My Microteaching

        As for me, doing the microteaching in class is hard to me.  Because I quietly understand that if I make mistakes, every classmate and teacher will notice them.  I am really worried about my performance.  To be honest, I tried my best to prepare my microteaching this time.  Because I wanted to teach reading in an interesting way, I designed a handout for students.  I hoped my students could learn the reading happily.  After we finished the handout, students would surprisingly find out that they learned the reading unconsciously.  Besides, I also designed the group work, listening practice, and reading practice.  I hoped students could enhance their listening, writing, reading, and speaking abilities during this class. 

        However, it seemed that there were still a lot of things I should improve a lot.  I thought one of my problems was my designed handout.  Although my topic was “the superstition-based custom”, I thought maybe I should reconsider the relation among the ghost pictures in my handout.  Besides, I needed number the pictures in my handout so that students could follow the order.  What’s more, the writing assignment might appear too challenging for the 10th graders and the topic I gave them was convergent, therefore, I believed I should turn my topic into a divergent one, ask students to write four sentences about the topic, and provide a sample passage to students in order to encourage them to write. 

        After this presentation, I believe the experience of my microteaching will be my best challenge.  I am really happy that I can find out my mistakes and problems during this microteaching.  I deeply believe that next time I will do better.    

 

 

 

My Microteaching feedback from Alice

Microteaching Feedback Form

 

Teacher: Cindy Lai		Date:  2008. 6. 3
Teaching materials: San-min Book 2 Unit 6
Opening (6 min)
How did the teacher start the lesson? Did the teacher state the intended lesson objectives clearly? Did the teacher keep students informed of lesson procedures and activities in the beginning? 1.      Greetings 2.      Checking assignment orally. 3.      Grouping instruction
Body
List of main learning activities in the time order. Identify the sequence (sub-activities) and mark the patterns of interaction in each learning activity.   ¨          Sequencing (such as presentation, practice, production or pre-reading, while- reading, post reading) The teacher asks the students to look at the handout, preview the vocabulary and read the sentences. Then, students are asked to conduct a group discussion and fill in the blank part in the handout.  Then, the whole class checks the answers together. Listening comprehension activity, followed by the questions on page 95. ¨          Patterns of interaction (teacher-led /individual work / pair work / group work) Teacher-led activities and group work interweave together, focusing on the content as well as listening and speaking ¨         Pacing: time allocated to each learning activity; time management The class goes smoothly. The students are cooperative.
Closure (1 min)
How did the teacher end the lesson? Was there any evaluation of the lesson? Did the teacher give any summary of the lesson or assignment to the students? 1.          Giving assignment in the end: Can you imagine how many customs and superstitions are involved in the large number of events that we have to deal with for birth to death? (250 words) 2.          Next week quiz: Unit 6
Feedback Qs 1.      How do you think of my teaching process? 2.      Which part of my teaching should be improved?
Comments: 1.      I can not see the relation among the pictures in your handout. 2.      I suggest you number the pictures in your handout so that your students can follow the order. 3.      After the listening, you can have your students answer the questions on page 95 individually to reduce teacher-led orientation. 4.      The writing assignment might appear too challenging for the 10th graders. 5.      The topic is convergent. The students might give you a plain answer: No, I can’t. 6.      To encourage writing. You can provide a sample passage.