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PART 2: Critical Essay

The path to discovering the worth of your teaching is through process of

critical reflection. (Brookfield, 1995

!ccording to the state"ent "ade #y Brookfield, teachers can discover the

$uality of their teaching #y doing critical reflection on their process of preparing and

how they conduct their "icroteaching session. Teacher%s knowledge, as e&plained #y

'ross"an )ichard (19** is a #ody of professional knowledge that enco"passes

#oth knowledge of general pedagogical principles and skills and knowledge of the

su#+ect "atter to #e taught. To teach students, teachers "ust prepare the"selves

professionally in order to deliver knowledge holistically to the students.

Before proceed to prepare the lesson plan for the "icroteaching session,

have discussed with "y partner, !lvin -ap and we have prepared a oneweek

sche"e of work. Based on the sche"e of work that we have prepared, we finally

decided to pick /istening and speaking skill as our focus skill in teaching and to use it

in our lesson plan for our "icroteaching session. !ccording to do"ains and

categories of teacher knowledge (0hul"an, 19*, a teacher "ust have the content

knowledge #efore teaching the students. 0o #ased on what !lvin and have planned,we have chosen 2nit 34 are for the 0ea, fro" the 6nglish -ear 7 800) te&t #ook

and adapt it to teach the )4 )educe, )euse and )ecycle for the students. :e

e"phasi;e on the ) aspect #ecause we want the students to practice ) in their

daily life and this will encourage the students not to pollute the #each and the sea.

The "icroteaching session supposed to start at 11 o%clock in the "orning.

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0etting up rules is i"portant for the students. This is ensuring that they do not

"is#ehave later throughout the lesson. should have set si"ple rules first after they

have entered the classroo". )ules such as those who are "is#ehaving should

answer "y $uestions a#out the pictures in the set induction could #e #eneficial in

controlling the classroo" #ut only for a li"ited a"ount of ti"e. 0peaking a#out ti"e,

there are 15 "inutes lost #ecause they entered the class late, therefore the stress on

setting up rules in such classroo" is not practical #ut can #e done if there are

enough a"ount of ti"e given.

0o"e of the students in classroo" year 7 >ila" also do not understand

si"ple 6nglish. This is #ecause they are used to co""unicate in their "other tongue

and does not practice 6nglish language in their conversations. e&t, for the prelistening stage, point the students a#out the )4 )educe,

)euse )ecycle. hildren learn effectively through scaffolding #y adults. (Bruner,

19* !t first, the students could not guess what the "eaning of each ) is #ut as

progress and scaffold the", relate it with the old newspaper that have and show it

to the students so that they could relate it with their previous knowledge. They do

know that #y )educe or using fewer papers, fewer trees are cut off. They can save

trees #y )eusing the papers and #y )ecycling, they could "ake new ite"s using the

papers. To "ake the students "ore aware, should have #rought "ore ite"s that

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can #e recycled to show the students that not only papers can #e recycled, #ut other

ite"s as well. But due to ti"e constrain, have to shorten the ti"e and progress

i""ediately for !lvin to continue his lesson.

should have not wiped off the ) concept on the white #oard #ecause the

students have a very li"ited attention span and can lose their "e"ory towards what

have #een thought to the". To solve this, should #e re"inding the students a#out

the ) concept #y not erasing the concept on the white#oard for the students to refer

to when the lesson progresses. should also learn the effective white#oard

"anage"ent #ecause wrote a#out the ) concept that took "ost of the space on

the white#oard. This will lead "e to wipe off the concept that the students are

referring to #ecause wanted to use the white #oard to write new content. Teachersshould #e e&pert at white#oard "anage"ent #ecause #y for"ing a linkage of content

on the white#oard, the students would #e a#le to grasp the knowledge i""ediately.

should have write the concept of ) on the left or right side of the white#oard and

using s"aller fonts allowing "ore space for new content of the lesson to #e written.

!s a conclusion, have successfully delivered the set induction stage and pre

listening stage.