Professional Reflection on my Micro-Teaching

Introduction

Pre-service teachers get experiences through Micro-teaching Sim Lab on how to manage

classroom behavior, involving diverse students, and applying teaching strategies. During my class

on Business demographics, I focused on structured teaching, engagement of students, and

differentiation. I was successful in creating organized content and increasing participation. Despite

my efforts, I faced several challenges, like student disengagement and a lack of motivation to

participate in class activities. My classroom experience reflection can be analyzed by following

Gibbs' Reflective Cycle (1988) and also analyzing the experiences, evaluating challenges, and

developing strategies for future growth.

Description of my Experiences

I recently conducted a session on Business Demographics. Throughout the session, I try to give an

insight into how important to know your target market based on Business Demographics. The

lesson includes concepts, segments of business demographics, and the target market.

I started my class by greeting to build rapport and capture students' attention for maintaining a

classroom learning environment advised by McGrath(2016). Meanwhile, I observed that some

students were gossiping with each other.

Once the classroom has calmed, I delivered the lesson, where the main motive is to explain the

significance of understanding Business demographics as well as the target market. At that moment.

an incident occurred where one student accused another student of using a mobile phone and

not paying attention to the class. This incident creates chaos in the classroom. I tried to listen to

them and addressed the issue.

Again, I started to deliver the lesson. I asked students to write down what I was saying to

understand the key concept. I gave examples such as Apple, Nike, Bunnings, and eBay’s target

market. After that, I gave an individual task. Students’ active participation was seen when I gave

them the individual task. Still, some students were inattentive and struggled to keep the peace in

the class. In the meantime, one of the students fell asleep in the classroom. I called his name and

said he had to be involved in an individual task. Then I gave them a model answer for that task.

After greeting everyone, I conclude my class.

Feelings and Thoughts About the Experience

Conducting the session with the students gave me a valuable insight into my teaching styles, it

also showed the challenges of classroom management.

Initially, I felt frustrated when the students kept talking with each other. I tried to shift their focus

to class by calling them by their name. Without confrontation, I re-center the students' focus on

the class by following the techniques of Wong &Wong’s (2009). Then I was able to calm down the

classroom.

In the middle of the session, when one student accused another that he was using the mobile phone,

I realized I had to give more attention to the students' activity.. In that moment, I also realized that

before beginning a class, a clear classroom behavior setting can reduce the chance of this type of

disruptive behavior (Evertson & Emme, 2017).

Observing one student fall asleep during my lecture reflects the necessity of maintaining the

learning environment and increasing engagement. Only the content will not be able to hold the

student's attention.

In the session, some students were positively engaged with the activities and the lesson. For others,

students who were inattentive in the class, interactive elements like group discussion or learning

tools can increase the engagement. (Tomlinson, 2014).

Though there were some challenges, some students actively engaged with every task, which gave

me relief that the content was good. I just have to be more aware of the classroom management

skills.

Positive Aspects

• Calling students by their names reinforced the attention of the students.

• The content was well structured as a result, it can be easily grasped by the students.

• Real-life examples like Apple and Nike’s target market made the learning relatable

• Individual tasks engaged the students with encouraged participation.

Challenges Faced

• Using the mobile phone in the classroom created disruption in the learning environment.

• Falling asleep during class indicated the student's low motivation and disengagement.

• Persuading students who were low-motivated to participate in the class work was

difficult.

• Reinforcing their attention again and again is the biggest task in classroom management.

Analysis of the Situation

The teaching experience showcases the need to follow several teaching techniques. Some of these

are-

1.Clearer classroom behavior expectation: In my session, if I had given them prior instruction

about not using the mobile phone, the situation would not have arisen. They would know what is

not expected of them. According to Marzano (2007), Disruptive behaviors can be minimized by

setting the expected behavior in the classroom before starting the class.

