Classroom Observation and Microteaching Portfolio

Course Title: Practice Teaching

Course Code: ENG 4236

Supervised by:
Anika Khan
Lecturer
Department of English

Submitted by:
Aysha Akhter
ID: 06190270110
Program: ELL
Spring 2023
Department of English

Date of Submission: 08 May, 2023

 Preface
The ‘Class Observation and Microteaching Portfolio’ session of my BA in ELL program was a
very vital part of my learning as a student of English Language and Literature. Firstly, the
observation sessions had provided me with the scope of observing twenty classes before I had
my classes observed by a senior teacher and a number of peer observers who then provided me
feedbacks on what had been observed. Then the micro-teaching sessions facilitated me the
opportunities of putting the teaching methods, approaches and techniques into practice in a
formal classroom setting. This is the session that enabled me to show my potential as a future
teacher. It also helped me in gaining insight into the strengths and weaknesses of my teaching.
Moreover, it acted as a tonic on building up my confidence for my future attempts. Also, it
helped me to understand student behavior better the real classroom situation. In this portfolio, I
have focused on my teaching practicum experiences. In doing so the whole teaching practicum
session has been divided into three phases- teacher’s classroom observation, peer’s classroom
observation and micro-teaching. There are 10 peer’s classroom observations, 2 micro-teachings
and one teacher classroom observations (10 minutes for each one except teacher’s class)
described here in the report. At first I have described the classes I observed at my institution.
Here, I have tried to analyze the classroom activities critically as an observer. Then in the next
session, I have discussed my micro-teaching section as a student teacher. In this section, I have
mentioned the feedbacks of my supervisor and peer observers. All the materials used for
conducting classes both by the teachers and myself as well have been attached in the appendix.
 Class Observation Report-01
The Teacher in Action

I made my first class observation on 09 February 2023 at Northern University Bangladesh. The
teacher appeared before the class with a silent mood and a smiley greetings. The teacher was
feeling uneasy at the beginning as because there were so many students and some observers. At
that time he should use some techniques to establish a good relationship with the students but he
couldn’t. The teaching technique was very simple. He did provide lesson plan to the student and
asked to take a look the lecture materials. He didn’t clear his objective of the class. Just trying to
warming up with students and then directly going throw the topic and start his lecture. He
opened the lecture, declared his lesson objective and just read out the definition of preposition,
rules of preposition and how to use them in sentence. But no learners got any chance to
participate. Sometimes students were facing some problems but he avoided it and continue his
lecture with his own way. Also, he didn’t show his technique or ability to make students
interactive. And, he seemed nervous that’s why same word was repeated. In this case, most of
the students didn’t catch his lecture properly. And, he didn’t seem to get closer to students and
spoke softly. After spending ten minutes he ended up his class without asking if anybody has any
question or not.

A Critical Evaluation

First of all, the class materials he has provided is not useful for primary level student. Also, the
teacher should keep students engaged in various exercises related to the topic and also engaged
them in various activities with required pace, but he didn’t put nor exercise or any activities. He
should left some exercises and questions for everyone to answer. Also, before the discussion, he
could have given a pre-input task of filling preposition in individual sentences in the beginning
by asking some students. Again, while he was explaining, he could have elicited a few examples
of the use of preposition from some other students. Finally, he might have given them to
accomplish an output task of filling preposition in a short reading passage by calling another
group of students. These tasks were most likely to make the lesson more appealing, engage all
students in the learning process, check their progress of understanding, and create an interesting
and competitive atmosphere in the whole class. Also, both choral and individual controlled
practices should be there.
 Class Observation Report-02
The Teacher in Action

On 09 February 2023, I made my second class observation at Northern University Bangladesh.

