Professional Reflection on my Micro-Teaching
1. Word limit 1000
2. Please open Assessment task pdf you will find what to do, please click simlab link you can see my one drive video basically you need to write 1000 word reflection from that video,
3.AI&Plagiarism report required.
4.Sample Assessment attached.
5.My simlab topic was Business Management.
6.https://drive.google.com/file/d/1Qh8JowExMmpwUMltsLWOknqIyA9VoSrE/view?usp=sharing
please click this link for my simlab video.
Professional Reflection on my Micro-Teaching
Introduction
Pre-service teachers get experiences through Micro-teaching Sim Lab on how to manage
classroom behavior, involving diverse students, and applying teaching strategies. During my class
on Business demographics, I focused on structured teaching, engagement of students, and
differentiation. I was successful in creating organized content and increasing participation. Despite
my efforts, I faced several challenges, like student disengagement and a lack of motivation to
participate in class activities. My classroom experience reflection can be analyzed by following
Gibbs' Reflective Cycle (1988) and also analyzing the experiences, evaluating challenges, and
developing strategies for future growth.
Description of my Experiences
I recently conducted a session on Business Demographics. Throughout the session, I try to give an
insight into how important to know your target market based on Business Demographics. The
lesson includes concepts, segments of business demographics, and the target market.
I started my class by greeting to build rapport and capture students' attention for maintaining a
classroom learning environment advised by McGrath(2016). Meanwhile, I observed that some
students were gossiping with each other.
Once the classroom has calmed, I delivered the lesson, where the main motive is to explain the
significance of understanding Business demographics as well as the target market. At that moment.
an incident occurred where one student accused another student of using a mobile phone and
not paying attention to the class. This incident creates chaos in the classroom. I tried to listen to
them and addressed the issue.
Again, I started to deliver the lesson. I asked students to write down what I was saying to
understand the key concept. I gave examples such as Apple, Nike, Bunnings, and eBay’s target
market. After that, I gave an individual task. Students’ active participation was seen when I gave
them the individual task. Still, some students were inattentive and struggled to keep the peace in
the class. In the meantime, one of the students fell asleep in the classroom. I called his name and
said he had to be involved in an individual task. Then I gave them a model answer for that task.
After greeting everyone, I conclude my class.
Feelings and Thoughts About the Experience
Conducting the session with the students gave me a valuable insight into my teaching styles, it
also showed the challenges of classroom management.
Initially, I felt frustrated when the students kept talking with each other. I tried to shift their focus
to class by calling them by their name. Without confrontation, I re-center the students' focus on
the class by following the techniques of Wong &Wong’s (2009). Then I was able to calm down the
classroom.
In the middle of the session, when one student accused another that he was using the mobile phone,
I realized I had to give more attention to the students' activity.. In that moment, I also realized that
before beginning a class, a clear classroom behavior setting can reduce the chance of this type of
disruptive behavior (Evertson & Emme, 2017).
Observing one student fall asleep during my lecture reflects the necessity of maintaining the
learning environment and increasing engagement. Only the content will not be able to hold the
student's attention.
In the session, some students were positively engaged with the activities and the lesson. For others,
students who were inattentive in the class, interactive elements like group discussion or learning
tools can increase the engagement. (Tomlinson, 2014).
Though there were some challenges, some students actively engaged with every task, which gave
me relief that the content was good. I just have to be more aware of the classroom management
skills.
Positive Aspects
• Calling students by their names reinforced the attention of the students.
• The content was well structured as a result, it can be easily grasped by the students.
• Real-life examples like Apple and Nike’s target market made the learning relatable
• Individual tasks engaged the students with encouraged participation.
Challenges Faced
• Using the mobile phone in the classroom created disruption in the learning environment.
• Falling asleep during class indicated the student's low motivation and disengagement.
• Persuading students who were low-motivated to participate in the class work was
difficult.
• Reinforcing their attention again and again is the biggest task in classroom management.