Clearer classroom behavior expectation: During the session, I saw some are talking, using mobile

phones, which hampers the Learning environment. In my session, if I had given them prior

instruction about not using the mobile phone, the situation would not have arisen. They would

know what is not expected of them. According to Marzano (2007), Disruptive behaviors can be

minimized by setting the expected behavior in the classroom before starting the class.

2. Different Instructional strategy: During the class, some students were inattentive. Give them

a task to increase their engagement. From passive listening to Active participation in the class work

can increase the engagement. It will also enhance the participation and reduce disruptive behavior,

and maintain a learning environment. Introducing Multimedia and group-based work can re-center

the attention of the students in the classroom (Freeman et al.,2014).

Different Instructional strategy: During the class, some students were inattentive. They did not

actively participate in the class work. Different interactive task could increase their engagement.

Like, short quiz exam, virtual simulation experience on different business case scenarios, case

study, group discussion, etc. From passive listening to Active participation in the class work can

increase the engagement. It will also enhance the participation and reduce disruptive behavior, and

maintain a learning environment. Introducing Multimedia and group-based work can re-center the

attention of the students in the classroom (Freeman et al.,2014).

3. Student-focused activities: In my class, I tried several techniques, but some situations, like

sleeping in the classroom, happened because of a lack of motivation. To overcome the situation, I

can add different learning tasks. Learning activities and collaboration with others increase the

engagement among students (Freeman et al.,2014). Jigsaw, Muddiest point, case studies, and

simulation are some examples of active learning tasks. These help students to actively participate

in the class work, also enable their critical learning.

4. Observing Classroom dynamics: In the session, I wasn’t able to control some incidents like

mobile phone use and sleeping in the classroom. This disruptive behavior can be controlled by

being proactive in the classroom and understanding the classroom energy. Being attentive in the

classroom is pre prerequisite to maintain an effective learning environment. Its helps to solve

conflict quickly and effectively (Strong, 2018).

5. Conflict Resolution: Classroom conflicts can be tackled through fairness and positivity.

(Taggart, 2005). While I was resolving the conflict by addressing it but it can be prevented by

setting an expected behavioral goal for the classroom.

According to (Marjazano,2007), effective conflicts resolution can be done without confrontation

by using non-verbal techniques to re-shift students' focus. For Instance, directly addressing the

issue can worsen the situation; instead, taking a pause can remind students what their expected

behavior. Active listening is key to resolving conflict smoothly. When students feel they are heard,

their gestures change and refocus on the class (Allen& Wright,2014). For reducing disruptive

behavior, Active participation in the class task works like magic. Students feel they are part of the

class, and it increases collaboration and smooth communication, which reduces future

disputes (ACARA,2020).

Conclusion: Insight gained and possible adjustments

The challenges I faced during the session I conducted, given the opportunity for growth. I realized

that only the content of the lesson will not help me to capture students’ attention. It’s necessary to

understand the student pulse. Every student is unique in their own way to increase the engagement,

I have to use different tools and techniques in the class. Now I have a better understanding of the

adaptability and emotional intelligence presence necessity in the classroom. In the Future, for

better outcomes, I will integrate different techniques and tasks, set clear expected behavior,

and ensure accessibility of educational resources.

The Modifications for future lessons, based on this insight-

1. Clear communication of expectations to reduce the disruptive behavior and maintain a learning

environment.

2. Group discussion, visual aids, and interactive tasks for engaging students.

3. Support the diversity of students and act according to their needs. Spread positivity, practice

inclusivity.

Teachers should adjust according to the diverse students, also ensuring the accessibility for all

suggested by ACARA(2020).

4. Structured intervention to reduce unexpected behavior in the classroom

Action Plan: Strategies for Improvement

1. Structured classroom management: Before starting a class, set clear expectations and

structured interventions to reduce disruptive behavior.

2. Interactive Teaching: Students can be more interactive by following various methods such as

role playing, learning tools, and case studies.

