REFLECTION

In general, the students enjoyed the topic and sitting in the group was
successful to promote the engagement The s!ill focused was writing s!ill and
the topic chosen was the splashes of colours I managed to promote
engagement "ut it could "e impro#ed The students seemed to participate in
the lesson which started from the "eginning of the lesson as the whole class
together "rainstormed the colour of rain"ows and spelled each name of the
colours together The "rainstorm session intended to acti#ate their prior
!nowledge on the splashing of colours $owe#er, I did not relate the topic to
their real life situation The o"jecti#e to engage them to the lesson might "e
achie#ed "ut the topic might not "e meaningful to the students as they did not
see the #alue of the topic in their life This could "e impro#ed "y connecting
the topic to their life as gi#ing them pro"ing %uestions on the importance of
colours or how colours influence their life &o, they could relate the topic they
learnt to their life and the lesson would "e meaningful as they #alue the topic
chosen
The se%uencing of my teaching was lac!ing in the introduction and it did not
ha#e a good closure The production stage also did not wor! as planned In
the "eginning of the lesson, I did not clearly e'plain the o"jecti#e of the lesson
as I just read the o"jecti#es shown on the slides &ince the students were my
colleagues, I e'pected them to easily understand the o"jecti#es stated
$owe#er, in the real situation of primary students, they might "e confused as I
did not e'plain to them This could "e impro#ed "y assessing their
understanding through concept chec! %uestions For e'ample, as!ing them to
restate what they need to achie#e at the end of the lesson
This was my second time doing microteaching presentation and it was still
lac!ing in the time management I was not sure a"out the time management I
did my lesson plan "efore the presentation and it loo!ed pretty good for the
time allocation (nfortunately, it did not wor! as planned I failed to use time
allocated wisely The time was dragged starting from the introduction where I
was too ner#ous to "e at the front and I was clueless to put my words into
sentences in order to start the lesson )s the conse%uence, there was not
enough time for closure Thus, the closure was not a good one as I was the
MD TAN NoraisahBinti, EDUC394, 41830954 Page 1
one who recapped the colours learnt and nothing much from the students )s
a result, I could not assess how far they get and understand the lesson The
time management could "e impro#ed "y practicing what to spea! "efore I the
microteaching presentation as it would help to de#elop my confidence le#el
The production stage was the most important part which I failed to wor! it out
&ince the time was dragged from the "eginning, the time allocated for the
production stage was reduced )s a result, the limited time did not encourage
the students to cooperate among their group mem"ers to complete the tas! I
could see only two or three students cooperated to complete the tas! Other
than time constraint, I o#erloo! the num"ers of students in each group Lesser
would "e "etter in order to encourage cooperation and participation among
them This could "e impro#ed "y di#iding them into smaller groups which
each group would ha#e three or four people which is much "etter
The instructions gi#en for the tas! were #ery comple' It was #ery hard to
!eep reminding myself that my colleague would "e my primary students
Conse%uently, the instructions were too comple' to my primary students to
understand in reality I o#erloo!ed the importance of the clarity of the
instructions This could "e impro#ed "y simplify the instructions so that my
primary students could understand clearly the instructions and would not get
confused to complete the tas! demanded Ne#ertheless, I did not model the
compound sentences &ome students might not !now what compound
sentence is Thus, this could "e impro#ed "y modelling the e'ample to hoo!
their le#el of understanding and concept chec!
*y %uestioning s!ill was #ery "ad as most of the time I used con#ergent
%uestions which did not help much to inform the students+ understanding as
some students might simply answer yes, they understood "ut in reality they
did not I o#erloo!ed the fact that not all students understood what was done
in the lesson This could "e impro#ed "y using more comprehension
%uestions so that it would help to pro#ide e#idence on how far the students
understand the lesson Ne't, my #oice projection was satisfying $owe#er, it
was not easy to consistently attract students+ attention It could "e impro#ed
"y implementing rules and regulations of the class so that students would "e
well "eha#ed and listen to the teacher
MD TAN NoraisahBinti, EDUC394, 41830954 Page 2
If I were to present the microteaching again, I would li!e to clearly e'plain the
learning outcomes as well as simplify the words &tudents would easily
understand and not to get confused Ne't, more comprehension %uestions
would "e used to assess their understanding and also inform their le#el of
understanding which it would help to prepare the ne't lesson wether to
enhance their understanding or proceed to the ne't le#el *inimising the
num"ers of students in a group was also my aim as it was #ery importance to
determine the %uality of students+ participation and engagement to de#elop
their language s!ill through their cooperation in completing the tas! gi#en
Lastly, I would li!e to ha#e a good closure where it helps to inform the
students+ o#erall understanding of the lesson "y as!ing their understanding on
what they ha#e learnt from the lesson
MD TAN NoraisahBinti, EDUC394, 41830954 Page 3