Micro: Learning and Lesson Plan

Topics: Learning, Education, Teacher Pages: 7 (2715 words) Published: January 22, 2013
1.0 Introduction
On 6 November 2012, corresponding to the last Tuesday, I have been conducting microteaching trials on the topic of learning "Needs and Wants" under chapter one, the Commerce Syllabus Form 4, on 30 prospective teachers who act as students in Form 4. My final microteaching was held on 3rd January 2013 with the same topic and objectives. This microteaching was carried out for 15 minutes under the supervision of my lecturers, Mr. Suthagar a / l Narasuman. Microteaching trial is compulsory for all prospective teachers who took this course. In determining the rotation and chapter that should be taught in microteaching sessions was determined by voting under the supervision of our chief, Nor Hafriza. We just called her as Fiza. She was the head that is very responsible and dedicated in solving our problems related to this course. After the voting, I found that I’m very fortunate to have had a first turn and first subtopic in syllabus Perdagangan Form 4 for trial and final session. After a few weeks, Fiza has received approval from our lecturer, Mr. Suthagar to choose our own sub-topics that will be taught during microteaching. This is very nice but I decided to keep the title was elected during the voting session.

2.0 Initial Feelings / Reaction
I would be lying if I said that the microteaching was easy. To be honest, I was extremely nervous when it was assigned, not because of the work that would be required to get it done, but because of the actual teaching the class. I was more afraid to teach my own friends than the actual high school class that I have and will be assigned to. The reasoning behind this is that it is always said that standing up in front of one’s peers is quite possibly the hardest thing to do. They are the people that are around you the most and know you I bit more personally than say, a class. Yes, a class does get to know you as well, but it is not on the same level as in this microteaching. There is some sort of connection a class has because we all know exactly what to expect from one another and we judge, we cannot help it, it just happens. We may not necessarily be trying to judge, but it is in our nature and it should be when it comes to something like microteaching because we are all trying to learn a little something from one another. For trial, I have prepared a lesson plan that teacher-centred, where as I give a clear explanation of human needs and desires as well as the differences between them. After that, the students are asked to answer an exercise provided. After a few minutes, I choose students at random to give the right answer orally. I was the first students to run this trial and after hearing the comments from Mr. Suthagar, it clearly shows that my lack was regarding involvement of students in the process of teaching and learning. When beginning this trial microteaching journey, the first hurdle that I had to jump over was the dreaded lesson plans. Before this class, I had an experience to write a lesson plan during me as a backup teacher. However, during that time I’m just write the lesson plan based on my understanding and without the trustworthy knowledge. When talking about the lesson, I had practiced it in front of my roommates and some friends and I knew it just was not going to be the same as in the class. One of the biggest things that I had to worry about besides the discipline issue was my time management. I did not want to get into a situation where I would have so much time left over and then have nothing to talk about. So, my lesson did end up going as planned and I actually had more stuff that I could have said if the buzzer had not gone off. Other friends who are implemented their trial on the first day which is together with me also facing a lack and problem more or less the same. However, there is also a classmate who is able to provide activities that engage students and it is a very good example and can be an example for me in the...
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