Running head: MICRO TEACHING REFLECTION LESSON 3 PSYCHOMOTOR

Micro Teaching Reflection Lesson 3- Psychomotor

May Smith
Fontbonne University

MICRO TEACHING REFLECTION LESSON 3-PSYCHOMOTOR

Micro Teaching Reflection Lesson 3 - Psychomotor

I probably spent the least amount of time developing this lesson plan. Instead of
reinventing the wheel, this lesson focused on reusing pre-existing ideas, materials, and
suggestions. I created this lesson using the slides from lesson #2, using an old familiar game
that students have played since kindergarten, and going through the feedback from prior classes
to see what the students wanted out of a class. Out of my three in class teachings, this one came
off as the most successful. My personal lesson from this is that a little thought coupled with a
little effort goes further in a classroom than a lot of effort and no thought.
Comfort with Teaching
My level of comfort teaching has developed to a point where I feel confident, both in
myself and in the participation of my audience. After a few classes you stop really being aware
of how strange it feels to be at the front of the classroom. There is a distinct mindset of being a
student and making a presentation versus being an instruction and presenting a lesson. This
experience seemed alien in the first lesson particularly, with a sense of panic and Am I doing
this right? following closely behind every word out of my mouth. This final time presenting to
the class, I instead felt comfortable discussing the lesson with the other students and knew which
students I could call on to participate in the speaking portion and which students would resist if I
tried to draw them into participating. For instance, I was pretty sure if I called on Neta she
wouldnt want to answer. I actually did call on her, not to put her on the spot but to see if my
assessment of a learner was correct. Sure enough, she shook her head and looked for someone
else to answer instead. I think comfort with teaching in the future will have a lot to do with how
well I can read and assess my audience.

MICRO TEACHING REFLECTION LESSON 3-PSYCHOMOTOR

Knowledge of Subject Matter

I feel that the knowledge this time focused less around the six dimensions of
wellness and more around my learners. This lesson was over two very common and well known
dimensions; physical and social wellbeing. Since these concepts werent as abstract as the prior
lessons, I was confident in my learners having a knowledge base they could draw from already in
their participation. Because of that assessment, I spent more time focusing on the learners
instead and what they wanted to see from a lesson. I tried to incorporate the feedback weve
received from the first two microteachings in a way that would translate well if it was used in an
actual high school senior class. I purposely chose an activity this time around that could be
described as obnoxious. This was done because I realized after my external micro-teaching
that one of the best ways to get through to a high school senior is through giving them something
to laugh about or complain about. Playing a game of telephone, something they all did as kids,
allowed them to get up and move around, participate in an activity, and then complain to the
teacher about how terrible of an activity it was! From the feedback I received after this in class
micro lesson, most of the other FCS students agreed with line of thinking and seemed to enjoy
the activity themselves. If I ever do teach a class that is more than just a one shot classroom
experience, Ill take the feedback of the students into mind for developing lesson plans.
Whats Next
One area that I still need to work on is how to encourage class participation with students
or participants who dont want to participate. Its a difficult skill to communicate effectively, but
an even more difficult one to be the agent of encouragement to others communicating in front of
a crowd. I can saw much more active participation in the class this time, but I think that I can
work on making student participation more willing and less because someone has to I

MICRO TEACHING REFLECTION LESSON 3-PSYCHOMOTOR

didnt get time to explore my social circles activity through completion, but I would be interested
in seeing how students react when you give them an open floor to talk about themselves. I think
with the right phrasing and incentives, a classroom of quiet students could be encouraged to all
participate. Incentives could be something as meta as just a chance to brag about what they do
outside of school or a physical bribe of candy. I think phrasing would be the harder skill to
finesse since each student responds differently to how questions are asked. You cant come off
too demanding or too needy. Im not sure yet how to develop this skill further other than time
and observing my professors and how they get their students to participate as though it was the
students idea all along to talk and be engaging in the classroom.