สิ่งที่ได้เรียนรู้จากการเรียนการสอนรายหลักสูตรและการจัดการเรียนรู้

                   

               จากการเรียนวิชาหลักสูตรและการจัดการเรียนรู้กลุ่มสาระภาษาอังกฤษ รายวิชานี้ได้ให้ความสำคัญกับการใช้เทคนิคการสอนภาษาที่หลากหลาย โดยอยู่ภายใต้แนวคิดแก่นหลักของหลักสูตรแกนกลางการศึกษาขั้นพื้นฐาน ซึ่งจากการศึกษาในรายวิชานี้จะเห็นได้ว่าหากครูมีความรู้ในการนำหลักสูตรการศึกษาขั้นพื้นฐานมาใช้ ก็จะทำให้รู้แจ้งในวิธีการกำหนดเป้าหมาย

ในการสอนจัดการเรียนรู้แก่นักเรียน และบริหารกิจกรรมการเรียนการสอนในห้องเรียนได้อย่างมีคุณภาพ ตามสาระและมาตรฐานการเรียนรู้นั้นๆ นั่นก็หมายความว่าในการออกแบบแผนการเรียนการสอน ครูผู้สอนจะต้องมีความรู้ในเรื่องของหลักสูตรการจัดการเรียนรู้อย่างชัดเจนเพื่อที่จะนำไปสู่การออกแบบแผนการสอนที่มีประสิทธิภาพ ทั้งนี้สาระและตัวชี้วัดในหลักสูตรจะเป็นตัวนำไปสู่กานจัดตั้งวัตถุประสงค์ที่มีความสอดคล้องกัน ฉะนั้นแล้วหากดิฉันในฐานะนักศึกษาครูมีความรู้ความเข้าใจในส่วนนี้อย่างกระจ่างแล้ว  ก็จะทำให้เกิดการจัดการเรียนรู้ที่ตรงตามวัตถุประสงค์และสร้างหรือเลือกเครื่องมือในการวัดและประเมินได้ตามตัวชี้วัดที่ต้องการสอนในแต่ละสาระ และมาตรฐาน และวัตถุประสงค์ที่ได้กำหนดไป รวมทั้งมีความครอบคลุมกับกิจกรรมที่ครูมอบหมายให้นักเรียนได้เรียนรู้ปฏิบัติอีกด้วย

         จากการเรียนในรายวิชานี้ ทำให้ได้เกิดความเข้าใจถึงหลักสูตรแกนกลางการศึกษาขั้นพื้นฐานพุทธศักราช  ที่ประกอบไปด้วยสาระ และมาตรฐานสำหรับการเรียนการสอนวิชาภาษาอังกฤษไว้ทั้งสิ้น 4 สาระ 4Cs นั้นคือ สาระที่หนึ่ง Language for Communication, สาระที่สอง Language for Culture, สาระที่สามLanguage and Relationship with Other Content, สาระที่สี่ Language and Relationship with Community and the World  ลึกลงไปในแต่ละสาระจะมีมาตรฐานและตัวชี้วัดกำหนดเป็นแนวทางการจัดการเรียนรู้เอาไว้ ในรายวิชาภาษาต่างประเทศได้มีการคลอบคลุมทักษะภาษาและการนำไปใช้ไว้อย่างน่าสนใจ ทั้งทักษะการฟัง พูด อ่าน เขียน เพื่อให้นักเรียนได้เกิดพัฒนาการตามตัวชี้วัดในระดับชั้นเรียนที่ระบุไว้อย่างชัดเจน ทำให้ครูผู้สอนสามารถออกแบแผนการเรียนรู้ได้อย่างมีประสิทธิภาพ

                นอกจากเกิดการเรียนรู้ในรายละเอียดและเนื้อหาของหลักสูตรแล้ว ดิฉันก็ยังเกิดความเข้าใจยิ่งขึ้นในทฤษฏีหรือหลักการสอนภาษาต่างๆ ทั้ง The Direct Method คือ การสอนโดยชี้ให้เห็นโครงสร้างก่อนแล้วค่อยสอนให้เห็นถึงตัวอย่าง รายละเอียดอื่นๆ  ซึ่งตรงกันข้ามกับวิธีการสอนแบบ Indirect Method ที่สอนให้เห็นถึงตัวอย่าง รายละเอียดต่างๆ ก่อนแล้วค่อยสอนให้เห็นโครงสร้าง อีกทั้งยังสามารถพบได้ทั่วไปในแผนการสอนแบบPPP  นอกจากนี้ยังมีวิธีการสอนแบบThe Audio-lingual Method ที่เน้นการออกเสียง การสื่อสารกัน โดยให้ผู้เรียนฝึกซ้ำๆ จนเกิดความคล่องแคล่วแล้วก็นำไปปฏิบัติจริงได้  นอกจากนี้Task – based ก็ถือได้ว่าเป็นวิธีการสอนหนึ่งที่มีความน่าสนใจ เพราะเน้นให้ผู้เรียนได้เรียนรู้จากการปฏิบัติของผู้เรียนเอง ไม่ว่าจะเป็นงานเดี่ยว งานคู่ หรืองานกลุ่มที่ร่วมมือกันทำจนได้ผลของงานและเกิดการเรียนรู้ขึ้น ซึ่งสอดคล้องกับหลักสูตรแกนกลางที่ว่า เน้นผู้เรียนสำคัญ ครูผู้สอนทำหน้าที่เป็นเพียงผู้อำนวยความสะดวก (Facilitator)ในการจัดการเรียนรู้เท่านั้น

