Rachel's portfolio

MICRO- JULY SESSION
TEACHING
2022
E-PORTFOLIO

RACHEL TSEN WEI NEE

CLASS: EED22803
ID: 012020092006
Lecturer: Madam Nirmala Devi A/P Rajo

Presenting 7 weeks of reflections,
lesson learnt, self-research done,
photos of presentation and lesson
plans, and many more. The good and
bad from receiving a central TESL
subject from a literature major.

Table of
Content

E-PORTFOLIO

ACKNOWLEDGMENT ........................................... 1
PROFILE ................................................................... 2
PRINCIPLE IN TEACHING .................................... 3
OVERALL REFLECTION ........................................ 4
WEEK 1 .................................................................. 5-7
WEEK 2 ................................................................ 8-12
WEEK 3 .............................................................. 13-14
WEEK 4 ............................................................. 15-16
WEEK 5 ............................................................. 17-20
WEEK 6 .................................................................... 21
WEEK 7 ............................................................ 22-24
MOCK TEACHING .......................................... 25-29

ACKNOWLEDGMENT

i would like to express my greatest gratitude to madam
Nirmala Devi A/P Rajo for her patience as she goes
through the basics with the literature majors. Not to
mention, madam Izzati's help during tutorial classes to
provide us with more practice and additional learning that
grant us the opportunity to improve and complete the class
with limited issues. Both madam Nirmala and Izzati has
contributed enormously in order to prepare us for the final
project and excel it at the same time.

Besides that, my peers, especially my literature majors who
has stuck to me until the very end, deserves my laudable
appreciation. Without my group members, I may not have
been able to proceed with the lesson plan and go through
with my mock teaching. They have been the source of
motivation and inspiration to come up with fun and
interactive lessons. The hours we spend to finish up a
lesson plan together has brought us closer than before.

In conjunction with the TESL students, I have met a few
that guide me to the end. They were kind and open to
answering my questions, despite the air of 'rivalry', they
prove to me that there is a minority who are willing to work
together with open arms. I felt less alone and ostracized,
engaging with them were one of the most pleasant and
positive experience that I earned from microteaching
class.

Page 1

PROFILE

RACHEL TSEN WEI NEE (012020092006)
BACHELOR IN ENGLISH LANGUAGE AND LITERATURE
STUDIES (BELS)
MANAGEMENT & SCIENCE UNIVERSITY, SHAH ALAM

Pursuing a degree in English language and literature studies, I have
uncover the ugly of societal flaws. Diving into the world of teaching
was not the fondest memory yet I cherish the knowledge I have gained
from such a 'misfortune'. Told myself that this is a one time event and I
shall give my all to show that literature majors can do it too.
Microteaching has been a good experience as my peers helped me
through it all.

Page 2

PRINCIPLE IN TEACHING

I believe those who strive from teaching are the ones who are filled with
passion. With passion, no amount of money or convincing will stop you
from doing what your heart truly desire. Teaching has to be one of the
most labored work out there due to the number of workload a teacher
possess. I find myself searching to the depths of my childhood when I
once dreamt of becoming a teacher myself. That dream has slowly faded
and I found myself straying further and further away from it. Learning is
fun, it should be fun yet there were teachers that convinced me that they
are not as fun as it seems. Though, I have been given the opportunity to
re-lit that fire in me- it remain extinguished. I love the power of
knowledge and I appreciate what our educators has done to brought us
to where we are now. I will forever appreciate the work they do and
respect those who found love in the art of teaching.

Page 3

OVERALL REFLECTION

I went into Microteaching blind, no expectations, simply going into the
class with no idea what to expect. I knew about lesson plans but that
was the length of my knowledge. Naturally, as I step foot into the first
class, there was an air of unfamiliarity. You are competing or a lack of
a better word, apace with students who are expertise in the subject
field. It was intimidating, demotivating, feeling helpless was the last
thing I wish to put upon myself.