Analysis of the Situation
The teaching experience showcases the need to follow several teaching techniques. Some of these
are-
1.Clearer classroom behavior expectation: In my session, if I had given them prior instruction
about not using the mobile phone, the situation would not have arisen. They would know what is
not expected of them. According to Marzano (2007), Disruptive behaviors can be minimized by
setting the expected behavior in the classroom before starting the class.
Clearer classroom behavior expectation: During the session, I saw some are talking, using mobile
phones, which hampers the Learning environment. In my session, if I had given them prior
instruction about not using the mobile phone, the situation would not have arisen. They would
know what is not expected of them. According to Marzano (2007), Disruptive behaviors can be
minimized by setting the expected behavior in the classroom before starting the class.
2. Different Instructional strategy: During the class, some students were inattentive. Give them
a task to increase their engagement. From passive listening to Active participation in the class work
can increase the engagement. It will also enhance the participation and reduce disruptive behavior,
and maintain a learning environment. Introducing Multimedia and group-based work can re-center
the attention of the students in the classroom (Freeman et al.,2014).
Different Instructional strategy: During the class, some students were inattentive. They did not
actively participate in the class work. Different interactive task could increase their engagement.
Like, short quiz exam, virtual simulation experience on different business case scenarios, case
study, group discussion, etc. From passive listening to Active participation in the class work can
increase the engagement. It will also enhance the participation and reduce disruptive behavior, and
maintain a learning environment. Introducing Multimedia and group-based work can re-center the
attention of the students in the classroom (Freeman et al.,2014).
3. Student-focused activities: In my class, I tried several techniques, but some situations, like
sleeping in the classroom, happened because of a lack of motivation. To overcome the situation, I
can add different learning tasks. Learning activities and collaboration with others increase the
engagement among students (Freeman et al.,2014). Jigsaw, Muddiest point, case studies, and
simulation are some examples of active learning tasks. These help students to actively participate
in the class work, also enable their critical learning.
4. Observing Classroom dynamics: In the session, I wasn’t able to control some incidents like
mobile phone use and sleeping in the classroom. This disruptive behavior can be controlled by
being proactive in the classroom and understanding the classroom energy. Being attentive in the
classroom is pre prerequisite to maintain an effective learning environment. Its helps to solve
conflict quickly and effectively (Strong, 2018).
5. Conflict Resolution: Classroom conflicts can be tackled through fairness and positivity.
(Taggart, 2005). While I was resolving the conflict by addressing it but it can be prevented by
setting an expected behavioral goal for the classroom.
According to (Marjazano,2007), effective conflicts resolution can be done without confrontation
by using non-verbal techniques to re-shift students' focus. For Instance, directly addressing the
issue can worsen the situation; instead, taking a pause can remind students what their expected
behavior. Active listening is key to resolving conflict smoothly. When students feel they are heard,
their gestures change and refocus on the class (Allen& Wright,2014). For reducing disruptive
behavior, Active participation in the class task works like magic. Students feel they are part of the
class, and it increases collaboration and smooth communication, which reduces future
disputes (ACARA,2020).
Conclusion: Insight gained and possible adjustments
The challenges I faced during the session I conducted, given the opportunity for growth. I realized
that only the content of the lesson will not help me to capture students’ attention. It’s necessary to
understand the student pulse. Every student is unique in their own way to increase the engagement,
I have to use different tools and techniques in the class. Now I have a better understanding of the
adaptability and emotional intelligence presence necessity in the classroom. In the Future, for
better outcomes, I will integrate different techniques and tasks, set clear expected behavior,
and ensure accessibility of educational resources.
The Modifications for future lessons, based on this insight-
1. Clear communication of expectations to reduce the disruptive behavior and maintain a learning
environment.
2. Group discussion, visual aids, and interactive tasks for engaging students.
3. Support the diversity of students and act according to their needs. Spread positivity, practice
inclusivity.
Teachers should adjust according to the diverse students, also ensuring the accessibility for all
suggested by ACARA(2020).
4. Structured intervention to reduce unexpected behavior in the classroom
Action Plan: Strategies for Improvement
1. Structured classroom management: Before starting a class, set clear expectations and
structured interventions to reduce disruptive behavior.
2. Interactive Teaching: Students can be more interactive by following various methods such as
role playing, learning tools, and case studies.