          นอกจากวิธีสอนแล้ว เทคนิคการสอนภาษาก็นับว่ามีความสำคัญอย่างมากเช่นเดียวกันในการสอนภาษาอังกฤษในประเทศไทยในปัจจุบัน จากการเรียนรู้จากรายวิชานี้สามารถพบได้ว่าพบได้ว่าในชั้นเรียน ปัจจุบันจะมุ่งเน้นให้นักเรียนสามารถสื่อสารในชีวิตประจำวันได้ ซึ่งจะแตกต่างกับการสอนภาษาอังกฤษในอดีตที่ครูผู้สอนจะเน้นให้นักเรียนเรียนไวยากรณ์เพื่อเพียงแค่สอบผ่านมากกว่าการสนทนา ดังนั้นการนำกิจกรรมหรือเทคนิคการสอนที่น่าสนใจที่นำมาใช้เน้นทักษะการสื่อสารมาใช้ในชั้นถือเป็นสิ่งที่กระตุ้นให้นักเรียนเกิดการเรียนรู้ เช่น   Role Play,  Chain Drill, Information Gap, Chant, Game และวิธีการสอนต่างๆอีกมากมายที่จะทำให้นักเรียนสามารถพัฒนาทักษะการสื่อสารได้ นอกจากนี้ก็ยังส่งเสริมให้นักเรียนทำงานร่วมกับผู้อื่นอีกด้วย ไม่ว่าจะเป็น Pair Work, Group Work  ที่ส่งเสริมให้ชั้นเรียนเกิดการเคลื่อนไหว ไม่น่าเบื่อหน่าย  ซึ่งด้วยปัจจัยต่างๆ เหล่านี้ก็จะทำให้ผู้เรียนมีเจตนคติที่ดีต่อการเรียนภาษาและเกิดการเรียนรู้ที่ต่อยอดได้อีกสืบเนื่องต่อไป สุดท้ายนี้ต้องขอขอบคุณอาจารย์นิรุธ ชุมสวัสดิ์ ที่ได้ให้คำแนะนำที่ดีในการพัฒนานักศึกษากาครูอย่างดิฉันให้เกิดการเรียนรู้และมอบความรู้อันดีเหล่านี้ให้ดิฉันนำไปใช้ในการพัฒนาการสอนภาษาอีกสืบไป

         

ประเมินการสอนของครู

                สิ่งที่ได้เรียนรู้จากครูนั้นมีหลายประเด็นและหลายด้านด้วยกันที่สามารถนำไปใช้ได้ในการสอนของดิฉัน ซึ่งกำลังจะไปเป็นครูสอนภาษาอังกฤษในอนาคต ซึ่งโลกในยุคโลกาภิวัตน์นี้มีการเปลี่ยนแปลง ปรับปรุงพัฒนาอยู่เสมอให้เท่าทันยุคสมัยและการเรียนรู้ของเด็กก็จะไม่หยุดพัฒนา  การสอนของครูนั้นมีทั้งสิ่งที่ดิฉันรู้สึกว่าแปลกใหม่และท้าทายน่าเสาะแสวงหาเรียนรู้ และในขณะเดียวกันก็ยังมีอยู่บ้างบางสิ่งที่อยากให้ครูปรับรูปแบบการสอนให้ดีขึ้น พร้อมทั้งจะเป็นประโยชน์ต่อผู้เรียนในการเรียนรู้และต่อยอดความคิดในการเป็นครูสอนภาษาในยุคไร้พรหมแดนในศตวรรษที่21 ส่วนสิ่งที่ดิฉันจะวิพากษ์และ ประเมินประกอบไปด้วยประเด็นต่างๆ เหล่านี้ ประการแรกคือ การสอน ประการต่อมาคือ บุคลิกภาพ และประการต่อมาคือ การพิจารณา/ การวิพากษ์การสอบสอน (Micro Teaching)     

