of the skills in the
learners. These may include speaking and listening in order to gain knowledge of and
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command over the rules of grammar in English language (Long, 2017). The direct
implication of this is that the writing experience hereby does not have the power of
dominating the practices, course of action and activities of teaching in relation to the
lessons. In this relation, this section will help in examining the effectiveness and
efficiency of classroom practice while making use of the direct method of teaching to
impart education to the learners (Koross, 2016). This can be done through the
facilitation of enlisted criteria:-
 Classroom instructions were carried out in an exclusive manner within the target
language along with this only day to day vocabulary as well as sentences will be
taught.
 Oral interactive skills were formulated within an organised progression grading in
the form of question and answer exchange which takes place in between
students & teachers within intensive as well as small classes.
 Grammar was inductively taught and new teaching points were added within this
orally. Here, concrete vocabulary was also taught by making use of
demonstration, pictures and objects through association of ideas.
 Emphasis is laid on both listening and speech comprehension along with
appropriate pronunciation.
The beginning part of a lesson encompasses learning of new input in the form of
vocabulary linked to different niches and concepts, the rules associated with their usage
and their actual usage. The materials of teaching are developed and used in a manner
which can facilitate ease in acquisition of knowledge of vocabulary by the elementary
learners. A vocabulary demonstrates the high frequency words that have the potential
and power of capturing the attention of listeners or readers. For this purpose, the
teacher can play the vocabulary song at the beginning of the teaching session and ask
them if they comprehend what is being taught to them. Hereby, the song will be played
with specific emphasis on some words (Keeley-Browne, 2013). Now, the students will
be asked to listen carefully and remember as many new words as they can. After the
complete play of the song, every student will be asked about the words that they
learned from the song. This will be an interactive form of way for making the students
learn new words and giving their due participation in the learning process.
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Apart from using song as the mode of teaching, visuals can also be used. This is
a relatively better way of imparting knowledge of new words to the learners ( Kirkpatrick,
2016). This is so because listening to a song and remembering the words cannot
guarantee that the students also learn the spellings of the words or the proper
pronunciation of the words. On the other hand, visual presentation can serve both the
purpose simultaneously.
CONCLUSION
On the basis of above discussion carried out in the report, it can be stated that
micro teaching is a form of training whereby the beginner teachers are provided with the
knowledge, competences and skills by way of which they can effectively carry out the
profession of teaching in the future course of time. Now, the manner in which education
is imparted to students within the classroom plays an important role in ascertaining the
quality of education provided to them. In this relation, it can be inferred that there are
various models, methods and strategies which can be opted by the teachers for the
purpose of creating an atmosphere of learning within the bounds of the classroom. It
has further been underpinned that other methods that can be used for the purpose of
imparting knowledge to the learners include GTM (Grammar Translation Method), Direct
Method and GTM with CLT (Communicative Language Teaching). These methods
render due aid in teaching vocabulary to the array of students in a particular kind of
learning environment. In addition to this, it has been identified that enhancement of skill
set as well as knowledge base of the learners can be facilitated by way of
demonstrating visuals. This is an effective technique of teaching as visuals act in motion
to form a film, thus generating an impactful and attractive way of making the students
learn about adverbs, vocabulary, pronunciation of words, their meanings and forms, and
so forth. Besides this, it has been acknowledged that gaining feedback from the peers
as well as tutor allows the student teachers to become full fledged teachers with the
evolution of time.
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REFERENCES
Books and Journals
Ann, G., 2008. Planning and Enabling Learning in the Lifelong Learning Sector. Ann
Gravells.–[1 edition].–Learning Matters Ltd.
Armitage, A., Donovan, G., Flanagan, K. and Poma, S., 2013. Developing professional
practice 14-19. Routledge.
Boyd, P., Hymer, B. and Lockney, K., 2015. Learning Teaching: becoming an
inspirational teacher. Critical Publishing.
Delaney, J.A. and Cope, A., 2016. Supporting Maths & English in Post-14 Education &
Training. Open University Press.
Gould, J. and Roffey-Barentsen, J., 2018. Achieving your diploma in education and
training. Sage.
Gravells, A., 2012. Preparing to teach in the lifelong sector.
Gravells, A., 2015. Principles and Practices of Assessment: A guide for assessors in the
FE and skills sector. Learning Matters.
Hayes, D., Armitage, A., Lawes, S., Cogger, A., Evershed, J. and Renwick, M.,
2016. Teaching in post-14 education & training. Open University Press.
Jessner, U. and Cenoz, J., 2019. Teaching English as a third language. Second
Handbook of English Language Teaching, pp.155-172.
Johnson, K., 2017. An introduction to foreign language learning and teaching.
Routledge.
Keeley-Browne, L., 2013. Training to teach in the learning and skills sector: From
threshold award to QTLS. Routledge.
Kirkpatrick, R. ed., 2016. English language education policy in Asia. New York, NY:
Springer.
Koross, R., 2016. Micro teaching an efficient technique for learning effective teaching
skills: pre-service teachers’ perspective. IRA-International Journal of Education &
Multidisciplinary Studies, 4(2), pp.289-299.
Li, X., 2017. A blended learning model of English teaching methodology course guided
by constructivism. International Journal of Continuing Engineering Education
and Life Long Learning, 27(1-2), pp.101-110.
Long, M.H., 2017. Problems in second language acquisition. Routledge.
McDonough, S., 2017. Applied linguistics in language education. Routledge.
Petty, G., 2004. Teaching today: A practical guide. Nelson Thornes.
Reece, I., Walker, S., Clues, D. and Charlton, M., 2006. Teaching, training and learning:
a practical guide.
Widodo, H.P., Wood, A. and Gupta, D. eds., 2017. Asian English language classrooms:
Where theory and practice meet. Taylor & Francis.
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