Reflection on Micro Teaching

Feedback from peers:
A) Clarity:
1. The structure of the lesson was clear: 4.5
2. Verbal and Visual communication were clear: 4.4
3. The mathematical idea was clear: 4.5

B) Active Learning:
1. I was actively engaged in learning throughout the lesson: 3.8
2. A variety of activities was offered to learners: 3
3. The instructors showed that learns’ active engagement was valued: 4.5

C) Connecting Mathematical ideas:
1. The instructors offered activities that connected to other areas of math: 3.5
2. The lessons connected to other areas of life and culture (history, arts, science, philosophy, etc): 3.5

Things that went well:
- Very clear,
- Methodical discussion
- Good flow
- Good introduction
- Good probing for questions
- Prepared, well organized
- Good example to start with. (Chocolates)
- Good classroom management
- Detailed instructions
- Considered all possible outcomes for the topic
- Great interaction
- Encouraging
- Tried to get everyone involved.
- Good connection with previous math knowledge. (Solving single variable)

These areas need work:
- Time management
- More wait time when questioning for slower thinking students.
- Higher use of terminology
- Could have engaged students to do example on paper as solving the equations.


The overall response from our peers was very constructive. After I reflected a bit, I pretty much had the same comments as my peers on where we could have improved.

One thing I’ve learned through this practice is that having too many teachers teach at the same time is not the greatest idea. It’s like having too many chefs in one kitchen. Although we had a clear plan of how the lesson would go it seemed that time was the only factor that was against us. This was due to a question that I, myself, spent too much time explaining, where as I should have said that Zhi Song’s question would be explained by the examples that Matt wanted to present. I had a split second choice to either answer that question or not to, I chose to answer it, and it took more time than I expected, so it hindered our lesson overall. I wish my co-teachers would have brought my attention to the time and stop me from trying to explain that question.

Another thing that could have helped us was to anticipate how long each part would have taken. I didn’t think that setting up the problem would take that long, but it did. Plus, we should have had the students do the first problem with us. I guess I didn’t think of this, since we had examples for them to work on in the latter half of the lesson.

I wasn’t 100% happy about our lesson, but I guess you can’t always expect things to flow perfectly. But despite it not being up to my standards, we did get some really nice positive feedback from our peers, which reassured us that we are doing at least some things right. :)