Lesson plan was my biggest challenge, I never made one in my life and
I would not have imagined I had to create one ever. There was
exceedingly much to be considered when one creates a lesson plan. My
first initial thought was that lesson plan could be created all willy-nilly
that is not bounded by the learning standards (LS) or content
standards (CS). When it came to finding that out, I was not too
delighted. I found myself dragging the work because I could not
understand what I was learning. There was a brief moment of rebate
as I thought there was no possible way I could go through with the
class. However, I am grateful for my peers who helped me every step
of the way- encouraging and motivating me.

Receiving weekly assessment and projects that pushes us to learn
were extremely helpful in my case. Learning more about the education
system and how they do things has bestow me knowledge to get
through the class with adoring memories.

Whether or not it would be beneficial to me in the future is out of my
control. Life takes us on unexpected trips and there may be a
possibility I enter the teaching field or I leave it completely behind to
pursue in whatever that makes me happy. I believe everything I have
learned in the class will serve me one way or another, we should not
be too quick to judge to dismiss what we are being offered.

Page 4

Week 1 (04/07/22 - 07/07/22)

What I've learned: INTRODUCTION TO MICROTEACHING AND IT'S TEACHING MATERIALS

(DSKP/KSSM/CEFR)

The first week of microteaching EED21604 was a rollercoaster of information. The week focused on delivering
content that I have not learned before due to the different learning content we receive as literature students. I
hear new terms such as DSKP and KSSM, not to mention the changes made in terms of learning outcomes to cater
to the 21st century learning. I was under the impression that there were no limitation but freedom to create lessons
according to the teacher's liking. However, to my surprise there is more to creating lesson plans that are hidden
under the dark. Microteaching is said to be different from traditional teaching due to the smaller scale of doing
things. With microteaching, we deal with a smaller number of students along with the materials being learned are
less compacted but more focused on how students consume the content. The assessment was made to be an ‘all-
rounder’ hence it evaluates through every type of assessment, disregarding the one for all assessments that are
written tests. Besides that, there is a term called CEFR which stands for Common European Framework of
Reference for Language. This is used to test and grade the country’s proficiency in English that tests your English
standard.

The lesson on creating a lesson plan and this is not a field I particularly am not good at. I have never created a

lesson plan before and I find that this is not my field of expertise. Thus, finding myself struggling to understand

which creates an illusion of a quick paced learning. We are taught by two educators, while one focuses on the

content, another is on conducting the actual work itself to practice. We were given task to differentiate the

concept of KSSM and CEFR. Other than that, lesson plan has to be one of the most challenging task introduced.

There were a lot of criteria that had to be followed and that itself gave me information overload. When it was

actually time to do the lesson plan, I struggled with no luck in progress. I felt hopeless in my inability to work on

such a simple task that most students are able to do with ease. It was humiliating and demotivating to be in such a

position of disadvantage. I made it my mission to work on understanding the lesson after class so I can take my time

with the whole progress. Page 5

Activities (04/07/22 - 07/07/22)

Task to differentiate KSSM and CEFR.
Lecture on KSSM and KBSM.

Page 6

Additional Research (04/07/22 - 07/07/22)

The reference used: HTTPS://COGGLE.IT/DIAGRAM/YDS4EI31D6CX4WF4/T/THE-
DIFFERENCE-BETWEEN-KBSM-AND-
KSSM#:~:TEXT=THE%20OBJECTIVE%20OF%20KBSM%20WAS%20TO%20
ACHIEVE%20A%20LONG%20TIME%20EDUCATION.&TEXT=C)%20SELF%2
0DEVELOPMENT-,KURIKULUM%20STANDARD%20SEKOLAH%20MENEN
GAH%20(KSSM)%20STARTS%20ON%202017%20PREVIOUSLY%20KNOW
N,IT%20INTO%20KSSM%20IN%202017.&TEXT=THE%20OBJECTIVE%20OF
%20KBSM%20WAS%20TO%20ACHIEVE%20A%20LONG%20TIME%20EDU
CATION.,-MASTER%20INTERACTIVE%20SKILLS

Note: THE COGGLE MIND MAP HAS MADE IT EASIER FOR MYSELF AND MY
GROUP MEMBERS UNDERSTAND THE DIFFERENCE. IT WAS NEW
KNOWLEDGE TO ME THAT THE LEARNING STANDARDS WERE
CHANGED HENCE EXPLAINED WHY THE TEXTBOOKS AND EXAMS
WERE EVER SO CHANGING FROM TIME TO TIME.

