Microteaching-1 M. A. in Tesol

 
Introduction 
Self-reflection is a means of professional development. In case of teaching self-reflection 
implies a more systematic process of collecting, recording and analyzing teachers’ thoughts and 
observations and then going on to making changes. It works as a means of collecting 
information about what goes on in our classroom and analyzing and evaluating this 
information, teachers identify and explore their own practices and underlying beliefs. This may 
then lead to changes and improvements in their teaching. Research shows that self-reflection is 
most likely to result in deeper learning. 
I conducted my fourth microteaching with the elementary students in BRAC institute of 
Language (BIL) on 16 July, 2016. It was the second chance for me with the group. The range of 
the levels of the group was IX – XI. Therefore, it is clear that it was a mixed ability classroom. 
The class was conducted by a group of four since it was divided into four segments. I initiated 
the very first segment of microteaching on the day. My topic was Writing Cause and Effect 
Essays. 
The objective of my particular session of the class was to make students able to write Cause 
and Effect Essays on Social Issues. The class was focused on Speaking and Writing Skills. 
What I Did 
I carried out three activities in the classroom. The first one was a whole class activity and the 
next two were group activity. I started the class with warm up activity. Entering the class, I 
exchanged greetings with the students. Then I checked the prior knowledge of the students on 
the topic asking questions to them. Then I declared the topic and engaged the students in pair 
discussion on the topic. In the mean time I wrote the topic on the board and elicited from the 
students what they already discussed. Then I elicited some burning issues existing in the society 
and wrote on the board. 
Next students were set in several small groups and given an issue. All the groups were 
instructed to think about the issue and jot down the causes on their note books. In the 
meantime, I divided the board into two columns - CAUSES and EFFECTS. When they finished, I 
elicited form each group and wrote the causes in the CAUSES column on the board. 
After that the existing groups were split and new groups were set. Then students were asked to 
think about the effects of the causes of the issue and jot down their ideas on their note khata. 
Finally, when they finished, I elicited and wrote on the board in the EFFECTS column. I 
monitored the class very effectively and provided feedback at the time of elicitation after each 
activity. Finally, I thanked all the students and I finished my class inviting the next teacher. 
I applied Communicative Language Teaching (CLT) Approach in my session. I conducted the 
class in the target language (English) and when any student failed to understand any point or 
instruction I clarified it by judicious use of L1 (Bengali). Communicative competence was 
prioritized in the classroom. Since the students were from elementary level, I applied 
Narottam

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Scaffolding and Zone of Proximal Development (ZPD) theory of Lev Vygotsky’s. Cooperative 
learning exercises were set to develop the less competent students with help from more skillful 
peers - within the ZPD. Students learnt a lot from their peers while working in groups. Apart 
from this, I provided students appropriate assistance which boosted them enough to achieve 
the task. 
Apart from this, Krashen’s Input Hypothesis (i+ 1) was applied in my session to ensure 
comprehensible input. Exercises and materials were set one step beyond the learners’ current 
language ability, in order to allow learners to continue to progress with their language 
development. My goal was to make learners able to communicate effectively. Comprehensible 
input was provided as much as possible since the learners were not exposed to the TL outside 
the classroom. That is why, I created a more effective opportunity for language acquisition of 
the students.