Microteaching-1 M. A. in Tesol

Microteaching-2 
 
 
M.A. in TESOL 
BRAC Institute of Language (BIL) 
Summer-2016 
Supervised by: 
Mr. Sayeedur Rahman, PhD 
Academic Advisor, TESOL 
Submitted by: 
Narottam Chandra Sil 
Student ID # 15377008 
Submitted on: 
26 June, 2016 
BRAC Institute of Language (BIL) 
66, Mohakhali, Dhaka, 1212, Bangladesh. 
Narottam

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Introduction 
Self-Reflection Report 
On 
Microteaching-2 
 
‘Reflection’ means to think about something. Self-reflection is one of the important phases of 
learning. Self-reflection helps a teacher to develop his/her skills and review their effectiveness, 
rather than just carry on doing things as he/she has always done them. It is about questioning, 
in a positive way, what he/she does and why he/she does it and then deciding whether there is 
a better, or more efficient, way of doing it in the future. 
My second class of microteaching was with the Beginners group. This was our first class with 
the group. The range of the students being class IV –VIII, it became a mixed ability classroom. 
The class was conducted by a group of four since it was divided into four segments. I conducted 
the second segment of the microteaching class on the day on grammar - Adjectives. 
The objective of my particular session of the class was to make students able to learn adjectives, 
use of them in different situations i.e. in describing people. 
What I Did 
For the class, I set three activities for the class. I started the class with an Adjective Game called 
“How do I feel when ….” It was a pair work activity. The second activity was an individual task. I 
distributed some handouts with pictures in the class. The content was filling gaps with 
adjectives. Then I taught the students how to describe someone’s appearance. First I 
demonstrated a model on it. I put the students in five groups. Next I gave each group a picture 
of a person and they described the persons. Finally, I engaged them in another group work. It 
was a writing activity. Students were asked to describe the appearance of a boy/girl who had 
been lost. After finishing my part, I thanked all the students and invited the next teacher. 
I applied Communicative Language Teaching (CLT) Approach for the class this time too. I 
conducted the class in target language (English) and when any student failed to understand any 
point or instruction I clarified it by judicious use of L1 (Bengali). Since the students were 
beginners, I applied scaffolding and Zone of Proximal Development (ZPD) theory of Lev 
Vygotsky. 
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 
pairs. Apart from this, I provided them appropriate assistance which boosted the students 
enough to achieve the task. 
In my session, the Natural Order Hypothesis of Krashen was also followed. Language concepts 
that are relatively easy f o r learners to acquire were introduced first in the class and
Narottam

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then scaffolding was used to introduce more difficult concepts. 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 learner’s 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.