The class, consisted of 25 students, and the students’ proficiency level was primary. At first the
teacher entered the class and greeted everyone. Then, she revealed the class topic. The class topic
was noun include proper noun, common noun, collective noun, material noun and abstract noun.
The teacher focused on grammar during the class lesson. During the lesson, it seemed that the
focus in the content does not really important accept the rules. Therefore, students only need to
focus on the grammar usage compare to forming sentences. For example, exercises are provided
to finding what type of noun the underline word is. Also, the student used the words that once
have been used by the teacher in the white board. If the usage of the words were wrong, the
teachers corrected them immediately. On the other hand, if the student successfully able to use
the language correctly, the teacher gave praise and encouragement them. Also, the teacher
encouraged the students who able to use the language correctly.

A Critical Evaluation

The teacher projected quite a good command of language. She managed to produce correct
grammar with relevant explanations, vocabulary and register. She was reasonably fluent
throughout the class along with right pronunciation. She spoke with a relatively soft tone and the
accent of his speech was easily understandable by the students. The vocabulary and grammar she
used were suitable for the level of the students. However, she sometimes used Bengali when she
was struggling for the right words or sentence structures in explaining the text.
 Class Observation Report-03

The Teacher in Action

I made my third class observation on 15 February 2023 at Northern University Bangladesh. The
class, consisted of 30 students, and the students’ proficiency level was primary. However, the
teacher appeared before the class politely. She greeted us nicely and there was a little ice-
breaking part. Then she moved on to the topic which she would be teaching today. After then,
she distributed the handouts among the students and asked to take a look at the lesson plan and
the lecture materials. The teacher focused on grammar teaching. At this point, she gave us an
advice on using adjective. But, no advice does not reach all students’ minds until they practice.
Thus why she used the whiteboard to show the different types of adjectives patterns e.g. ‘what is
adjective’, ‘how many types of ’, ‘definition and classification of adjectives’ etc. with examples.
Moreover, the teacher organized learning situations to meet the objectives of the class
presentation. She accomplished her lesson objective (teaching adjectives) by means of
presentation, practice and production (PPP). The class was notable for students’ active
participation in reading, listening, and speaking activities throughout the text. The effective use
of target language English both by the teacher and students were noticeable. However, the
teacher fulfilled his lesson successfully by doing exercises. The teacher made it sure that all the
students had successfully comprehended the lesson and for doing so he frequently asked all the
students (one by one) a few questions whether they were responding positively out of the fear or
they all had really understood the text.

A Critical Evaluation

Overall, the class was kind of effective and interesting. The teacher combined the classification
of adjective part in a good way. But, she barely could achieve the lesson objective. She could not
make the whole class engage in all the activities, read the texts within the allocated time.
Because, it was a primary level class and the topic is not suitable for the learner level. Though,
she had a friendly and motivational attitude towards her students, and had a good control of the
class. However, she was not loud enough for which the students sitting at the back faced some
difficulties in understanding the lectures. Also, some of the students did not seem to enjoy the
class. A bit of humor could be added in between the lesson to have them absorbed in the class.

Class Observation Report-04

The Teacher in Action

I made my fourth class observation on 16 February 2023 at Northern University Bangladesh. The
class, consisted of 20 students, and the students’ proficiency level was primary. The teacher
appeared before the class with a very charming personality. He had a clear voice and there were
variations where necessary. His appearance and the way of speaking were something worth of
drawing students’ utmost attention. He tried to keep the students’ affective filter as lower as
possible for receiving maximum input. The teacher projected a very good command of language.
Although he wasn’t able to produce correct pronunciation with relevant explanations,
vocabulary, grammar skills, reading and consistency. His speech was not soft and the accent of
his speech was very much close to the native speaker and he couldn’t use words properly. The
teacher didn’t provide the presence any lesson plan except the material and worksheet, thus his
teaching revealed that he just tried to maintain a timetable for conducting the class and the varied
tasks were done quite nicely. The specific objective of the lesson was to enable students reading
smoothly, enriching vocabulary, reading and learning literature using a good passage. He mainly
focused on reading skill. But, the materials were not much vivid. The teacher applied a passage
“The Taj Mahal” in the class. The materials were not creative. He just used an authentic
materials. The materials were suitable and appropriate in terms of the level of class. The text
“The Taj Mahal” was interesting and the learners were enjoying the class. Apart from the text he
could have added some images (some photos of The Taj Mahal) from the Internet which made
the materials more appealing and clear but he didn’t. Also, his presentation on the materials was
not well-organized. Moreover, he didn’t explain things with contextualized examples. The
teacher followed PPP (Presentation, Practice, and Production) method. He first presented the
students with the passage, made them practice and finally asked to engage them to engage in an
individual task. Yes, he was careful to check the right answer when he asked any question. At the
same time showed everyone where the correction was to be needed.

