Critical Report and Reflection of Micro Teaching Lessons

This report discusses the rationale, objectives, and scope of micro-teaching, specifically focusing on the grammar translation method (GTM) and communicative language teaching (CLT). It also explores the benefits and limitations of GTM and how it can be enhanced with CLT.

Critical Report and Reflection of MicroCritical Report and Reflection of Micro
Teaching LessonsTeaching Lessons

Table of Contents
Introduction.................................................................................................................................................2
Rationale.................................................................................................................................................2
Objectives................................................................................................................................................2
GTM with CLT.......................................................................................................................................3
Scope.......................................................................................................................................................3
References...................................................................................................................................................4

Introduction
Micro-teaching implies teacher’s training as well as faculty development technique in
which they review teaching session. This is carried out with assistance of recording for attaining
a constructive feedback from student and peers with respect to what has gone well along with
this what improvements must be made within teaching techniques (Koross, 2016). It is a recent
innovation which has been made within methods of teaching through which overall process of
delivering can be improvised. This acts as an affirmative modern strategy for making alterations
within behavior of teachers in a class. Education is the important aspect which leads to growth of
country. Through this future can be reshaped in terms of scientific, meaningful and effective
values. This program is bout theoretical knowledge which have learned by usage of teaching and
learning languages. Micro-teaching sessions act as an crucial experience through which
theoretical knowledge can be practiced. Feedback which will be attained through this will enable
to gain insight into improvements which have to be made. This report comprises of rationale,
scope and objectives of micro-teaching.
Rationale
The grammar translation method (GTM) is utilized for furnishing teaching related with
foreign languages that have been derived from classical method. Basically, it is a method of
second language teaching in which usage of grammar and translation study are the primary
teaching as well as learning activities. This will enable students acknowledge what is being
taught to them as things will be delivered in their native or mother tongue with minimized usage
of target language. Along with this, purpose of GTM is enhancing the vocabulary and this is in
the form of list that is associated with isolated words.
Objectives
The intention behind making use of GTM is to acknowledge and gain knowledge of key
vocabulary associated with sports. Along with this, forms of verbs will also learn, meaning of
specific words as well as their usage (Lin, 2016). These sections will be acknowledged
vocabulary and its usage. Furthermore, the communicative task will be carried out in which
interaction will be made as well as questions will be raised in context of sports vocabulary.

Scope
Micro-teaching is carried out to make learners aware about the target language in terms
of its usage and meaning. An example can be taken to understand this aspect like English is
taught as an target language and Hindi is a local language. The reason for teaching English is that
mother language can be understood by anyone but if interaction has to be carried with a third
person who do not have knowledge about Hindi then there has to be an alternative way through
which communication can be carried out. Therefore, it is important that each individual must
have knowledge of language and for accomplishing this (Shaw, 2017). It is mandatory to know
vocabulary associated its meaning along with where it can be used. By making use of GMT
along with CLT the communication will be carried out which will enhance the morale of
students to understand important aspect of target language and identify flaws in their concepts or
vocabulary.
GTM with CLT
The grammar translation method renders benefits when large numbers of students are
present within a class. It can be used when students have different levels in context of knowledge
possessed by them like normal and intelligent. But this does not imply that there do not exist any
limitations. The major drawback is that the emphasis is only kept on mother-tongue rather than
target language (Zhenghua, 2018). Furthermore, interaction do not takes place, it is the teacher
who delivers the session and thrust is kept reading instead of speaking. For enhancing such kind
of aspects GTM can be utilized with CLT (Communicative language teaching). This is a
technique in which emphasis is laid on interaction as goal and means of learning. It enables
language learners to practice as well as learn target language by carrying out interaction with
instructor and each other. Here, the teaching approach focus on form is used instead of making
use of traditional means of delivering knowledge. It emphasize on rendering students with an
opportunity for practicing listening abilities along with comprehension skills for identification of
concept behind the conversation which took place. This will enable to give attention to target
language, grammar that is being used and form of verbs with respect to sports must be included
within lesson.

The learners need to acknowledge learning strategies which are needed for acquisition of
foreign language (Koross, 2016). The objective is not to make them understand the structure but
assist them to learn the meaning and assist them where it can be used.

References
Books & journals
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.
Lin, G.Y., 2016. Effects that Facebook-based online peer assessment with micro-teaching videos
can have on attitudes toward peer assessment and perceived learning from peer
assessment. Eurasia Journal of Mathematics, Science & Technology Education, 12(9),
pp.2295-2307.
Shaw, D., 2017. Accomplished teaching: Using video recorded micro-teaching discourse to build
candidate teaching competencies. Journal of Interactive Learning Research, 28(2),
pp.161-180.
Zhenghua, G.O.N.G., 2018. Micro-teaching in Teacher Education: Values, Problems and
Improving Strategies. Journal of Teacher Education, (1), p.7.