                ประการแรกของการวิพากษ์และประเมิน คือ การสอนของครู การสอนของครูจะมีรูปแบบการสอนที่แตกต่างไปจากของครูที่ได้เรียนรู้มาบางส่วน กล่าวคือ ครูจะเน้นให้นักศึกษาได้มีส่วนร่วมใช้กระบวนการคิดงานของนักศึกษาเอง เน้นการค้นคว้าจากสื่อต่างๆ ที่มีความน่าเชื่อถือ และหนึ่งในผลที่ได้จากการไปศึกษาตามเว็บไซต์หรือสื่อที่ครูได้แนะนำมา ที่ดิฉันคิดว่าสามารถนำไปใช้ในการจัดการเรียนการสอนจริงๆ และมีความน่าสนใจต่อผู้เรียนวัยต่างๆ คือ เว็บไซต์BBC Learning/ BBC Teaching ซึ่งดิฉันได้ไปศึกษาและเห็นแผนการจัดการเรียนรู้มากมาย และที่เป็นประโยชน์อย่างยิ่งเลย แต่ละแผนการเรียนรู้ก็จะแนบสื่อมาด้วย ทำให้ง่ายต่อการนำมาประยุกต์ ดัดแปลงให้เหมาะสมกับผู้เรียนที่ดิฉันจะสอน  นอกจากนี้ที่ขาดไม่ได้เลยก็คือ ประเด็น แผนการสอนให้ผู้เรียนมีจิตสาธารณะ ซึ่งเป็นการเชื่อมโยง ความรู้ คูคุณธรรม ที่จะเป็นประโยชน์ต่อผู้เรียนของนักศึกษาในภายภาคหน้าอย่างยิ่ง แต่สิ่งที่ดิฉันอยากแนะนำอาจารย์ในการมอบหมายงานคือ การมีตัวอย่าง ในงานชิ้นนั้นๆ ให้นักศึกษาดูเป็นแนวทางก่อนดำเนินการทำงาน  แต่ดิฉันเข้าใจความปรารถนาดีของอาจารย์ที่จะให้นักศึกษาคิดนอกกรอบ ไปดูตัวอย่างจากอินเตอร์เน็ตและแหล่งการเรียนรู้ต่างๆ แต่บางแหล่งก็อาจจะได้ข้อมูลไม่ตรงกับความต้องการของอาจารย์สักเท่าไรนัก ฉะนั้นแล้วดิฉันจึงคิดว่าการให้ตัวอย่างของชิ้นงานก็มีความสำคัญของการสอนอีกประการหนึ่ง   อย่างไรก็แล้วแต่การเป็นครูนั้นก็ไม่ใช่เพียงว่าสอนดีแล้วเป็นพอ หากแต่ต้องประกอบด้วยสิ่งสำคัญอื่นๆด้วย อย่างที่ดิฉันจะกล่าวในประเด็นถัดไป  

                  นอกจากเนื้อหา สาระวิชาการที่ครูได้แนะแนวทางให้แล้ว ประการที่สองบุคลิกภาพของคนเป็นครูก็เป็นสิ่งที่จำเป็นอย่างยิ่งที่คนเป็นครูต้องมี   ดิฉันคิดว่าครูเป็นคนที่มีบุคลิกภาพดี ทำตัวเหมาะสม แต่งกายเป็นแบบอย่างที่ดีแก่ศิษย์ มีความตรงต่อเวลาอย่างสม่ำเสมอ ซึ่งเป็นสิ่งที่แสดงให้เห็นถึงการให้ความสำคัญต่อการเรียนการสอนของครู อีกทั้งหากครูทำตัวเป็นแบบอย่างที่ดี มีบุคลิกภาพที่ดีแล้วยังจะส่งผลให้ศิษย์มีความเชื่อมั่น ความศรัทธาในตัวครูและรวมทั้งรายวิชาที่เรียนอยู่เป็นอย่างมาก  แต่อย่างไรก็แล้วแต่ หากครูมีบุคลิกภาพและพฤติกรรมที่แย่แล้วมาสอนนักศึกษาที่จะไปครูในอนาคต ดิฉันคิดว่าจะบั่นทอนความเชื่อถือต่อตัวครูท่านนั้นและบั่นทอนต่อรายวิชาที่คุณครูที่มีพฤติกรรมแย่สอนด้วย เช่น จากประสบการณ์ที่ดิฉันได้พบเจอมีการนำอาหารมารับประทานในคาบเรียนเป็นประจำในขณะที่นักศึกษากำลังนำเสนองาน ทำข้อสอบ และอื่นๆ อีกมากมาย  แต่สำหรับครูแล้วดิฉันคิดว่ามีพฤติกรรมและบุคลิกภาพที่ต่างกันอย่างมาก อาจารย์ค่อนข้างเคร่งครัด จนบางครั้งทำให้บรรยากาศในชั้นเรียนดูตึงเครียดเกินไป ด้วยอาจจะเป็นเพราะบุคลิกลักษณะหรือสีหน้าส่วนตัวหรืออย่างไรก็แล้วแต่ ดิฉันอยากให้อาจารย์ดูผ่อนคลายลงบ้างค่ะหากสามารถปรับได้  และประเด็นต่อมาเป็นประเด็นสุดท้าย ถือว่าเป็นประเด็นที่ได้ความรู้นำมาใช้ปรับสอนได้อย่างดีเลยทีเดียว นั่นก็คือประเด็นสุดท้าย การสอบสอน (Micro Teaching)