A Critical Evaluation
At first the teacher didn’t clear his lesson objective at the beginning of the class and also there
was no educational objective at the end of the class. But, the positive aspects of his class is the
materials selection was awesome. Teacher has introduced himself in a polite way. But, when a
learner asked any question, he didn’t answer it in a very proper way. Also, he was trying to free
with them, but he couldn’t. Overall the class was good and informative but it would be better if
he follows some teaching techniques, methods etc.
 Class Observation Report-5

The Teacher in Action

I made my fifth class observation on 16 February 2023 at Northern University Bangladesh. The
class, consisted of 30 students, the students’ proficiency level was elementary. The teacher
appeared before the class with a very charming personality. At first she greeted us very nicely
and there was a great ice-breaking part. Then, she distributed the handouts among the students
and asked to take a look the lecture materials. She had a clear voice and there were variations
where necessary. The definite objective of the lesson was to facilitate students with the
opportunity of learning articles i.e. ‘a’, ‘an’, ‘the’ etc. through reading, listening and speaking
activities. As a continuous process of teaching grammar, the students were given an opportunity
of learning some infrequent but very vital article patterns. At first, the teacher wrote ‘a’, ‘an’ and
‘the’ on the board and asked the students to name them. All students spoke together that these are
‘articles’. Following this, the teacher classified and explained the differences between definite
and indefinite articles. In description, she followed a worksheet, but she formulated her own and
real-life examples to make students understand. For example, she used a few individual students
and several objects (e.g. the whiteboard, the marker, the duster etc.) to illustrate the use of the
definite articles. Actually, it was a class based on the procedure of PPP (Presentation, Practice
and Production) in which the teacher presented the rules of using English articles and later made
students practice through a task. But she didn’t give any practice activities.

A Critical Evaluation

Although the teacher played quite a good role in explaining the article rules, she did not give
much scope for the students to take part in the discussion. As a whole, it was basically a teacher-
centered class in which the students could not get a good deal of opportunity to discuss or reflect
on the rules. Before the discussion, she could have given a pre-input task of filling articles in
individual sentences in the beginning by asking some students. Again, while she was explaining,
she could have elicited a few examples of the use of articles from some other students. This
would have been the input-processing task. Finally, she might have given them to accomplish an
output task of filling articles in a short reading passage by calling another group of students.
These tasks were most likely to make the lesson more appealing, engage all students in the
learning process, check their progress of understanding, and create an interesting and competitive
atmosphere in the whole class. Finally, the teacher left the teacher desk by thanking everyone.
 Class Observation Report-6
The Teacher in Action
I made my sixth class observation on 16 February 2023 at Northern University Bangladesh. The
class, consisted of 20 students, was an undergraduate level class and the students’ average age
was twenty. The teacher appeared before the class with a very charming personality. She had a
clear voice and there were variations where necessary. The teacher projected a very good
command of language. She was able to produce correct pronunciation with relevant explanations,
vocabulary, grammar skills, reading and consistency. The specific objective of the lesson was to
enable students speaking fluently, enriching vocabulary, reading and learning literature using a
poem. The teacher provided the presence a lesson plan, her teaching revealed that she tried to
maintain a timetable for conducting the class and the varied tasks were done quite nicely. Also,
she had specific plans and the materials and the method of teaching were suitable for the
purpose. Besides, the materials were contextualized and her presentation on the materials was
well-organized. The teacher adopted drilling (audio-lingual method) for teaching literature. She
tried to engage students in using an interesting poem ‘Fire and Ice’ by Robert Frost. She uttered
the poem at first and then the students were asked to repeat it one by one. It was a kind of drilling
activity. She applied audio-lingual method only for this activity. Everyone enjoyed this part of
the lesson. The teacher also went for error corrections during drilling. Then the students were
asked to complete a number of exercises from the photocopied handouts using some fill in the
blanks, answering some questions using information from the poem. Then she checked whether
the answers were right or wrong. She also helped some students when they got stuck. However,
she had to finish the last task in a hurry as she was running out of time in the end because of
engaging students in practice for quite a longer time.

