Microteaching in a classroom environment
Added on 2020-02-14
9 Pages2874 Words143 Views
Module 1Introduction to Teaching and LearningMy microteaching experience helped me understand much about working in a classroomenvironment. It was a surprise for me to experience the dynamism of lessons plans in thatthey didn't always go as planned. Due to the variation of the lesson plans, I learned how toadapt to the changing approach and the essence of reflecting on my experience of teaching. Despite being very nervous, I felt that the lesson went well and that it was successful. Mylesson plan was into three parts which included a brief PowerPoint, the charades game, andsome writing activities so ensure that all was well understood. The decision to have variousactivities in the same lesson was to keep my students engaged, and this prevented instances ofzoning out. From the feedback of the various activities, my students particularly liked thePowerPoint presentation since it allowed them to participate and there was a little humour tolighten up the situation.I decided to have my micro-teach lesson on football. Here I decided to major on the technicalissues faced especially on referees and issues of match fixing. The initial part of the lessonwas a PowerPoint presentation which explained various vocabularies present in the Englishfootball. After the brief PowerPoint presentation, I organised the class into groups whichparticipated in charades games and then the lesson ended with a writing exercise to tieeverything up.I encountered problems with the choice of the subject to be addressed during the lesson. But Idecided on a sports topic which would ensure maximum student participation. First, I decidedwe would discuss various football terminologies then, look at various issues faced by refereeswhile officiating the and too common cases of match fixing. Considering the fact that moststudents are football fans I was sure the topic would generate a lot of debate which wouldkeep the class lively.
Module 1Introduction to Teaching and LearningI wasn't surprised at the participation of the students since football is a pretty obvious issue.The only issue the students encountered was the definition of various terminologies used inthe world of football. My problem in class was to control the excitement of the students sincemost of them were rival fans. I had the responsibility of ensuring that they didn't take thedebate out of the scope I prepared for.My assessor pointed out that the subject and the activities carried out with the students weregood. This explains my decision to have a background check on what the students wouldenjoy before the lesson. A week before the lesson I had explained to the students about thecontext of this lesson and therefore they were pretty prepared. The reason to having this priorengagement was to ensure that the students had some basic knowledge this preventedboredom from ensuing in the class. To ensure that the students were keen throughout the lesson, I decided to break down thelesson into two three parts. The first part was the PowerPoint presentation whose objectivewas to familiarise the students with the topic and assess what they already knew. The secondpart was on the including a charade game in the lesson. The students would guess variousnames and other would try to define them. The last activity was writing a task which tried toestablish what the students had already learned.There two teaching and learning approaches mostly used in a classroom environment. Thereis the traditional approach which involves the teacher lecturing to the learners, and theywatch and learn. There is the assignment of individual assignments and cooperation is notallowed. In my lesson, I decided to adopt the other approach which is student-centeredteaching method. The main identifier of this approach is that the focus of the activity is thelearner and not the teacher. I decided on this approach since it gives the students the chanceto be in charge of their learning. It enables them to explore and develop the ability to beName2Number
Module 1Introduction to Teaching and Learningcurious and solve their problems. Especially with technology, it is possible to accessinformation and allows personalised learning. I would always encourage this type of teachingand learning approach since it helps in the development of critical thinking skills and creativeproblem-solving skills. It also allows the students to develop positive attitudes towards thesubject while at the same time enhancing their level of confidence in knowledge and skills.Due to the nature of this topic, I decided to informal cooperative learning groups. I dividedmy students into small, temporary, ad-hoc groups of five students. This would help inanswering prompts from other student groups. The informal cooperative group sets were mychoice since it would help my students develop various skills such as plan and timemanagement. It would also develop good communication skills, enable the giving andreception of feedback and challenge assumptions. My assessor mentioned that tended todelegate too much to groups and that is one point I needed to check on. The assessor,however, gave good remarks on my organisation of groups and how I took control as thestudents engaged each other (Kitao 1917).The assessor informed me of his satisfaction on time management of the class. This isbecause time was well managed and the class was able to have an interactive interaction andfeedback. I was able to employ effective classroom management approaches, good teachingpractices, and interactive learning activities. I was able to divide the time available intoallocated time, engaged time and academic learning time. John Carroll in 1963 discussed amodel of school learning. This model encouraged a relationship between learning and timeand proposed that the most effective learning is dependent on the time needed by the learnerfor the purpose of learning. Allocated time is described as the time available for learning suchas a class period. The engaged time or time on task is provided that the more time availabletime for engagement the higher the achievement. Academic learning time is about the qualityof the time the learners spend actively engaged in activities of the appropriate complication. Name3Number
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