                การสอบสอนของอาจารย์ค่อนข้างละเอียด และให้ความสำคัญกับการเรียนรู้ของนักเรียนในหลายๆ ด้านด้วยกัน ไม่ว่าจะเป็นการออกเสียง ขั้นตอนกระบวนการสอนศัพท์ หรือขั้นตอนการสอนโครงสร้างทางไวยากรณ์ รวมทั้งการแนะนำนำสื่อการสอนต่างๆ หลากหลายมาใช้ใน  แต่อย่างไรก็แล้วแต่ ในหลายๆ โรงเรียนนั้นยังขาดแคลนซึ่งอุปกรณ์อิเล็กทรอนิกซ์ เครื่องฉาย ห้องแล็บทางภาษา จึงเป็นไปได้ยากอย่างยิ่งที่จะนำสื่อที่ทันสมัย น่าสนใจและเป็นประโยชน์ต่อผู้เรียนบางอย่างมาใช้ในการจัดการเรียนการสอนจริงๆ ทั้งการสอนแบบซ้ำๆ ตามรูปการสอนAudio-lingual อีกด้วย ซึ้งใช้เป็นแนวคิดในการสอนศัพท์ให้แกนักเรียนได้ดีเลยทีเดียว อีกทั้งรูปแบบการวัดประเมิน รูบริคแบบต่างๆ ดิฉันก็เพิ่งได้หัดนำมาใช้ออกแบบการวัดให้เหมาะสมกับกิจกรรมการเรียนการสอนในวิชานี้ ซึ่งถือว่าเป็นสิ่งที่สำคัญมากในการวัดผลการเรียนรู้ของนักเรียน แต่อย่างไรก็แล้วแต่ อยากให้อาจารย์นำรูปแบบรูบริคบางอย่างมาแสดงให้ทุกคนได้เห็นกันหน้าชั้นเรียนว่ารูปแบบรูบริคของเพื่อนคนนั้นๆ มีข้อดีอย่างไร เช่น รูบริคเชิงการวัดพัฒนา อาจารย์บอกว่าดีมาก แต่อาจารย์ก็ไม่ได้นำมาแสดงเป็นตัวอย่างให้นักศึกษาทั้งชั้นได้เห็นพร้อมกัน จึงอยากให้ปรับแก้ไขในกรณีอย่างนี้ด้วยจะดีมากค่ะ เพราะคนอื่นๆ ก็จะได้ทำความเข้าใจไปพร้อมๆ กัน

                สรุปจากการที่ได้เรียนรู้จากอาจารย์มา ทำให้ดิฉันได้ความรู้ทั้งในด้านการออกแบบการจัดการเรียนรู้ การทำงานอย่างเป็นระบบกระบวนการ การตรงต่อเวลา และการบริหารจัดการสื่อการเรียนรู้ให้เหมาะสมกับเนื้อหา กิจกรรมและระดับของผู้เรียนอย่างเหมาะสมและน่าสนใจ ดิฉันได้ทดลองปฏิบัติจากการนำแนวคิด Communicative Language Approach (CLT) มาใช้ในการจัดการเรียนรู้ โดยใช้หลักการสอนแบบTask-based คือการให้นักเรียนเกิดการเรียนรู้ด้วยการให้นักเรียนลงมือทำ จากการจัดการเรียนรู้ หรือสื่อต่างๆ ที่ครูได้แนะนำมาให้ ซึ่งครูก็ได้ทำหน้าที่เป็นผู้อำนวยความสะดวกในการสอน หรือที่เรียกว่า Facilitator เท่านั้น นักเรียนคือผู้ลงมือปฏิบัติ หรือเรียกอีกอย่างหนึ่งว่า Active Learner นั่นเอง

Nattakarn Sukyoy's Micro Teaching Reflect

                   Due to Nattakarn’s micro teaching on the 22nd October, 2014, I would like to reflect her teaching to develop and adopt some useful techniques in my teaching in the future. Her micro teaching is related to “House Chore”  The time required in this lesson is 50 minutes. I found that her micro teaching is quite useful lesson, but she looks so exciting. It can be said that this work needs to be developed and improved. Lesson plan “House Chore” consists of learning standards, objectives, instructional materials, evaluation, lesson plan outline, and rubric. There are three parts in her teaching activities. First, it is the pre-task for greeting and introducing the lesson. Second, it is the task cycle for students to practice and do the activities about house chore.

        
             Nattakarn's micro teaching was quite interesting. She began the lesson by showing the video about the house chore. Then she taught the concerning vocabulary about house chore such as  , mop the floor , dusting , sweep the floor ,and so on.  Next , she let students play game about the lesson that they have learnt. Two team volunteer of five came in the front of the class and played guessing game. Both team members must stand in line and the first person picked the picture. Then , they tried to act to tell the next person what the picture is. Finally, the last person had to answer what the picture is, for example, if the first student picks the picture of mopping the floor , he has to act like  mopping  to tell what the picture is.  The language focus of the lesson is the modal verb "have to". The students then had to practice conversation from the dialogue provided and answer the questions relating to the conversation. Next, teacher picked up the language focus and explained how to use it. Finally, she finished the class, by summarizing the lesson that students have learnt and follow by saying goodbye.

           To sum up, Nattakarn' s micro teaching is good and easy for young learner to understand.  But, there is something that should be developed. Firstly, it is the way to describe the contents of the lesson. It might affect students to lost of attention on it as possible. Second, it is the handout and the exercise she provided should be more interesting, because it seems boring. Finally,  I would like to suggest that she should put more activities that makes students have an interaction between each other.

Dao-Ratchadar' s Micro Teaching Reflect

                         Dao-Ratchadar’s micro teachingo took place on 23rd October, 2014. Her micro teaching had both advantages and disadvantages of teaching in the real classroom. Her lesson was about how to sort the garbage to the correct bins. According to recycle is the important thing that should to teach students to know about it. Recycle is the best way that has positive impact on the world.  It is importance for both the natural environment and us.

          Recycle is the process of sorting, remanufacturing or converting of used or waste products to be the new ones. When students learn how it good for us and our world, it will help the world to get rid of the global warming. In this lesson plan it helps students to learn how to sort rubbish in to three include paper, can and bottle in the easy way.  Teacher can create the fun activity and have authentic material to encourage students to learn effectively.  Moreover, the chant about how to sort rubbish, it is very interesting for students to remember what they have learnt.  The topic that teacher taught students can take it to use in their real life and support their public mind.