A Critical Evaluation
She was able to manage the class nicely and the class atmosphere was congenial and the students
were actively engaged in discussion. The aim of the different activities was specific. There were
variations in activities, i.e. gap-filling, answer the question, and conversation practice etc. The
timing of the activities was alright, except the last one which was done hurriedly due to lack of
time. She was able to engage students in the learning process and there was a smooth pace in the
progress of the lesson. The tasks were interesting and the materials were contextualized,
meaningful and appropriately staged. Students were motivated to learn due to her lively presence
in the classroom. She kept students engaged in activities which they solved individually.
Moreover, there were controlled choral and individual practices along with appropriate and
graded questioning ‘who’, ‘when’, ‘where’, ‘how’ etc., on the text. Students also asked their
teacher questions and they enjoyed being able to ask questions and felt the freedom to do so.
While practicing was being done, she strictly monitored if the students were able to use varied
quantifiers properly or they were producing right pronunciation or not. If there were errors with
any aspects of students’ use of language, i.e. vocabulary, pronunciations etc., she immediately
corrected them. However, she was fairly fluent throughout the class along with right
pronunciation. Her speech was soft and the accent of her speech was very close to the native
speaker and she used words that very go with the level of the students.
 Class Observation Report-07
The Teacher in Action
I made my seventh class observation on 06 April 2023 at Northern University Bangladesh. It was
an undergraduate listening class where students from different semesters participated. Therefore,
it was a mixed ability classroom and the students’ average age was 22. On the day 27 students
were present of whom 15 were male and 12 were female. The teacher appeared before the class
with a casual personality. Greeted the students with a smile. Then she distributed the handout
among the presence. After getting the lesson plan it was observed that the teaching plan focused
on listening skill and it had set up individual work. But from the very beginning the teacher
couldn’t manage the class effectively. Some students began to disturb the class by talking quite
loudly with his peers and the teacher didn’t give any warning to them. At that time she should
had to punish the student for his unexpected behavior but she didn’t. However, the class was
going on in some way. Before playing the audio clip she said something about the basic
framework of the listening (pre-listening, while listening, post listening). She played the audio
materials and asked the students to hear it carefully, noted down the key words and answer some
questions. After finished listening to the audio material the teacher prepared his students to
answer the questions. She did correct the student’s errors. Then she ended the class by saying
thanked to the students.

A Critical Evaluation

The positive aspects of her class is the materials selection was good and she used proper
vocabulary that was understandable for the pre-intermediate levels students. The students found
the lecture easy and understandable for them and they respond accordingly. Her voice was clear
and loud. But she was nervous that’s why same word was repeated. But, she was able to capture
students’ attention.
 Class Observation Report-08
The Teacher in Action
I made my eighth class observation on 06 April 2023 at Northern University Bangladesh. It was
an undergraduate listening class where students from different semesters participated. Therefore,
it was a mixed ability classroom and the students’ average age was 22. On the day 29 students
were present of whom 15 were male and 12 were female. The teacher appeared before the class
with a nice personality. Then she distributed the handout among the presence. After getting the
lesson plan it was observed that the teaching plan focused on listening skill and it had set up
individual work. Before starting the audio clip the teacher advised that before going to answer
questions, we need to read the instructions carefully. Also, we were advised to answer not more
than one words in fill in the blanks, our minimum word limits was one. If anyone exceed the
minimum word count, it will be a wrong answer. Then she played the audio clip and it was
hearable. After completing the listening part some students asked questions to the teacher and
she answered to them. They were well dispersed and worked independently. Then, the teacher
asked questions on the lesson to the students and elicited from them. Also, positive feedback was
provided by the teacher where necessary.

