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    Macro Reflective

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    PriyaDhaarshini
    The document is a reflection essay from a student about their experience doing a simulated teaching activity as part of an education course. They worked with two partners to teach a lesson on pollution to 5th grade students, taking on different roles in the lesson. The student received feedback that their engagement and communication with students was good, but they spoke too quickly without maintaining eye contact or noticing disengaged students. They learned about choosing effective materials and approaches to make lessons interesting for all ability levels. The conclusion discusses how professional learning communities can help teachers improve and integrate different strategies to produce successful student learning.

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    Macro Reflective

    Uploaded by

    PriyaDhaarshini
    1K views3 pages
    The document is a reflection essay from a student about their experience doing a simulated teaching activity as part of an education course. They worked with two partners to teach a lesson on pollution to 5th grade students, taking on different roles in the lesson. The student received feedback that their engagement and communication with students was good, but they spoke too quickly without maintaining eye contact or noticing disengaged students. They learned about choosing effective materials and approaches to make lessons interesting for all ability levels. The conclusion discusses how professional learning communities can help teachers improve and integrate different strategies to produce successful student learning.

    Original Description:

    prka 3012 pismp sem 4

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    The document is a reflection essay from a student about their experience doing a simulated teaching activity as part of an education course. They worked with two partners to teach a lesson on pollution to 5th grade students, taking on different roles in the lesson. The student received feedback that their engagement and communication with students was good, but they spoke too quickly without maintaining eye contact or noticing disengaged students. They learned about choosing effective materials and approaches to make lessons interesting for all ability levels. The conclusion discusses how professional learning communities can help teachers improve and integrate different strategies to produce successful student learning.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    1K views3 pages

    Macro Reflective

    Uploaded by

    PriyaDhaarshini
    The document is a reflection essay from a student about their experience doing a simulated teaching activity as part of an education course. They worked with two partners to teach a lesson on pollution to 5th grade students, taking on different roles in the lesson. The student received feedback that their engagement and communication with students was good, but they spoke too quickly without maintaining eye contact or noticing disengaged students. They learned about choosing effective materials and approaches to make lessons interesting for all ability levels. The conclusion discusses how professional learning communities can help teachers improve and integrate different strategies to produce successful student learning.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    REFLECTION ESSAY

    To fulfil the requirement of Planning of Teaching & Learning (PRKA 3012) assignment,
    one of the sub tasks for our assignment is to carry out a macro teaching in about 30 minutes
    for the teaching activity. Movina, Buvanectvary and I worked together as group to carry out
    our simulated teaching to teach about Pollution to the Year 5 pupils. We chose Movina's lesson
    plan to help us to demonstrate the macro teaching. Movina did set Induction and presentation
    stage, Buvanectvary did practice stage while Priya did production stage.

    Being in the teaching profession is an enthusiasm for me because the excitement of


    teaching and guiding young children. In spite of the fact that I have no experience in teaching
    pupils, the macro teaching that I have done with my partners was really a step towards the life
    of a teacher. The process of setting up the materials and lesson plan was a great challenge
    for me and feedbacks received during the macro teaching opened my point of view on criteria
    required in leading a lesson.

    After completing the macro teaching, I received some comments and feedbacks from
    my peers and my lecturer. As for the strength, I was said that my performance during the
    teaching session was good and engaging. I was able to communicate with the pupils and draw
    their attention towards my lesson. Next, I was also given feedback that I have a fair
    presentation and good voice projection where this could help me to present my session clearly.
    This made me realised that a good voice projection will help the pupils to hear the teacher
    clearly. Besides, my lecturer commented that I managed to recall the objective of my lesson
    which ensure my lesson is in the right flow.

    Regardless I have to enhance my technique in conveying information as I spoke too


    much and too fast. My lecturer said that I can misguide pupils and make them confuse instead
    of understand the lesson. Furthermore, I failed to maintain an eye contact with my pupils
    during the teaching, where I stand way and failed to notice the pupils who were not paying
    attention in my lesson. Other than that, my lecturer also commented that I need to make sure
    I understand the choice of word that I’m using in my class beforehand as I might teach them
    the wrong one. This is because pupils may post questions and I might be off hand.

    By carrying out this macro teaching, I learned quite a lot on how to teach effectively
    using various approaches, strategies and techniques. I discovered that the choice of material
    that we utilize can influence our teaching. It can help us in making our lesson attractive and
    interesting. As we all know that teaching English for the pupils can be more fun if we use
    different techniques and approaches in teaching that caters all level of pupils. It is also
    important to choose the suitable activity so the pupils can learn the content better.

    1
    As a conclusion, I have learned that integrating Professional Learning
    Community (PLC) in our teaching can help the teachers to produce a successful learning for
    their pupils. PLC also helps the teachers to become more effective and ensure they deliver a
    higher quality teaching for their pupils. On the other hand, the members of PLC may develop
    their leadership skills through discussion, modelling, practicing and receiving feedback. This
    will enable the teachers gain increased respect for being professional and could learn more
    about PLC which widen up their eyes in the field of teaching.

    2
    APPENDIX

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