          In conclusion,   Dao-Ratchadar used the task base learning in her micro teaching properly. It makes student to learn language from the task that they did. Moreover, the lesson she had taught is about public mind which is the necessary for students to learn to be a good person. Nevertheless, I would like her to improve her classroom language, because her language was not clear to understand.

Ornpatthra Promchan's Micro Teaching Reflect

    Ornpatthra Promchan's micro teaching had both good and useless things. Accordingly, I would like to reflect her micro teaching to discuss what is strength and weakness in her lesson. Her lesson related to "Warning". Surely, it was not about public mind. There were three parts in her teaching. The first part is pre-task, then task cycle, and language focus. Is it really useful for language learning lesson? Here are some reflect about her micro teachiing.

               Ornpatthra  started the lesson by greeting the students to attract the students' interest. Next, she gave students worksheet and played the conversation and do the exercise. She checks the correctness and gave students read conversation after she told the answers. Next, she taught the vocabulary by opened sound for students practice like foreigner by she let students repeat after sound. After that, she divided students into five groups for present the conversation about warning from given pictures. When students ready they go to present in the front of class.

                   In conclusion,  Ornpatthra's micro teaching was not so interesting because it lacked of the movement in the class. Moreover, there were no interactions between teacher and students to work together. She should pick the various and interesting materials in classroom. It made students bored. In addition, her classroom language was not clear. If she can improve these, it will be better for her teaching.

                   

Kannika's Micro Teaching Reflect

          According to Kannika  Intharapruksa's micro teaching I would like to reflect to adopt and improve the ways of teaching for the students in the future. Her lesson was related to "Reduce Recycle Reused". There were interesting activities for "Reduce Recycle Reused". It is the beneficial lesson for the students to learn about these things.  However, her micro teaching had both good and weak. Here are the ways of her micro teaching.

             Kannika started the lesson by greeting the students. Then she taught about the ways help our world from pollution about by  "Reduce Recycle Reused". She let the students to listen to the audio about the vocabulary of the lesson. Next, she played the video about "Reduce Recycle Reused" and asked students what video about reduce, reused, and recycle. The grammar of the lesson was present simple tense. Secondly, she showed the vocabulary about lesson such as recycle, reduce, reuse, unplug, turn off etc. She gave a worksheet and students did while students were listening  the conversation.

                   According to Kannika's micro teaching, I think that her instructional materials are quite interesting, especially the table of adverbs of frequency. She used  loud voice to control the classroom, some words do not clear. So, it may hard for students to understand her command. If she can improve these, I think it will be useful lesson for the students.

Thidawan Sawekwang's Micro Teaching Reflect

                      Thidawan's micro teaching has both good and weak techniques. Then, I would like to reflect both techniques to improve and adopt to my teaching. Her lesson was about "Cleaning My House". It can encourage the students to clean their house and help household in their house. It was a good lesson to teach the students about the things that were not far from their daily lives.

                 Thidawan started her teaching with greeting students. Then she introduced the lesson "Cleaning My House" She showed with show the pictures about rooms in house and asks students what we are going to learn today. After that, she shows the vocabulary for lesson and gave students repeat after sound for pronounce correctly. She divided students into five groups and gave a sentence. When students in each group read sentence they have to make conversation about situation given and present with role play.

                   According to Thidawan's micro teaching, I think that her topic is quite interesting. But her instructional materials were not interesting. Because there is no any media or pictures that show the meaning of the words or let students to remember the words and the picture together. If she can improve it, I think it will be a good lesson for the students to learn about the household.

Maytaya's Micro Teaching Reflect

 21^st October, 2014   

                Due to Maytaya’s micro teaching on the 21^st October, 2014, I would like to reflect his teaching to develop and adopt some useful techniques in my teaching in the future. Her micro teaching is related to the unit “Signs and notices in real life” in lesson: “Can I help you?”  The time required in this lesson is 50 minutes. I found that her micro teaching is quite useful lesson, but she looks too nervures. It can be said that this work needs to be developed and improved. Lesson plan “Can I help you?” consists of learning standards, objectives, instructional materials, evaluation, lesson plan outline, and rubric. In lesson plan outline consists of pre-task (10 minutes), task-cycle (30 minutes), and language focus (10 minutes).

                  First of all, I I will focus to Maytaya’s micro teaching steps. To begin with pre-task that spend 10 minutes. She introduces the topic by asking the questions “What do you say in English to ask and give directions?” Next, she chooses key words concerning the direction, such as go straight, turn right, turn left, intersection ahead, rotary ahead, etc. Then she shows the picture cards, and asks her students “What is the sign?”  Owe to those questions, I can see the mistakes from using wrong sentences in her micro teaching.  Next, she opens the audio twice and checks students understanding by using the exercise. In the language focus step, she asks students to discuss with modal verb (Can, Could). Nonetheless, while she was teaching, she looks nervures and  lacks of confident. I think that she could do better than this if she was confident.

                           In conclusion, “Can I help you?” is one of good lesson that gives students the experience of public mind of giving direction. Nevertheless, the topic about giving direction is too popular among micro teaching. Therefore, I quite bored when had heard this topic will display again and again. Though this lesson is not a new and creating topic, but it can help students to improve their communicative skills. Therefore, it is important for the teacher to think progressively.