Page 7

Week 2 (11/07/22 - 14/07/22)

Showcasing learning outcomes guide.

What I've learned: LESSON PLAN REQUIREMENTS, S.M.A.R.T, E-PORTFOLIO WRITING,

LEARNING OBJECTIVES/OUTCOMES.

There are two criteria to identify the components of a learning objective statement from the examples
given as well as writing statements of the learning outcome. There is emphasis on focusing on the possible
plan of failure and what can be expected before or during the lesson. Madam Nirmala mentions that the
learning outcomes should be something that can be measured with specific targets or numbers. There is a
correlation between the learning objectives along with the teaching and learning activities with feedback
and assessment. As a result of the lesson, there is a lot of consideration done as a lesson plan is being
created. The lesson planning is the easy part while the assessment and feedback will be the one that holds
most of the students back– especially a student that has zero prior knowledge.

Another helpful reference that we can refer to that will assist us in lesson planning is the ‘SMART’ acronym.

All of them stand for something which is; smart, measurable, attainable, relevant, and time based. There is

this thing called the educational domain which includes cognitive, affective, and psychomotor. The lesson

will have to test different levels of the bloom’s taxonomy. Madam Nirmala introduced the portfolio by

providing some examples from the senior works. The class focuses on the whole content standard and

learning standard when it comes to creating a lesson plan for the students. I never knew so much factor

goes into the making process. The lecturer, Madam Izzati, taught us a few fundamentals that needed to be

focused on and when I was listening to the whole session, it was not easy to even pay attention to the

whole topic as I was pretty clueless about everything. There was a session where we had to create 3

statements according to the topic being taught. I paired up with my friend Bryan for the task, it was made

easy since he had some prior knowledge during his days as a teacher so it was smooth sailing when he

explained most of the concepts to me. I will forever be grateful for the help I am receiving from the people I

trust most.

Page 8

Activities (11/07/22 - 14/07/22)

Creating learning outcomes using S.M.A.R.T guide.
E-Portfolio sample.

Page 9

Activities (11/07/22 - 14/07/22)

Lesson on learning objectives.
Tasked on writing learning objectives.

Page 10

Activities (11/07/22 - 14/07/22)

(14/07/22) Thursday
Day after the tutorial, assigned to present the work
from the day before (tutorial) to the entire class to
evaluate on our learning objectives. No picture of my
presentation was taken, few mistakes were made,
misunderstood the content.

Page 11

Activities (11/07/22 - 14/07/22)

(14/07/22) Thursday
This is the learning
outcomes done with
my pair, Byran. We
have made a few
mistakes but overall
learned to avoid them
in the future.

Page 12

Week 3 (18/07/22 - 21/07/22)

Sample video of a set induction.

What I've learned: HOW TO CONDUCT A SET INDUCTION.

We are going into more details on how a learning objective is formed, madam Nirmala
sent a video where you can watch and be able to witness how the set induction would
be done. I find the person in the video's method to be very well done but madam Nirmala
adds that there is always room for improvement. Sometimes I wonder how they are able
to become a teacher when it is extremely tasking. We dive into the reasoning with why
set inductions are important for the class, reasons such as understanding what the
students comprehend or to see the proficiency of students. There is a slide provided to
see if the criteria is met hence we can follow the set to ensure our set induction will be
perfect and aligns with the topic. Madam Nirmala showed us a demonstration by acting
it out to see how we receive the class’s attention. We started to list out a bunch of ideas
that might grab the attention of the students. She spoke more about the set induction.
Today’s class we have to do our set induction to the students. Everyone is given time to
prepare their set induction and present it to the class for further evaluation. We had a
few volunteers that went up to do their set induction and I took that as inspiration and
reference to implement them into my own. After that was done, my team member and I
volunteered to go next and get our part evaluated. The whole process went smoothly,
with a few mistakes and giggles but overall the experience was not too bad.