A Critical Evaluation

Although the class was a well-organized class, the teacher should give attention on time
management. She took two minutes extra in setting pre-listening task which is too much for a ten
minutes class. She could have been used this time to teach more. She conducted the class in a
friendly manner and made praiseworthy effort of calling all the students by addressing dear
students.
 Class Observation Report-09
The Teacher in Action
I made my ninth class observation on 06 April 2023 at Northern University Bangladesh. It was a
tertiary level listening class where students from different semesters participated. Therefore, it
was a mixed ability classroom and the students’ average age was 20. On the day 29 students
were present of whom 15 were male and 12 were female. The teacher appeared before the class
with a nice personality. Then she distributed the handout among the presence. After getting the
lesson plan it was observed that the teaching plan focused on listening skill and it had set up
individual work. The teacher managed the class effectively. Although there were some activities
of teacher student interaction in the plan, they were handled in an expert hand in the class. Thus,
the balance of lesson planning was the strength of his teaching. The language of instruction used
in the class was appropriate. Transition between the activities was mostly present in the class.
The ratio of teacher and students talking time was also maintained. Most of the students were
active in the lesson. The teacher got the students’ attention and the teacher announced that they
are going to hear an audio clip. After completing the listening part some students asked questions
to the teacher and she answered to them. They were well dispersed and worked independently.
Then, the teacher asked questions on the lesson to the students and elicited from them. Also,
positive feedback was provided by the teacher where necessary. Most of the students were active
in the lesson. The teacher also was friendly to them. The kinds of interactions took place in the
class were teacher-students, individual, and student-student, whole class. And the activities were
arranged to the importance of interactions in a balanced order. So it was completely a learner-
centered class which made the students enthusiastic to learning and the class lively. The teacher
managed the class effectively. The students followed all explanations and directions of the
teacher. When the teacher explained the material to the students, there was no student who was
busy with himself/herself.

A Critical Evaluation

The teacher interacted the class by his own created materials. That’s why the objective was
connected with the lesson. The aim of the lesson was also clear and specific. Thus why, the
students found the lecture easy and understandable for them and they respond accordingly. The
teacher was excellent in doing that. The learners were able to learn the audio clip successfully as
they could make response while asked. The teacher remained aware all the time about students'
errors frequent corrections to the errors were made as per the necessity.
 Class Observation Report-10
The Teacher in Action
I made my tenth class observation on 06 April 2023 at Northern University Bangladesh. It was
an undergraduate listening class where students from different semesters participated. Therefore,
it was a mixed ability classroom and the students’ average age was 22. On the day 29 students
were present of whom 17 were male and 12 were female. The teacher appeared before the class
with a good personality. Then she distributed the handout among the presence. She provided a
lesson plan. After getting the handout it was observed that the teaching plan focused on listening
skill and it had set up individual work. The class was conducted completely in the target
language and confident of the teacher made the lesson interesting. The teacher used target
language for the whole session. The classroom was spacious enough to allow students sufficient
movements for the teacher and students. The sitting arrangement was suitable for teaching,
learning and classroom activities. Learners were well dispersed and worked independently in the
classroom. So it was completely a learner-centered class. The teacher got the students’ attention.
The atmosphere of the class was also warm, open and accepting. Then, the teacher announced
that they are going to hear an audio clip. After completing the listening part some students asked
questions to the teacher and she answered to them. The teacher was found friendly with the
students in the class. She monitored the class effectively. Although the class was not lively at the
beginning, it became lively when she went to talk the students during individual work. The
teacher asked questions on the lesson to the students and elicited from them. Also, positive
feedback was provided by the teacher where necessary.