Sakkarin's Micro Teaching Reflect

22^nd October, 2014                

               According to Sakkarin’s micro teaching on the 22^nd October, 2014, I would like to reflect his teaching to develop and adopt some useful techniques in my teaching in the future. His micro teaching is related to the unit “My House” in lesson: “Let’s to organize your room”. The time required in this lesson is 50 minutes. I found that his micro teaching comprises of various kinds of materials; however, there are lots of error and the goals that are not well matched enough to the lesson. It can be said that this work needs to be developed and improved. Lesson plan “Let’s to organize the room” consists of unit aim, objectives, standards, instructional materials, evaluation, lesson plan outline, and rubric. In lesson plan outline consists of pre-task (10 minutes), task-cycle (25 minutes), and language focus (15 minutes).

               Firstly, I will talk about the name of the lesson “Let’s to organize your room”. The name of lesson is error. It should be “Let’s organize your room”. Then, I will focus to the lesson plan.  The indicator is number1.3.1 Speak to describe about how to organize in a room of house. The aim is   Students speak for describe about how to organize in a room. Next, the objectives of the lesson are:   First, speak to describe information about how to organize in your room.  Second, listen the conversation and fill in the blank from conversation. Third, understand meaning of the vocabulary about how to organize in your room.

           In addition, I will focus on the teaching steps.  At first, Sakkarin introduces the lesson by let’s students do activity that it is jigsaw puzzle about room in a house.  Afterwards, he divide students into four groups for do this activity, and give a set of jigsaw puzzle to each group and students inside group help to sort out it correctly. The groups that finish the jigsaw puzzle, he will ask them “What is this picture about?”  It is a good activity for students to learn the vocabulary, and this is a good point for his teaching. However, there is the thing that I really want him to improve is classroom language.  It can be seen from his words that use many yes/ no questions. It is very important for the teacher to use the classroom language or speak English correctly as much as possible.

                To sum up, it can be said that “Let’s to organize your room” is one of the interesting lessons, especially in jigsaw game. Sakkarin’s materials are quite good with a lot of authentic materials. Nevertheless, his language is needed to improve. Finally, Sakkarin’s lesson and micro teaching “Let’s to organize your room” can be the useful lesson for the students if he fixes it and never stop to develop teaching techniques.

Jaruwan Micro Teaching's Reflect

                According to Jaruwan's micro teaching , I would like to reflect her teaching to develop and adopt some useful techniques in my teaching in the future. Her micro teaching is related to the enveronment issues. I found that his micro teaching comprises of various kinds of materials; however, there are lots of error and the goals that are not well matched enough to the lesson. It can be said that this work needs to be developed and improved. Her lesson plan consists of unit aim, objectives, standards, instructional materials, evaluation, lesson plan outline, and rubric. In lesson plan outline consists of pre-task, task-cycle, and language focus.

      Jaruwan's micro teaching started with greeting students. Afterwards, she showed the pictures about the effect of global warming and asked the questions relating to global warming. After that, students were taught new vocabulary about global warming . In the screen , she showed the vocab , word class , and the definition of the word. It is considered as a good example on teaching vocabulary because it will make students understand the word easier. Then , she led into the first activity which was students had to listen and filled in the blank about global warming . After checking the answers , students were taught the symbol in a word and students practiced to divide the symbol in words together. She showed the video about wsheaste recycling. It is very interesting video that could call students' attention the best. Activity 2 was very exciting . Students had to work in group by sticking the pictures onto the broad with the bins. Students seemed very excited with this activity because they could walk around and the class seemed active and movement. When she had finished the lesson , teacher summarized the contents and taking part.

         To sum up,  Jaruwan's intructional matrerials and authentic materials are very good.  Because, students pay attention to it. But the thing that she should improve is her classroom language and her accent that is not clear.. Moreover, she should have more self-confident. If she can improve her language . I think she will do better next time.

Atchara’s Micro Teaching Reflect

            According to Atchara’s micro teaching, I would like to reflect to her good and weak things in her teaching. Her lesson related to “Pollution”. The lesson was concerned about public mind. It was great for students to get both knowledge and morality. These days, our earth keeps changing all the time. It was about the natural effect with human’s business. So, it is important thing for students to learn to take care about environment. 

             Atchara started her micro teaching by greeting the students. Then, she played the video about pollution for the students. Hence, the students could see the danger of pollution and they might love to save the earth. The next activity, students listened to the audio about how to save the Earth but the audio is too long and it not good for practicing listen and not appropriate with the students’ age. The good audio should be easy to listen and understand. Students will not boring to listen it. Another activity is student work in group. It gave students the opportunity to use the language in real communication.

            To sum up, Atchara’s micro teaching was very useful lesson. Students can apply in their real lives activities. However, there are some weak points in her teaching. The first thing is her classroom language. It was not so clear for students to understand. In addition, the materials that she gave to the students was not interesting. Nonetheless, if she can improve these, it will be a good lesson for the students to learn.

      

Thanaporn Micro Teaching's Reflect

                Due to Thanaporn’s micro teaching, I would like to reflect his work to develop and adopt in my teaching techniques. The micro teaching is related to Environment needed for life in lesson”. I found that his micro teaching is full of useful techniques and materials; however, there is something that still needs to be developed. Her consists of aim, objectives, standards, evaluation, lesson plan outline, and rubric. In lesson plan outline consists of pre-task, task-cycle, and language focus.

