REFLECTION

My lesson plan was designed for Year 3 pupils with intermediate English

proficiency level. There were 23 pupils in this class. The time allocated for my lesson

plan was 60 minutes or one-hour lesson. The theme that I had chosen was World of

Stories and the topic was Its Story Time. My focused skill was reading skill whereas the

integrated skill was writing skill.

For reading skill, I had aimed for content standard 2.2 that was by the end of the

6 – year primary schooling, pupils will be able to demonstrate understanding of a variety

of linear and non – linear texts in the form of print and non – print materials using range

of strategies to construct meaning. The learning standard was pupils will able apply

word attack skills by identifying words opposite in meaning. For the learning outcomes, I

had set three learning outcomes. First, pupils should be able to match words with their

correct antonyms. Second, pupils re-write the story text and replace words with their

correct antonyms. Third, pupils solve the jigsaw puzzle and write their correct antonyms.

When I was designing the lesson plan, I assumed that my pupils should have

already known the meanings of at least 3 out of 10 words given in the story text. They

had each been studying English for at least two years now and all had intermediate

level reading and writing skills. So I guessed there should be no problem for them to

understand the meaning of words given. Besides, the words that I used for my lesson

plan was simple enough and easy for them to understand.

For my microteaching session, I had chosen to carry out while and post reading

skills. However, I was only able to conduct my microteaching on while reading stage

before my lecturer stopped me and gave comments. My classroom language was not

so good and I made lots of mistakes such as saying ‘I want you to…’ instead of ‘I would

like you to…’. I should improve my classroom language skills so that I would be able to

model the correct usage of English language skills to my pupils.

My microteaching experience showed me a lot about working in front of a

classroom. It was very interesting to see how my lesson plan changed as I began to

teach. I really enjoyed this project. This project taught me how lessons do not always go

as planned, how to adapt my approach, how to model correct pronunciation, how to

apply classroom language, and the importance of reflecting on my teaching experience.

I feel that the majority of my lesson went not really well. I had a hard time to

settle my nerves, and I felt not so confident in front of the class speaking in English.

However, once I stood for my microteaching, I just went with the flow of my lesson and

my lecturer gave feedback that I was confident with what I was doing in front of the

class. I was also able to give clear instructions to my pupils. I am very happy that I

facilitated a friendly environment in the classroom. This is something I strive for every

time I teach. I feel that pupils learn better when they feel comfortable in the classroom

environment.

For the story text that I had used, my lecturer told me that my adaptation of

materials was not appropriate enough. This was because after the pupils had replaced

words in bold with their correct antonyms, the story became ridiculous and illogical. I

had to modify my story text so that it would appear logic to the pupils even after they

replaced the words with their correct antonyms.

Other than that, I also used white and orange word cards to be matched. My

word cards were not big enough for pupils at the back to see it clearly. I should have

used bigger word cards so that they can be seen clearly. I had designed this activity for

while reading stage. However, my lecturer had commented that vocabs should be

introduced and emphasized on pre reading stage. By then only I realized that it was

true. It is much better if teacher introduces vocabs first so that when pupils read the text

given, they may understand what the story is about.

I also realized that I should have rationalize every activities that I had planned

carefully. I should know what I want the pupils to gain from each of my activities.

Basically, every stages and every activity in my lesson plan should have related to the

topic and the learning standard I had chosen. Pupils should be able to develop the main

skills and the integrated skills.

This experience was a great opportunity for me to learn about myself as a

teacher. This is my first time experiencing teaching as an English language teacher.

There are so many more that I have to learn. The first thing I noticed was that I stuttered

several times throughout my lesson. I believe that this was a result of my nerves and

because of I rarely used English language in my daily life. This is something that I will

improve over time. I have to improve myself and master the language first so that I can

model the language correctly to my pupils.

I think I had learned many things from this microteaching class. The prominent

development that I had experienced was that I could build my class management and

improve my speaking fluency. I had learned how to manage time and how to speak and

explain the materials clearly. I had also learned how to attract pupils’ attention by giving

interesting set induction, media, class activities, and materials. And then, I had also

learned how to give questions, reinforcements, and also planned teaching strategies.

However, there is still much more I need to learn on conducting an English language

classroom. Sometimes I feel not really confident with my way of managing the class and

attracting the pupils’ attention, but when I was prepared with everything, I think my

confidence increased. Therefore, generally I think that I had learned to become a better

teacher even though there are still many things I need to work on.