3. Communication and Accessibility: For EAL/D students, and for attentive Students, ensure

accessibility of educational resources. encourage the engagement of the students in the class

activity

4. Resolve dispute: Mediation techniques to reduce such kind of behavior in the classroom

By applying these reflections, I will handle the classroom properly and ensure a learning

environment in the classroom. In my teaching Journey, the class reflects the areas where I have to

work and emphasizes the continuous improvement in my professional growth.

References list

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2020). The shape of

the Australian curriculum: Economics and business. ACARA. Retrieved from ACARA.

https://www.acara.edu.au/docs/defaultsource/curriculum/the_shape_of_the_australian_cu

rriculum_version5_for-website.pdf

Evertson, C. M., & Emmer, E. T. (2017). Classroom management for middle and high school

teachers. Pearson. Retrieved from Pearson. https://www.pearson.com/en-us/subject-

catalog/p/classroom-management-for-middle-and-high-school-

teachers/P200000000997/9780136837978

Freeman, S. et al. (2014). Active learning increases student performance in science,

engineering, and mathematics. PNAS, 111(23), 8410–8415.

Henderson, D., Kennedy, K., & Marsh, C. (2021). Becoming a teacher (7th ed.). Pearson.

Rogers, B. (January 2013). Behaviour management.: A Bill Rogers top

10. https://teacherhead.com/2013/01/06/behaviour-management-a-bill-rogers-top-10/

Marzano, R. J. (2007). The Art and Science of Teaching: A Comprehensive Framework for

Effective Instruction. ASCD.

https://books.google.com/books/about/The_Art_and_Science_of_Teaching.html?id=JBeF

D6sTx_IC

McGrath, M. (2007). Teaching for Student Learning: Becoming a Master Teacher. SAGE

Publications. https://www.cengageasia.com/title/default/detail?isbn=9780357765838

Marsh, C. J., Clarke, M & Pittaway, S. (2014). Marsh’s becoming a teacher (6th ed.).

Pearson. Equity, ethics and legal issues in teaching. Chapter 19

Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All

Learners. ASCD. https://www.ldonline.org/ld-topics/teaching-

instruction/books/differentiated-classroom-responding-needs-all-learners

The Australian student wellbeing framework

(2018). https://studentwellbeinghub.edu.au/media/9310/aswf_booklet.pdf

Taggart, G. L., & Wilson, A. P. (2005). Promoting reflective thinking in teachers: 50 action

strategies (2nd ed.). Corwin Induction Programs That Keep New Teachers

Teaching and Improving – Harry K. Wong, 2004

Wong, H.K., & Wong, R.T. (2009). The First Days of School: How to Be an Effective Teacher

(4th ed.). Harry K. Wong Publications.

Simlab one drive link given below:

SimlabLink Press ctrl and click here to access the my simlab recording

Summary:

Purpose: The purpose of this assignment is to enable preservice teachers to use reflection as a valuable tool for self-improvement and professional development. Preservice teachers will reflect on their micro-teaching to identify strengths and weaknesses and suggest areas for ongoing professional development.

Description: Pre-service teachers demonstrate this by analysing the teaching techniques that resonated with students or hindered the learning experience, classroom management, and overall teaching effectiveness. The reflection should address the following questions:

1. Evaluation of Learning Objectives:

How effectively did you articulate and communicate your learning objectives to students?

In what ways did the teaching methods align (or not align) with the defined learning objectives? How did this impact the learning experience?

2. Assessment of Student Engagement: What moments did the students seemed really interested in the lesson, and when did they seem not interested at all?

How did your instructional approach accommodate the diverse learning styles among students, and what were the implications for their engagement?

3. Analysis of Effective Teaching Strategies: What specific aspects of your teaching approach proved to be particularly effective, and what were the underlying reasons for their success?

4. Identification of Teaching Challenges:

What challenges or obstacles did you encounter during the teaching process, and how did these challenges affect student learning outcomes?

5. Strategies for Enhancing Future Teaching:

How do you plan to apply the knowledge you have gained from the unit readings to improve your teaching in future opportunities?

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