Next Stage: Pre and While

For my pre-reading, I drew some illustrations based on the titles of the chapters in “The Ring Doesn’t Fit”. I did this to explain how sequence of events work as I explained to the students that the illustrations simulated the flow of the play. I pasted the illustrations on the whiteboard, and the illustrations later be used for the while-reading activity. I managed to capture the students’ intention by showing the illustrations and injected the initiative to learn more on the topic.

For while-reading, I asked the students to form 4 groups. I distributed white papers and markers to each group and told each group to work on one chapter each. Each group was to summarize their chapter into short list, representing the significant events in the chapters. Then, I asked the groups to present their graphic form of events in front of the class and pasted them on the board according to the illustrations I pasted earlier. In the next activity, I distributed quiz sheets to the students and to be answered within 1 minute. The quiz was to arrange the events of the play in orders by numbering them. This session, I did not feel the fear of simulating the teaching, and I delivered the teaching with confidence and smooth. The reason: the students were my own friends, why should I be nervous? (hehehehe…)

This simulated teaching us somehow similar to how I was taught in the school. I thought that the activity was a good idea to practice (because we as the students at school liked the activity), therefore, I tried to simulate the idea into my microteaching. It was quite a good idea to do the activity, but since my students were of my own members in the class, therefore it was quite easy because the level of activity was quite low. Using paintings and illustrations are my strength in micro-teaching, because I can draw pictures that can attract the students, intentionally for secondary school students. I would maintain this strategy by using more interactive activities combining illustrations and questions, nevertheless, students in general like to see images, not entirely wordy activities. I have some weaknesses though, as I have the “natural ability” of speaking too fast. Even in daily conversations, my own friends cannot really catch my words, but “I dun rily care!” because it is tiring to wait if I were to listen to slow utterances from someone. I know this would be the major weakness if I were to be a teacher, therefore I should slow the “natural ability” (arrgghh…)

If I were to deliver the similar lesson again, I probably would use the same technique. This is because I found this strategy really works, especially for younger students. I would use more picture references for my teaching and prepare more interactive and interesting activities. Well, there might be some changes because students are made up of different levels and proficiencies, so the variety of activities depends on the classroom levels. I still have some questions in my mind regarding the simulated teaching though, like “Was my teaching really influential?”, “Have the students really understood what I was teaching?” and “Were my activities good enough?” Well, I think I would be able to solve these problems soon, there are times for improvements and learning from other people. For example, observing my colleagues presenting in class really opened my sight that there are varieties to prepare class activities and better ways in delivering the lesson. Other solutions; guidance from the lecturers and also prior knowledge of previous simulated teachings. The Internet as well, why not?