                     Thanaporn's classroom management ish quite good. She started the lesson by stimulating students' attention by the video about the table manners.The video is very iinteresting and can be applied in real classroom activity. Then,students were asked the questions from reading the passage about the top ten bad manners. The questions were 1. what manners don't you like the most ? why ? 2. What kind of manners don't you like least? 3. Have you ever experienced with bad manner person before ? please share to your fellow. Next, students were taught about the structure when we want someone's bad manner. The structure was " You should" and the word "because". Then, students were practicing in pair with the following structure. Moreover, the grammar focus was how to use should , must and have to. Students were given the example quite clear. The most exciting thing in her teaching was authentic materials that she used the excellent media.

                   In conclusion, Thanaporn's micro teaching was very good but I would like her to put more activity in order to practice students's communication skill  such as chain drill or information gap.  Inaddition her classroom langauge is not clear enough to use in real classroom.  Nontheless,  it would be better if she improved more and use clear classroom langage.

 

Supawadee’s Micro Teaching Reflect

              Supawadee’s micro teaching was interesting, I would like to reflect his work to develop and adopt in my teaching techniques. The micro teaching is related to Environment needed for life in lesson: “Where is your tree?”. I found that his micro teaching is full of useful techniques and materials; however, there is something that still needs to be developed. The lesson  “Where is your tree?” can be used in school. It provided  students opportunities to learn English and love the nature. 

             Supawadee began her micro teaching with greeting the students in the class. Then she tried students to guest the topic of the lesson.Tree is the thing that everyone knows it well. Students can see it everywhere around them but on one realize how importance about it so much.  In this lesson plan teacher try to teach students to love the tree by let them to find their tree and give direction to go there. According to this lesson students use language to ask and answer the questions about where their trees are.  

            To sum up, the overall of Supawasdee micro teaching was good. But she need to improve about her classroom language that was not clear. In addition, she should give more information the importance of the trees and why students have to plant the trees. I think that if she can improve these things, her lesson will be better than this. She did very good micro teaching. If it will develop more, it will be great. 

Karnthida Woonkong’s Micro Teaching Reflect

          Karnthida Woonkong’s micro teaching was on 23rd October, 2014. The lesson was about giving and asking directions. Surely, it is very popular topic of micro teaching. There are both useful and usefulness techniques in her micro teaching. Then, I would like to reflect both advantages and disadvantages in her micro teaching.

Here are some information of her micro teaching.

          Karnthida began the lesson by greeting and checking students’ interest. Next, she taught students vocabulary by listen to the audio and write down the vocabulary on the paper. After that, she give the correct answers to the students. Then, she taught the conversation about asking and giving directions. She let students to write conversation with their partner. Afterwards, she asked to draw the map and create conversation with partners. Last, she taught grammar how to asking and giving direction sentences.

          In conclusion, Karnthida had a confident to teach the students. Her iinstructional materials was interesting for example, word cards, picture cards,  map etc. but maps were too small. Nevertheless, she spoke loudly but does not clear. In addition, it is impossible to ask students to write the vocabulary they have not learnt before. 

Peerapong Chooprasert’s Micro Teaching Reflect

          According to Peerapong's Micro teaching, there are both strength and weak points that I would like to reflect to adopt his teaching to the real class,Peerapong started his lesson  by greeting and checking students’ attendance then, he taught vocabulary by let students played game in groups and available from oxford dictionary online to listen and repeat it.
       In the activity of the lesson, Peerapong checked understanding of students about meaning. Next, he taught the conversation about how to asking and giving direction and then let student practice by dividing the students into two groups. Then, he asked students to create situation for practice conversation with their partner. Teacher assign task for the students by drawing map and create conversation with their pairs. Last, he taught grammar how to asking and giving direction sentences.
         In conclusion, the overall of Peerapong's micro teaching was good. He speak loudly but some word does not clear. His personality is perfect, she walked around classroom and try to observe students in class. He used appropriate authentic materials such as word cards, picture cards, flash cards, map etc. but vocabulary game almost small size because everyone cannot see. Therefore, I think if he can improve these, his teaching will be better.

Thidarat Mutchachan’Micro Teaching Reflect

                Thidarat's micro teaching lesson is about giving direction. Her micro teaching is quite interesting because she applied the lesson with the children daily life activities. At the teaching steps, she started the lesson by greeting students and talked to the students about the content of this lesson then, she taught vocabulary about direction by let students played question ball game. For example, Why the direction is very important for you? and Did you have some knowledge about how to tell the direction? 

                At the another teaching step, Thidarat played the video about direction to the student and asked the questions. Can you remember vocabulary about direction from this video?  Next, she gave sheet no.1, 2 and gave task no.1, 2 to the students and let them work in pairs. After students finished to do task 1 and 2, teacher and students were checked the answers together. Moreover, she told students to divide into group to study the map about Nakon Si Thammarat province and presented it in front of the class. In the end of the lesson, she taught grammar how to asking and giving direction sentences.

      

          To sum up, Thidarat's micro teaching had both good and the things that needed to be improved. The good things are she use the model of the map of Nakhon Si Thammarat. It can make students to pay attention in her instructional material, because it not far from their community. However, one of the things that she needs to improve is her language in the class. She should speak more clearer. In addintion, walking around classroom to try to observe students in class is the thing that is very important for teaching. any tasks. 

