Professional Documents
Culture Documents
One of the strengths that can be spotted was the variety of the instructional materials.
We had acquired various types of teaching materials tailored to the content used to facilitate
the students’ learning. As an analogy, the flashcards was used for teaching vocabulary,
guided writing worksheets for teaching writing, matching pictures with the correct
prepositions activity for teaching grammar. Instead of using the traditional method of
teaching, we had acquired of different types of materials based on the content taught.
Hence, implicitly, the students’ attention could be sustained as they showed high curiosity to
know more about the teaching materials. When they had high curiosity in the materials, the
students’ enthusiasm for learning could be enhanced. Hence, the variation of teaching
materials in the classroom could be also considered as a key factor to develop the
motivation for learning of the students.
Besides, the use of drilling technique was another strength that is identified from the
micro teaching simulation. Drilling technique is an effective way of language teaching
especially in exposure and introduction of new vocabulary and language items. Albay (2014)
states that drilling is mechanical way of getting students to demonstrate and practise their
ability to use specific language items in a controlled manner. During our teaching process,
drilling technique was used with flash cards to introduce vocabulary. It helps the learners to
memorise new vocabulary through meaningful practice. We also use drilling technique in
teaching preposition by explaining the use of prepositions with pictures accordingly.
Repetition of prepositions through oral practice has been done in order to enhance pupils’
understanding. By using this way, we are able to get all learners involved in making
language more meaningful.
Additionally, we also maintained a proper eye-contact with the pupils while giving the
instruction or delivering the lesson. According to Ray and Barbara (2014), the majority of
presentation trainers and coaches consider eye contact to be the most important of the non-
verbal speaking skills. Thus, great eye contact with the pupils while conducting a lesson is
very important because it structures our image of confidence. Pupils will be convinced by the
content being delivered. As we know, eye contact is essential to make communication
effective. Eye contact is also a kind of non-verbal communication used to check whether the
students understood or puzzled (Canan 2009). Students’ expressions will quickly tell the
teacher what should be revised or repeated. Students are constantly shy to voice out when
they are in miserable, hence eye contact is very important for us to connect with the
students. Moreover, we can easily track the behaviour of the pupils in the class such as
being off-task or distracted from the lesson. The pupils will be impressed and stay focus in
the class.
On the other hand, there were several issues found during the microteaching. It is no
doubt that pronunciation is always the main core issue during speaking. Pronunciation is the
most important and difficult problem that non-native English speakers have to face when
study English (Mohammad, 2011). For instance teacher failed to pronounce diphthongs like
‘ei’, ‘ie’, ‘e’, ‘ou’ or ‘ae’ properly when speaking. This improper sounding inevitably leads to
pupils’ misunderstanding of the message conveyed during the lesson or instruction delivery.
Apart from that, seating arrangement is another shortcoming that identified from our
micro teaching session. Rachel and Kathy (2008) states that seating arrangements are
important classroom setting events because they have the potential to help prevent problem
behaviours that decrease student attention and diminish available instructional time. During
the microteaching we did not take into account the seat arrangement of the students in the
class. The seat arrangement in fact had made the class looks congested and uncomfortable
for the teaching and learning to go on. When students were doing their worksheets, it is not
free for us to go around to supervise the students. Some of the students is distracted
because they are not in the vision area of the teacher, so they tended to be distracted from
the lesson. In short, seating arrangement is important as it can promote a positive learning
culture that can enhance academic outcome. In looking back, we also realised that our
questioning techniques were poor.
Besides, we should always make sure that the classroom seat arrangement is fulfil
the standard of 21st century seating style. Jowati (2012) claims that students should be
seated where their attention is directed towards the instructor and classroom arrangements
should allow for various activities to be conducted. A seat arrangement should encourage
the two ways interaction among the students- teacher and students-students. Students learn
better when there are multi-interaction during the lessons.
To curb with the poor questioning techniques, we should use open-ended questions
where students were asked to supply their own answers in anyway. For example, we could
ask some completely unstructured questions in which a teacher openly asked the opinion or
view of the students (Types of Survey Questions, 2008). Implicitly, a teacher could further
explore the meaning of the students and also assessed the their understanding level which
could become useful feedback of the teacher’s teaching style and method.
All in all, it can be argued that microteaching is a challenging task but with efforts and
teamwork, we are able to cope with it to carry out the lesson systematically and effectively.
We should make use of this microteaching experience to excel in this profession.
References
Albay, M. (2014, April). The use of drills in ESL teaching. Paper presented at 5th International
Rachel Wannakra & Kathy Ruhl. (2008). Seating arrangements that promote positive
Ray Anthony & Barbara Boyd. (2014). Innnovative Presentations For Dummies. New Jersey:
Tata Umar et al. (2015). The Impact of Micro-Teaching on the Teaching Practice
https://explorable.com/types-of-survey-questions