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Micro Teaching #1 Reflection

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928 views

Micro Teaching #1 Reflection

Uploaded by

bobbymaf7
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Bobby Maffei

TEAC 451-R

Microteaching #1 Reflection

The first microteaching activity that I completed was a ten minute

vocabulary lesson that was created for beginning level Spanish students. For my

lesson, I decided to teach my students various words that were important to the

sport of football. I felt like this would be a good subject for me to teach because I am

very comfortable talking in Spanish about football. This lesson was designed as a

follow up to the previous day’s lesson on soccer vocabulary. As a result, my lesson

objective was, “By the end of the lesson, students will be able to describe the

differences between European football (soccer) and American football. In order to

demonstrate the student’s mastery of the vocabulary, the homework that I assigned

was for each student to write five sentences that would describe the differences

between the two sports.

Overall, I am pretty satisfied with the results of my first microteaching

exercise. Even though it was my first time ever teaching a subject in a foreign

language, I was confident that my lesson was going to be effective. This helped me

to remain calm while I was teaching my group. Before my lesson started, I handed

out nametags of well-known football coaches and players to each of the members of

my group. I felt that this would be a great way to get the students excited to learn

about football vocabulary, and I force the students to assume the role of the person
on their name tag in order to demonstrate three of the words that I would be

teaching. In addition to this, I also had a nametag and fulfilled the role of Ohio State

coach, Jim Tressel. In order to help the students identify Jim Tressel, I decided to

dress as he does during football games in a sweater vest and tie.

While I also had the students wear nametags during the lesson, I also created

a PowerPoint presentation that included pictures of the words that I would be

teaching. I decided to do a PowerPoint presentation for multiple reasons. The main

reason for the PowerPoint was to help keep me on track while I was teaching so I

didn’t need to memorize my entire lesson. This was a great guide for me while I was

presenting the material. Also, I felt that using a PowerPoint would more interesting

for the students rather than simply having pictures to go along with the spelling of

the vocabulary word. When I constructed my presentation, I made sure that I

presented the spelling of the word after the student’s practiced articulating its

pronunciation. In class we talked about the importance of this procedure because if

the spelling is presented at the same time as the picture, the students revert to their

L1 knowledge. By saying the word before seeing the spelling, the students in my

group could focus on the pronunciation of the vocabulary and its meaning before

having to worry about spelling. In addition to the PowerPoint and nametags, I also

brought in a football to help demonstrate the word balón. I made the students hold

onto the ball, articulate the pronunciation correctly, and then pass the football to the

next person.
When I was presenting the word equipo during the lesson, I used TPR and

pictures in order to help the students realize the word’s meaning. I first made all of

the ‘players’ stand up and sit down. Then, I had the ‘coach’ stand up and sit down.

Finally, I made both the ‘players’ and ‘coach’ stand up together in order to

demonstrate that a team consisted of both players and coaches. After this, I then

showed the students pictures of the Nebraska and Ohio State football teams in order

to associate the term equipo with a picture.

At the end of the lesson, I handed out a fill-in-the-blank worksheet that

would make sure the students understood the vocabulary that I had just taught. In

order to lower the anxiety level of the students, I let them work in pairs. I feel like

this was extremely beneficial because it allowed students to interact with each other

and ask their peers for help if needed. While the students were filling out the

worksheet, I walked around the class to make sure there were no problems and to

see if any of the students needed help. Once all of the students completed the

worksheet, I went over the answers by calling on the students and having them read

the sentences. By the time we finished going over the answers, I had reached the

ten minute mark for my microteaching activity.

When I was reading my peer evaluations, I received a great amount of helpful

feedback. Overall, all of the students felt that my lesson was effective. One member

of the group pointed out that the topic of football was a great idea because it would

be a great way to grab the attention of my students. In addition to this, one of the
group members really liked how I used the nametags and interacted with the

students during the lesson.

While I received positive feedback from the group, I also discovered that

there were a few ways in which I could improve my lesson. One of the students

pointed out that it was a little hard for them to go right from learning the vocabulary

to completing the worksheet. I can definitely see where this student was coming

from. In reality, I would have loved to have time to review the vocabulary words

with the students before having them complete the worksheet, however I felt

pressed for time with the ten minute time limit that I went straight to the worksheet

activity. By reviewing the vocabulary first, it hopefully would have provided more

reinforcement of the words. In addition to this, two of the group members

mentioned that the worksheet may have been a little too demanding for beginning

level Spanish students. To improve the worksheet, I would consider having the

students match the vocabulary words with the pictures that they represent instead

of a fill-in-the-blank activity. This would eliminate any issues that may occur due to

not understanding some of the words on the worksheet. As a closing thought, I

would also like to say that I feel like I can only get better teaching with more

practice and being in situations where I am forced to teaching while only speaking

Spanish. I am still very satisfied with the results of my first microteaching activity.

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