The Micro-Teaching Session

2.4.1 Expectations Before Teaching

Before implementing the revised lesson plan, we had several expectations. We anticipated that the revised plan, with its simplified instructions and well-paced activities, would increase student engagement and participation. By focusing on essential vocabulary and using repetition, we expected students to better retain and use new words in subsequent tasks. We aimed for improved reading comprehension through structured and supportive activities, such as vocabulary pre-teaching and critical reading exercises. We also expected that aligning the lesson content with culturally relevant examples would make the material more relatable and interesting for the students.

Overall, our goal was to create a supportive and engaging learning environment that would facilitate the student's development in reading skills while accommodating their current language proficiency level. By observing and revising our approach based on real classroom dynamics, we aimed to enhance the effectiveness of our micro-teaching sessions.

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2.4.2 How the microteaching took place 

In general, students were active in all of our activities. Teachers explained the activities to students in both Vietnamese and English. Moreover, we also checked their comprehension with some Yes/No questions for each instruction to ensure they would be able to do tasks smoothly. They took part in all of our given activities which are a game and an online activity. The class started with the game “Sit or Stand’ with two situations. Although they seemed to be reluctant in some first minutes, they enjoyed the “Sit and stand” game very much. Despite our efforts to simplify and gamify tasks to make them more engaging, we encountered significant issues with completing the activities within the allotted time. Only two teachers could conduct their sessions.

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2.4.3 Reflection 

Our micro-teaching demonstration provided valuable insights into the necessity of task modification and the importance of time management in lesson planning. Even though we made our effort to shorten and gamify tasks to make them more engaging, we encountered significant issues with completing the activities within the limited time. This experience underscores the need for meticulous planning and time management, as highlighted by Scrivener (2011), who emphasizes that efficient classroom management is crucial for achieving lesson objectives.

One key lesson learned is the necessity of balancing task complexity and time constraints. While our modifications were intended to enhance student engagement, the additional time required for these activities exceeded our expectations. In future lessons, we need to streamline activities to ensure they fit within the available time without compromising the learning outcomes. This might involve breaking down tasks into smaller, more manageable steps, or allocating specific time limits for each part of the activity.

Additionally, we realized the importance of minimizing the use of translation in the classroom. Although translation can be a useful tool, over-reliance on it can detract from immersive language learning experiences, as noted by Krashen (1982). Encouraging students to think and communicate directly in the target language fosters a more authentic learning environment.

Moreover, it is crucial to prepare diverse scenarios and tailored tasks for students with varying proficiency levels. Tomlinson (2014) emphasizes that classroom differentiation ensures all students face appropriate challenges and engage meaningfully. By creating activities suited to different levels, we can more effectively support each student's learning progress.

In conclusion, our microteaching experience highlighted the need for better time management, reduced reliance on translation, and the preparation of differentiated tasks. These adjustments will help create a more effective and inclusive learning environment for our students.

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2.4.4 Action

Based on our microteaching session, we have developed an action plan to deal with the problems of task modification, time management, reliance on translation, and the creation of differentiated tasks. Firstly, by dividing up difficult tasks into smaller, more manageable steps and assigning precise time limits to each activity, we will streamline processes to enhance time management. This strategy attempts to increase productivity and guarantee that all scheduled tasks are finished in the allocated amount of time. Secondly, we will use more immersive language learning strategies, like the use of gestures, visual aids, and context clues, as well as encouraging role-plays and discussions that force students to think and converse in the target language, to lessen our dependence on translation. This promotes a setting for language learning that is more genuine. Thirdly, we will create a range of scenarios and assignments that suitably challenge every student and guarantee meaningful engagement and growth. This will enable us to create differentiated tasks that cater to students with mixed proficiency levels. Finally, we will improve our lesson planning by using thorough lesson templates, paying close attention to task modification and time allocation, and routinely reviewing and revising plans in light of feedback and experiences from the classroom. By improving student engagement, ensuring time is used effectively, and catering to the various needs of all students, these changes hope to establish a more productive and welcoming learning environment.