Page 13

Activities (18/07/22 - 21/07/22)

(20/07/22) Wednesday
Working on the lesson plan and activities given by
doing self-research on the criteria. Everyone is
progressing with their lesson plan before the initial
presentation for the upcoming week.

Page 14

Week 4 (25/07/22 - 28/07/22)

Day of the lesson plan activity presentation.

What I've learned: CONDUCT A LESSON PLAN ACTIVITY.

Due to the unforeseen circumstance, I had missed out on 3 classes worth of
microteaching due to being Covid-19 positive. My body forced me to rest for 6
days. It disrupted my ability to do work and attend classes when I constantly
suffered with headaches and had to sleep it off as my body was tired with
painful muscle aches. It was one of the worst week when all I could think
about was work hence my resting period had to be extended. I did manage to
attend the final tutorial for that week and witness the presentation live. This
class we are expected to come up with a few activities and present them in
class for everyone to play. Our games consists of all skills of writing, speaking,
grammar. So, student will have to grab a dice and roll it, whatever number it
falls on, the questions are provided under. The first game involved the food
pyramid and we have to use one of the skills, speaking on whatever was
given, we have to describe it. The second game is a tongue twister game. We
have to read it and not get it twisted. The third game which is presented by
my group, everyone had a good time playing with the activity. We made sure
everyone is as inclusive as possible.

Page 15

Activities (25/07/22 - 28/07/22)

(28/07/22) Thursday
The teaching aids done by my group which consists of
BELS students, the activity contains all skills; reading,
writing, grammar. Students will have to roll the dice
and the number it lands on will determine the questions
they receive. The game will go on until all 12 questions
has been answered.

Page 16

Week 5 (01/08/22 - 04/08/22)

A lesson on reinforcements and how to attract students attention.

What I've learned: POSITIVE REINFORCEMENTS, CREATING A LESSON PLAN AND

TEACHING AIDS ALONG WITH DETAILED EXPLANATIONS.

We have a recap onto what we have learned so far, before moving on into the reinforcement
strategies of the teaching aid. We discussed theories to further elaborate and justify how the theories
will play a big role in assisting us in the strategies. We go into the positive and negative reinforcement
and how that is beneficial to the future teachers. Provided with all the examples but the lecturer did
mention that it is slightly outdated hence for it to work in the 21st century classroom, it can be tricky.
We are being divided into groups to come up with examples that are effective on secondary school
students. The whole class is said to participate in the activity.

Today's session is on the the first project evaluation. We will have to show up with our teaching aids

and briefly go into our activities and how it will be conducted. The session was quite a long one, I had

no longer how long is our presentation but I spoke as if I had all the time in the world which helped

with stuttering and not going too fast for my listeners and evaluator. I was slightly nervous with how

the flow would go as I have no prior examples to refer to so I went in with the best of my abilities and

try my absolute best to ace the presentation. Once I was done, my teammates will proceed to their

part of the activity. The presentation was smooth sailing, no technical or challenges came along the

way- everyone seemed prepared with their teaching aids and what to do with the activities done. The

evaluator did not provide us with feedback which was unfortunate as I look forward to hearing

constructive criticism in order to improve in the future. This was one thing that bothered me in the

class was the lack of criticism and feedback provided. I sense a lot of force positivity which is not bad

but not desired for my part. Everything went on smoothly after and we managed to get 3 groups to

present their part before we move on to the next day for the other 2 groups. Page 17

