MICROTEACHING REFLECTION 5
Theobjective of this lesson is ascertaining that students understandvarious situations when simple present tense is applicable. Forexample, the tense is mainly applicable when describing routines,general truths and facts, timetables and schedules, as well asopinions. In addition, the lesson aims at ensuring that students haveenough skills for applying the simple present tense properly.
WhatI liked about the lesson
Oneof the benefits I gained from teaching this lesson was skills formanaging a linguistic class. I observed the response of the studentsand realized that some understood the concepts I was passing acrossfaster after including gestures and visual communication ideologies.In addition, I discovered that some students were losing focus fromthe lesson, so I had to incorporate various approaches to maintaintheir interest throughout the lesson (Gerngrosset al., 2006).I ensured to keep the interest of all students through incorporatingjokes, asking simple and obvious questions at random to determinewhether each student was attentive in the class (Jones,2003).
Ibelieve my microteaching presentation went fairly well. Takinginto account Tamzen`s feedback, I agree I could have involvedstudents with stronger English skills by asking them to come up tothe board and spell out the locations that I was teaching during thislesson (Jones, 2003). From my observation, I discovered that usingsimple and familiar language, which is familiar to the targetstudents, improved the rate of understanding tremendously. At somepoint, I realized that I had to substitute some words such as“supermarket” with the “grocery store” as the students asstudents were more familiar with the latter.
Anotherstrategy I applied in helping students to understand the simplepresent tense was letting the construct simple present tense based oncommon activities they conduct on regularly. For example, “I wakeup at 7.00 am every morning” and “My mother prepares breakfastevery day.” These activities are related to the students’lifestyle, thus placing them at a strategic position forunderstanding potential challenges that could arise from the problem(Redmond,2010) .
Thelesson also helped me to discover that students understood the lessonbetter when I accompanied oral language with a picture that studentscould associate. According to Nāraṅga (1996), various studentshave distinct learning approaches such as oral, verbal, musical,graphical, and visual. The author proposes that efficient teachersshould combine a variety of communication methods in order to caterfor the requirements of several students (Gerngross et al., 2006).
Ialso noticed that some students were shy in class. They were shy tostand in front of the class and address their colleagues. In order toboost the confidence of the timid students, I encouraged chorusanswers. This way, every student could participate in reading outsentences loudly without straining their self-confidence (Gerngrosset al., 2006).
Asa way of encouraging student participation in class, I discoveredthat I should request volunteers to pick cards randomly, and then actout the information represented. I also invited individual studentsto make comments towards their friends’ illustration. The intentionof encouraging personal participation of students in acting outscenes was improving critical thinking and judgment skills of thestudents (Nāraṅga, 1996).
Lastly,I discovered that I had to be very repetitive for some students tounderstand the information I was teaching. Besides, I noticed thatverbatim students in voicing out their thoughts were able to retainhigher concentration in class. Besides, they benefited most from thelesson as they were able to direct me to readdressing the sectionsthey did not understand.
Redmond,A. F. (2010). QualityLesson Plans for Outdoor Education.Boston: Human Kinetics.
Gerngross,G., Puchta, H., & Thornbury, S. (2006). Teachinggrammar creatively.S.l.: Helbling Languages.
Jones,C. (2003). GrammarMinutes Gr. 2.Creative Teaching Press.
Nāraṅga,V. (1996). Communicativelanguage teaching: Papers on the theory and practice of Hindilanguage pedagogy.New Delhi: Creative Books.