Microteaching theory: Money and Resource Management

So I am back with a post reporting how my microteaching theory was. It really was an enriching experience for me where I could assess myself of how well I could engage and manage my students. 

In this post, I will be sharing with you a summary of what I executed for my microteaching and what could have been done better. The topic I attempted to teach is Money and Resource Management. I showed a snippet of how I’d carry out my trigger, my main activity and my conclusion.

Before my trigger, for the class opening, I played a short clip of the song price tag which played the lyrics ‘It’s not about the money’. This was a great way to begin the class as it could grasp the attention of students as familiar tune was played, but my approach of the song was incorrect as I told the students to forget the song because today’s lesson IS about the money. This was not a recommended way of using the song as once a familiar tune is played, students tend to remember it. Instead, I could have built up on the song and explaining the importance of money so that students can relate the song with the lesson.

Also, as I thought merely listing objectives on my facilitating slides, would not help students understand what they are to learn for the day. Thus, as shown in the image below, I had rephrased the objectives as questions and I used pictures to describe the objectives. However, this was not clear to the students. I could have perhaps been clearer with my instructional verbs. So that students could relate them as objectives of the lesson.

My trigger activity was a think-pair-share activity on needs and wants of which students were required to identify a need or a want from their personal belongings and share it with their partners. An improved way of conducting this activity would be to for students to show the item to their partners but instead of sharing with them, asking them to guess if it’s a need or want. This would allow students to understand the differences in opinion that they have and emphasize the point that people have differing needs and wants and what is most important is that they follow their values and live learn to live within their means.

My main activity was a group case study which I went through during my microteaching. I thought I provided students with too little time to complete the activity, thus the audience were really not representative of how an actual class would react to the case-study. Other than that I thought the questions were well structured, and this exercise was highly beneficial to assessing if students understood what has been previously taught.

My final activity was the rapid fire round where I asked true or false questions and students were given cards to raise (red representing false and green representing true) to provide their answers. This was a great way to wrap up the class and check the understanding of students without verbal responses. Another concluding activity that was executed by my friend that had a gist of what I did is something I’d like to share as I thought it was effective. My friend conducted an activity called quiz kinetic by labelling tables as options and students were to move to the option they think is the right response to a question. This is a more physical approach as to what I conducted and I thought it is more engaging as students get to move. Classroom management however needs to be well-taken care of during the activity.

I hope the pointers I have shared are useful as they definitely were to me. I am glad to have made mistakes as it serves as an opportunity for me to improve. Hopefully, for my next microteaching, I will return improved with more creative ideas to execute. 

Till then, its me devi signing offJ