Activities (01/08/22 - 04/08/22)

Presentation on Project 1.
Page 18

PROJECT 1 (01/08/22 - 04/08/22)

FOCUS SKILL: LISTENING

SET INDUCTION:
1.TEACHER GREETS THE PUPILS AND ASKS THEM:
2.GOOD MORNING CLASS, HOW DID YOU SLEEP LAST NIGHT?
3.TEACHER LAUGHS WITH PUPILS AND PROCEED TO PULL OUT A MIRROR
4.TEACHER ASKS PUPILS TO LOOK INTO THE MIRROR AND ASK THEM WHAT THEY SEE.
5.TEACHER TAKES IN PUPILS ANSWER AND FOLLOW UP WITH A QUESTION:
6.WHAT FEATURES ARE YOUR FAVOURITE TO THE PERSON NEXT TO YOU?
7.TEACHER LISTENS TO THE ANSWERS AND INTRODUCES THE TOPIC.

LESSON DELIVERY:

ACTIVITY A:
1.TEACHER WILL ASSIGN PUPILS TO READ THE FULL BLAST PLUS 4 BAHASA INGGERIS TEXTBOOK,
PAGE 112 BEFORE PROCEEDING TO THE NEXT TASK.
2.TEACHER WILL PRESENT A SERIES OF PHOTOS OF CELEBRITIES AND THEIR OUTFITS.
3.TEACHER WILL ASK PUPILS HOW THEY FEEL ABOUT THE OUTFIT, QUESTION AS FOLLOW:
4.DO YOU LIKE THE DRESS/SUIT?
5.WHAT DO YOU LIKE ABOUT IT?
6.HOW DO YOU FEEL UPON LOOKING AT THEM?

ACTIVITY B:
1.TEACHER WILL ASKS PUPILS:
2.WHAT IS YOUR GO-TO OUTFIT?.
3.TEACHER INTRODUCES THE ACTIVITY BY TAKING OUT AN ENVELOPE FILLED WITH SMALL PAPERS
INSIDE.
4.PUPILS WILL FORM IN A PAIR AND RECEIVE SEALED ENVELOPES.
5.THE ENVELOPES WILL INCLUDE PICTURES OF CHARACTERS AND CLOTHING.
6.TEACHER WILL PLAY A RECORDING OF CONVERSATIONS BETWEEN MULTIPLE PEOPLE TALKING
ABOUT THEIR FAVOURITE OUTFIT.
7.THE RECORDING WILL BE PLAYED TWICE.
8.PUPILS WILL WORK WITH THEIR PAIR TO MATCH CLOTHING WITH THE CORRECT DESCRIPTION.
9.PUPILS WILL GLUEH THE CLOTHING ON THE CHARACTERS.

10.ONCE DONE, THE TEACHER WILL PROVIDE THE RIGHT ANSWERS AND PUPILS WILL CHECK
WHETHER THE ANSWERS WERE CORRECT.

ACTIVITY C:
1.TEACHER WILL ASK PUPILS ABOUT THE ACTIVITY DONE AND ASK THE FOLLOWING:
2.DO YOU LIKE THE CHARACTER'S OUTFIT?
3.WHAT WILL YOU CHANGE ABOUT IT?
4.TEACHER WILL ASK PUPILS TO DRAW THEIR DREAM OUTFIT.
5.PUPILS PRESENT THEIR DRAWINGS TO THE CLASS.

POST-LESSON:
1.TEACHER ASKS PUPIL ABOUT THE ACTIVITY:
2.DO YOU ENJOY THE ACTIVITY?
3.TEACHER CONCLUDES THE TOPIC.
4.THE CLASS ENDS.

Page 19

Additional Research (01/08/22 - 04/08/22)

Mirror as a prop for pre-lesson.

Pictures and table of empty
columns for students to fill
into for the activities.

Recorded audio
for the students to
listen to in order
to complete the
activity.