3. Communication and Accessibility: For EAL/D students, and for attentive Students, ensure
accessibility of educational resources. encourage the engagement of the students in the class
activity
4. Resolve dispute: Mediation techniques to reduce such kind of behavior in the classroom
By applying these reflections, I will handle the classroom properly and ensure a learning
environment in the classroom. In my teaching Journey, the class reflects the areas where I have to
work and emphasizes the continuous improvement in my professional growth.
References list
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2020). The shape of
the Australian curriculum: Economics and business. ACARA. Retrieved from ACARA.
https://www.acara.edu.au/docs/defaultsource/curriculum/the_shape_of_the_australian_cu
rriculum_version5_for-website.pdf
Evertson, C. M., & Emmer, E. T. (2017). Classroom management for middle and high school
teachers. Pearson. Retrieved from Pearson. https://www.pearson.com/en-us/subject-
catalog/p/classroom-management-for-middle-and-high-school-
teachers/P200000000997/9780136837978
Freeman, S. et al. (2014). Active learning increases student performance in science,
engineering, and mathematics. PNAS, 111(23), 8410–8415.
Henderson, D., Kennedy, K., & Marsh, C. (2021). Becoming a teacher (7th ed.). Pearson.
Rogers, B. (January 2013). Behaviour management.: A Bill Rogers top
10. https://teacherhead.com/2013/01/06/behaviour-management-a-bill-rogers-top-10/
Marzano, R. J. (2007). The Art and Science of Teaching: A Comprehensive Framework for
Effective Instruction. ASCD.
https://books.google.com/books/about/The_Art_and_Science_of_Teaching.html?id=JBeF
D6sTx_IC
McGrath, M. (2007). Teaching for Student Learning: Becoming a Master Teacher. SAGE
Publications. https://www.cengageasia.com/title/default/detail?isbn=9780357765838
Marsh, C. J., Clarke, M & Pittaway, S. (2014). Marsh’s becoming a teacher (6th ed.).
Pearson. Equity, ethics and legal issues in teaching. Chapter 19
Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All
Learners. ASCD. https://www.ldonline.org/ld-topics/teaching-
instruction/books/differentiated-classroom-responding-needs-all-learners
The Australian student wellbeing framework
(2018). https://studentwellbeinghub.edu.au/media/9310/aswf_booklet.pdf
Taggart, G. L., & Wilson, A. P. (2005). Promoting reflective thinking in teachers: 50 action
strategies (2nd ed.). Corwin Induction Programs That Keep New Teachers
Teaching and Improving – Harry K. Wong, 2004
Wong, H.K., & Wong, R.T. (2009). The First Days of School: How to Be an Effective Teacher
(4th ed.). Harry K. Wong Publications.
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Simlab one drive link given below:
SimlabLink Press ctrl and click here to access the my simlab recording
Summary:
Purpose: The purpose of this assignment is to enable preservice teachers to use reflection as a valuable tool for self-improvement and professional development. Preservice teachers will reflect on their micro-teaching to identify strengths and weaknesses and suggest areas for ongoing professional development.
Description: Pre-service teachers demonstrate this by analysing the teaching techniques that resonated with students or hindered the learning experience, classroom management, and overall teaching effectiveness. The reflection should address the following questions:
1. Evaluation of Learning Objectives:
How effectively did you articulate and communicate your learning objectives to students?
In what ways did the teaching methods align (or not align) with the defined learning objectives? How did this impact the learning experience?
2. Assessment of Student Engagement: What moments did the students seemed really interested in the lesson, and when did they seem not interested at all?
How did your instructional approach accommodate the diverse learning styles among students, and what were the implications for their engagement?
3. Analysis of Effective Teaching Strategies: What specific aspects of your teaching approach proved to be particularly effective, and what were the underlying reasons for their success?
4. Identification of Teaching Challenges:
What challenges or obstacles did you encounter during the teaching process, and how did these challenges affect student learning outcomes?
5. Strategies for Enhancing Future Teaching:
How do you plan to apply the knowledge you have gained from the unit readings to improve your teaching in future opportunities?
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