Microteaching-1 M. A. in Tesol

BRAC Institute of Language (BIL) 
66, Mohakhali, Dhaka, 1212, Bangladesh. 
Narottam

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Self-Reflection report 
On 
Microteaching-3 
 
Introduction 
Self-reflection is 
a process of self-observation and self-evaluation. It is 
a simple way to dig 
deeper into one’s feelings and find out why one was doing something or feeling a certain way. 
Self-reflection is like looking into a mirror and describing what one sees. It is a way of assessing 
one’s performance, one’s ways of working. 
With a profession as challenging as teaching, self- 
reflection offers teachers an opportunity to think about what works and what doesn’t in their 
classroom. Teachers can use reflective teaching as a way to analyze and evaluate their own 
practices so they can focus on what works. 
Self-reflection allows a teacher to look at what 
he/she does in the classroom, think about why he/she does it, and think about if it works. 
My third microteaching was also with the beginners, a mixed ability group which comprised of 
the students of class IV - VIII. I conducted the class in BRAC Institute of Language (BIL) on 14 
July, 2016. I belonged to group D which included four teachers. I conducted the second segment 
of the class on everyday English since the class was divided into four segments having four 
teachers. 
The objective of my segment of the class was to make students able to (1) use their personal 
information (2) use social English/expressions in different situations in their real life. 
What I Did 
 
I was given 20 minutes for my session. In the class I executed three activities. The first one was 
an individual task on how to write personal information. For this purpose, I distributed a handout 
based on one’s personal account among the students as a model and they were asked to fill in 
the exercise (making and answering questions) using information from the model. The second 
activity was a pair work. It was asking and answering questions based on their personal 
information. Students were put in pairs and instructed to ask questions to their partners and 
answer to them. The next activity was also a pair work based on social expressions. To carry on 
the activity, I put the students in pairs and distributed another handout based on filling in gaps 
on social expressions. The students were asked to fill in the gaps with the expressions from the 
clues in role play. When they finished, each pair was called before the class to act out the 
exercises. Before calling the students before the class, I demonstrated on how to do it. The 
students enjoyed the activities. After finishing my part, I thanked all the students and invited 
the next teacher. 
Narottam

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I applied Communicative Language Teaching (CLT) Approach 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 for learners to acquire were introduced first in the class and 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.