Page 20

Week 6 (08/08/22 - 11/08/22)

What I've learned: MOCKTEACHING.

The day of the mockteaching has come and the students are doing a fairly good job at it. Most of them
were enthusiastic and professional though there was some nervousness in the air. The first week of
teachers were not so confident with their lesson as they were one of the very first group to be in front
of the class. So the pressure is on. Other than that, I take in the feedback that were meant for the
evaluation as I wish to do well for my mock teaching. I asked questions and managed to complete my
lesson plan in time. My only hope is to execute it well. One thing that concerns me is classroom
management. TESL students are not familiar with us and there is the air of 'rivalry' that I sense each
time I enter the classroom which does create a tense and hostile space for me. I would prefer to get
along with most of them but the perspective is definitely limited. My only hope is to receive
cooperation from them and if not achievable, I will have to ask my peers to help me out on this one.

Page 21

Week 7 (15/08/22 - 19/08/22)

In week 7, there is a session
where it could not be assessed
physically but online. Madam
Izzati's son fell ill hence we had
to make adjustments to finish up
the mock teaching in time. The
students were quick to make
changes to their lesson although
there was a good number that
was not pleased with the sudden
change.
The students did great with what
they had. True professionalism
were exhibited beautifully and I
thought the lesson taught was
interactive and engaging.
Generally, zoom lessons are
difficult to conduct as most
students would shift their focus
elsewhere yet this session did a
good job in grabbing my
attention.

Page 22

Mock teachers (15/08/22 - 19/08/22)

Page 23

Activities (15/08/22 - 19/08/22)

(19/08/22) Thursday
An activity to create a sentence based on the literary
devices received. My group members and I working
together to get the answers and present it in front of
the whole class.

Page 24

D-DAY (20/08/22)

The day I have dreading has finally come, I made preparation for my mock teaching
using physical teaching aids. I wanted to showcase the dedication and effort in my mock
teaching, hoping it would help me in terms of confidence as well. My lesson is under
'Literature in Action' hence I had more freedom on what the lesson could be focused on.
I was assigned with the target audience of 'Form 1' students so I had to be mindful with
their proficiency level.

Subsequently, my audience are much younger, I put more emphasis on getting things
done rather than have them focus on the terms and concepts. I believe it would be too
heavy so creating a poem of any structure will allow them to venture into the world of
poetry that is not bounded by structure. The first step is to get them to do.

While I searched for poems to use, it took some time to come up with a lesson that
would be both engaging and fun as I stress about the learning and content standards too
much. I worry about the activities that are not align with its objectives thus forging a
lesson that is not useful in the end. Searching for inspiration on the internet and looking
into the worksheets provided by anonymous online yield the opportunity for me to come
up with ideas of my own that does not stray far from the LS and CS.

Admittedly, adjectives were originally the idea but after reading the poem, there were
a total of 4 adjectives found which will not be sufficient to be put on the wheel. I had to
find another alternative so I went through the poem a few more times before deciding
on 'nouns'. Throughout the mock teaching done by other students, I notice the most
popular parts of speech introduced would be either the two; adjectives and adverbs.
Not at all to say it is an overrated choice but I wanted to stand out and move out of the
norm. Nouns were everywhere in the poem, I knew it would be the perfect edition in the
wheel. I got to working as soon as I could and managed to finish them on time. The
lesson plan was the easy part, it was time to construct the wheel. The materials used
were a straw, sticks, and a lot of cardboard. I followed a tutorial on "Youtube"
https://www.youtube.com/watch?v=TTFz9x7Txfw to make the wheel spin. The tutorial
was easy to follow and did not require materials that cannot be found in stores. I had
the idea on the wheel to offer engagement and attention rather than a wheel I can use
online.