A Critical Evaluation

The teacher demonstrated professional skills in building rapport with the students which was
clearly her strength and which helped the class in minimizing the possible ill-effects of the
classroom. She kept the class lively during the whole session using his techniques. But, to talk
about the weakness of the classroom, all the students were silent at the beginning of the class
although she built praiseworthy report with the students. Another point I would like to mention is
that she was very strict to some students.
 Teacher’s class observation-01

The Teacher in Action

I made my teacher’s class observation on 18 January 2023 at Northern University Bangladesh.
The class, consisted of 30 students, was an undergraduate level class and the students’ average
age was 20 and all of them had at least 12 years’ of study of English. The teacher appeared
before the class with a very charming personality. At first she greeted us very nicely and there
was a great ice-breaking part. Then she moved on to the topic she would be teaching today. She
said she would take a class on course profile. She lectured about the topic for a while, then she
discussed about course rational, course objective and learning outcomes.

A Critical Evaluation

The teacher was friendly at the same time she was so supportive. Her presence was instant and
she was fluent throughout the lesson. Her voice was audible, clear and ability to project. She
proceeded slowly and tried to adjust her language to students’ level for making sure that
everyone can understand his instructions. Besides, she dealt students' responses sensitively. Her
pronunciation was clear and perfect that everyone accustomed to it. She was able to create and
maintain interest of the learners by means of projecting varied real life examples and exercises.
She made the topic interesting and hence learners directly involved themselves in several
activities. Thus why students found the lecture easy and understandable for them and they
respond accordingly. The teacher remained aware all the time about students' errors frequent
corrections to the errors were made as per the necessity. Overall the class was good undoubtedly
and also informative. And, undoubtedly she was able to win the hearts of almost everyone in the
class.
 Report on Micro-Teaching-01

The Teacher in Action

For my first microteaching, I selected a passage named “The Hare and the Tortoise”. The
students were of primary level, fifth grade learner’s group. According to the passage, I decided to
focus on reading skill with a view to teaching the pronunciation, vocabulary and different types
of sentences. Besides, my lesson aimed at providing students with a scope of learning vocabulary
and enriching pronunciation. In order to achieve my lesson objectives effectively, I made a
lesson plan allocating time for each activity that I thought of introducing to the class. I started the
class at 11 am. My supervisor, Anika Khan, and 26 of my students were present at the class. At
first I greeted my students and then distributed the printed handouts among them. Before going
to the topic of that day, I tried to contextualize the text showing some pictures and asking a few
questions related to the topic for warming them up with the intention that they could give
attention to the lesson. After that I asked a student to read a paragraph of the passage for once
within a time frame of 2 minutes. Then the learners were asked to find out some unknown words,
had finished their reading with it. After that I asked them to say some synonymous words written
in the white board. As some of the students were not able to get the meaning of some words, I
explained the meaning to them. Next, I asked them to do a task (fill in the gaps, finding words
from the passage) on the reading text. In doing the tasks the students worked individually. I tried
to facilitate such an environment where all the students could partake in the class activities
uniformly and it was ensured that all the learners had comprehended the lesson properly (all of
them were able to make production). There was a balance among presentation, practice and
production (PPP) activities. In the end, I reminded them of the outcomes of the lessons and gave
them a homework and then ended up the class with heartfelt thanks to everyone for being
attentive and helpful at the class.

Supervisor’s Feedback

My supervisor was pleased at my performance and made a number of positive comments i.e. a
good warm-up activity, relevant topic, stating the lesson objectives clearly, managing time
properly, clear instruction, logical size of the material, using white boards, involving students in
individual works and choral practice, engaging learners in activities, monitoring learners’
production strictly and correcting their errors instantly, facilitating discovery learning, variations
in tasks, guided practice, and recapitulation of the grammar points etc. However, she pointed out
only two drawbacks i.e. I had hedges and fillers, and more eye contact was needed.

