First, it was my pleasure to have the opportunity for micro-teaching this time. Because I was asked to draw a lot, Unit 8 was my lesson and I had to confront my destiny. Nevertheless, I thought it was a coincidence that we just had Mother’s Day before long; therefore, I had prepared the mind map and the artificial carnation for the micro-teaching. Generally speaking, I made a carnation a hint to induce students’ thoughts about it. With my correct expectation, the carnation reminded them of Mother’s Day. Next, I inquired the students about what they would do on Mother’s Day. For this part, I confessed that I didn’t do much well because most of the time I’d written the items on the board without facing them, which was also the suggestion from some of the peers. Then, I told the students that the things they would do on Mother’s Day were superficial and trivial; in that way, I directed them into another aspect: Which part of your mother’s body impresses you the most? In regard to this question, students had different answers: eyes, face, mouth, and hands. That’s it! Hands! That was what I wanted. Furthermore, I requested the students to roughly describe their mothers’ hands, and then I cited the passage from the text and asked them if the speaker’s behavior to her mom was accurate. What’s more, students shall simulate a situation that how they apologized to their mothers after doing something “malicious.” Notwithstanding, I as well spent too much time on this part. When it comes to the assignment, my peers unanimously thought it was reasonable and creative; however, it was a pity that I was running out of time and got only 1 minute for the instruction. In that part, I should have regulated the sentence pattern in the letter writing; therefore, the grammatical concept could be taught with students’ take-home practice. Overall, I felt that my listeners were a little bit indifferent and vacillating before asking my questions. In fact, I assume that some of my questions might not be appealing to them, which urged me to ameliorate my question. Having paused among sentences, I received Zachary’s opinion that halting sentences made him impatient and bustling; consequently, I suppose it had something to do with my transition/sequencing for more improvement. Besides, I should have avoided looking at the mind map while writing the items on the board, for it was so time-consuming that students might lose their momentum in the process. In conclusion, I have come up with three principles for my advanced teaching: (1)Don’t let students wait for me and only see my back, (2) Heed my time management, and (3)Reduce the times of interactions with students because in state interview teachers-to-be cannot talk to the judges just for their responses.
May 27, 2008...3:08 pm
Introspection on Micro-teaching (Unit 8: Mother’s Hands, 5/27)
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