Page 25

PROJECT 2 (20/08/22)

FOCUS SKILL: LITERATURE IN ACTION
SET INDUCTION:

1.TEACHER GREETS THE PUPILS;
2. A) GOOD MORNING, CLASS!
3.TEACHER TAKES OUT A FICTION BOOK ‘THE DIARY OF A WIMPY KID’ AND ASKS;
4.A) DO YOU KNOW THIS BOOK?
5.TEACHER ASKS PUPILS TO GUESS THE TOPIC.
6.TEACHER INTRODUCES THE TOPIC.
LESSON DELIVERY:
ACTIVITY A:
1.TEACHER WILL GIVE A SHORT LESSON ABOUT LITERARY TEXT TYPES.
2.TEACHER WILL PROJECT ‘MR.NOBODY’ AND PUPILS ARE CALLED OUT BY RANDOM TO READ.
3.TEACHER WILL ASK THE PUPIL TO IDENTIFY THE WRONGDOINGS DONE BY MR.NOBODY.
4.TEACHER WILL TAKE OUT THE SPIN THE WHEEL.
5.THE WHEEL CONTAINS NOUNS FOUND IN THE POEM.
6.PUPILS WILL FORM IN A GROUP OF 5 OR 6 MEMBERS.
7.PUPILS WILL HAVE A REPRESENTATIVE TO COME UP AND SPIN THE WHEEL 5 TIMES.
8.THE NOUNS IT LANDS ON WILL HAVE TO BE INCORPORATED IN THEIR POEM.
9.PUPILS WILL BE GIVEN 2 MINUTES TO DISCUSS AND CREATE A SHORT POEM OF ANY STRUCTURE.
10.PUPILS WILL HAVE TO PRESENT THEIR POEM IN CLASS.
POST-LESSON:
1.TEACHER WILL ASK THE PUPILS WHICH POEM CREATED IS THEIR FAVOURITE.
2.TEACHER ASKS PUPILS TO LIST AT LEAST 3 NEW WORDS THEY HAVE NEVER SEEN BEFORE.
3.TEACHER WILL ASK 1 WAY PUPILS WILL INCORPORATE POEM WRITING IN THE FUTURE.
4.TEACHER ENDS THE CLASS.

Page 26

Additional Research (20/08/22)

Sticky notes for students to write
their poem.

Diary of a Wimpy Kid book
used for set induction.

Wheel of nouns that
students will have to
spin 3 times to write
the poem with.

Page 27

D-DAY (20/08/22)

My mockteaching in progress.
Page 28

AFTER MOCK TEACHING (20/08/22)

During the mock teaching, I was the first one to go up and present my lesson.
My hands were shaking, I felt nervous even though the students were my
peers. I knew my voice would stutter hence I tried my best to cover it up with
non-verbal communication through hand gestures. Once I got more
comfortable, I could go through the lesson with less nervousness and more
confident in managing the class. The tricky part was to get students to listen
to me all the way so I focused on less screaming but more on being firm with
my instructions. I would walk up to the group and command my presence, this
would allow my students to understand that I am the authority.

Asking questions and directing them towards the slides were the main
contributing factor which brought me control of the class. When students are
unable to hear you, providing visual aids would be appreciated as I have
been in the position before. If students are unable to hear you, they will
naturally be uninterested in the lesson after. That method worked well, I
managed to attract their attention and hold it throughout the short lesson on
literary texts. Regardless of my peers having the closest relationship, they
still pose as a challenge as they are not one to obey so easily. (unless the
lesson interests them)

After my mock teaching, there was a session where madam Nirmala will
provide constructive criticisms. The first sentence she uttered was "you are
not going to be a teacher, right?" which caused me to overthink. I thought for
a second that my mock teaching was done terribly hence the question but
what happened turned out to be the opposite. She praised my delivery as
well as verbal and non-verbal communication which I appreciate. The only
comment she had was my dyed hair, besides that there was no issue with the
whole lesson. I was ecstatic to hear the good news and for my peers who
received positive comments. The day ended with a blast and I can conclude
that microteaching was not as bad as I thought.

Page 29