Peers’ Assessment

My classmates gave their feedbacks saying that my time management was excellent although I
hurried up in doing the guided production. However, they appreciated the idea of teaching
essential reading items inductively (by means of a reading lesson). Besides, they added that the
lesson covered some other items like finding words from the passage that helped students
develop their skimming ability along with discovery learning.

Self-Reflection

I think my first microteaching was a kind of perfect one and it went smoothly. I was able to
conduct the class bringing the theories of literature teaching. I tried to conduct the class as per
the lesson plan and that time I was able to follow it strictly. Moreover, I made it sure that the
students had understood the lesson properly and all the tasks were accomplished within the
stipulated time frame of 10 minutes. I also got the intuition that everyone was pleased with the
opening analysis and sharing activity. Students were able to make production both individually
and in chorus. I feel that my teaching was well planned and resourceful. I defined the objectives
of the lesson and instructions clearly.
 Report on Micro-Teaching-02
The Teacher in Action
My supervisor encouraged me to conduct the second class so that I can overcome the problems I
had in the previous class and improve my teaching skills. I tried to work on the suggestions given
by my supervisor and my classmates. I tried to be more confident and my intention was not to
repeat any of the negative aspects of the previous microteaching. For my second microteaching, I
selected an audio clip named ‘A telephone conversation between a representative of internet
provided service and a customer’ and developed the task myself regarding the conversation. For
the second time I focused on listening skill with a view to teaching the communication and
writing ability. In addition, my lesson aimed at providing students with a scope of learning
vocabulary and communication in social life. In order to achieve my lesson objectives
efficiently, that time too I prepared a lesson plan allocating time for each activity that I thought
of introducing to the class. In accomplishing the tasks, I engaged my students in learn through
the audio clip and solved in individual work. My supervisor, Anika khan, and 28 of my students
were present at the class. At first I greeted the students and then distributed the printed handouts
among all the presence. Then I went for turning on the sound box to play the audio clip. Before
that I announced at that time that they are going to hear a conversation and they have one minute
to look at the question number 1 to 7. The audio clip was pretty much hearable and I kept the
classroom quite silent to ensure that every students could hear clearly the clip. After that I asked
the students to go through a task (fill in the gaps). And they worked on the tasks in individually. I
tried to instigate such an environment where all the students could participate in the class
activities equally and it was ensured that all the learners had comprehended the lesson properly
and it was revealed through their spontaneous production. Although one of my students was
confused about a question. In the end, I repeated the outcomes of the lessons and then ended up
the class with thanks to everyone for being attentive and supportive during the class.

Supervisor’s Feedback

My supervisor was so pleased at my performance. She gave feedback saying that she was really
impressed with my performance. From the beginning to the end my way of teaching was really
very good. Also, she said I assisted the students when they were in problems. The students felt
free to ask me question and I dealt with them really coolly, nicely and solved their problems. My
teaching was overall excellent according to her.

Peers’ Assessment

My classmates gave their feedbacks saying that it was a good performance. I had a friendly and
motivational attitude towards my students, and had a good control of the class. They commented
that I had not missed to correct students’ errors. However, they couldn’t pointed out any negative
regarding my projection. I was enough loud voice in the class thus no one felt difficulties in
understanding my lectures.

Self-Reflection

I was able to bring so much improvement to my second microteaching. I learnt so many things
from the last two occasions. I tried to make it a perfect one, I made no mistake in conducting the
class. My supervisor and my classmates were not able to identify some any problems with my
teaching on that occasion. As a result, I was able to bring perfection to my second and last
microteaching. According to my supervisor and my classmates, it was my best performance in
which everything related to teaching and learning went so smoothly and accurately. Therefore, I
am now confident enough to be a good English language and teacher. I think I would be able to
apply my theoretical as well as practical knowledge acquired from the microteaching in my
future teaching career.