์Nisakorn's Micro Teaching Reflect

               Nisakorn's micro teaching has both interesting thing and the things that she can do better if she improve. Her lesson plan topic related to "Rude Behavior" that is very good thing for students to learn it.  Rude behavior lesson can be improve students both knowledge and morality. The grammar focus of the lesson is the modal verb for giving suggestion "should and shouldn't". Accordingly, at the end of lesson students can give the suggestion about rude behavior.

             Nisakorn's micro teaching started her lesson by greeting the students. Then, she played the video about rude behavior. Next, she asked students what are they thinking about it? And the students discussed the rude behavior in the video.  After that she taught students the vocabulary. In this step, she gave the picture to students to guess the meaning.  In task circle, she gave worksheet to students to listen and read the conversation about rude behavior. Students answer comprehension questions to show understanding of the story. After that, she gave students to work in group.  Students brainstormed in group (3-4people) and discussed about how to suggest good behaviors by using should and shouldn't . Students presented their work in front of the class. 

            To sum up, it was a good thing that to teach students about the rude behavior and give the suggestions for it. Not only the language competence that students can get, but also teach how students act with the others in our society. Students can enjoy from listening and watching the video. Besides, there were activities for the students to practice speaking skill. However, I think the lesson is too difficult to grade 7 learning English as a second language students in Thailand.

Natnaree Saiwijit’s Miro Teaching

            Due to Natnaree's miro teaching on 20th October 2014, I had found that her teaching was very interesting. She used the authentic materials to attract students' interest. The lesson related to the health problems. It was useful for the students to learn something from the real ones. However, her micro teaching consists of useful techniques and the things that she needed to improve.

Natnarre began her teaching by greeting the students. Then she asked students the question about health problems. Afterwards, she gave worksheet to the students about herbs and health problems. Next, she taught students the vocabulary by playing the audio for students to repeat and pronounce. Then it was the game. She called “Smell and Touch”, she divided students into two groups and came in front of the class to play game. Next, she played the video about some situation a man and a doctor. After that, she asked students “What wrong with him?” In the task circle, she gave student to  match the pictures of herbs with the health problems that they can be used to treat. Lastly, language focus was about auxiliary : should for suggestions about health problems.

In conclusion, Natnaree Saiwijit’s miro teaching was one of good lessons. She used authentic materials such as Thai herbs, word cards, picture cards, all of these are very good. There were many activities for the students to learn. However, I think that it will be better if she uses the classroom language clearer, because some of her classroom language was not clear enough for the students to understand.

Lesson Plan: Traffic Pollution Damages Kids' Lungs

Lessson Plan

Subject: English
Unit 2: Pollution Length: 60 minutes
Lesson No.3: Traffic Pollution Damages Kid’s Lungs
Experience Level: Intermediate(Grade 9)

Unit Aim: Students know and can express the ideas to solve the pollution.
Terminal Objectives:
By the end of this lesson students will be able to convey the traffic pollution in their community in English.

Enabling Objectives:
By the end of this lesson students will be able to
1. Listen to traffic pollution damages kid’s lungs and comprehend.
2. Read the article “Traffic Pollution Damages Kid’s Lungs” answer the questions correctly.
Standard:
1.2.1 Converse and write to exchange information about themselves, various matters around them, situations, news and matters of interest to society, and communicate the information continuously and appropriately.
4.2.2 Disseminate/convey to the public the information and the news about the school, the community and the local area in foreign languages.

Lesson Plan Outline:

Pre-Task (10 minutes)
Teacher
1. Teacher gives students the pictures which concern to the topic. Asking students guess what they are going to learn and to enhance students’ interest.
2. Teacher elicits the key words concerning Traffic Pollution Damage Kid’s Lungs, such as undertaken, traffic fumes, highway, weakened, etc.

 Students
-Students guess the topic that they are going to learn from the pictures.
-Students learn the key words concerning Traffic Pollution Damage Kid’s Lungs, such as undertaken, traffic fumes, highway, weakened, etc.

Task-Cycle (25 minutes)
Teacher
(Pre-listening)
3. Teacher lets the students guess whether the sentences in the exercise are true or false according to the passage that they are going to learn.

(While-listening)
4. Teacher asks students to listen to the passage the “Traffic Pollution Damages Kid’s Lungs” (2 rounds) and fill the missing words in the blanks.
5. Teacher checks the answer together by asking students the answer. If the students give the wrong answer, teacher will correct it by giving the true answer.
6. Teacher asks students to work in pairs with by practicing the conversation concerning to the passage.

(Students)
- Students guess whether the sentences in the exercise are true or false according to the passage that they are going to learn.
- Students listen to the passage the “Traffic Pollution Damages Kid’s Lungs” (2 rounds) and fill the missing words in the blanks.
- Students check the answer together.
-Students work in pairs with by practicing the conversation concerning to the passage.
Listening rubric
Speaking rubric

Language Focus (15 minutes)

8. Teacher introduces the grammatical function of Present Participial from the content, and writes the sentences with the vocabulary that concern with the content.
Students learn grammatical function of Present Participial from the content, and write the sentences with the given words.
(Writing rubric)

Wrap-up(10 minutes)
(Teacher)
9. Teacher asks students to work in group of three and brainstorm to discuss about the given photos which concern to the lesson. Using the questions:
-What is happening in each photo/ in photo number……?
-Does it benefit to the environment? Why?
10. Teacher asks students to present an idea to solve traffic pollution. One group, one idea.
11. Teacher asks students to summarize what students have learnt, such as the vocabulary, the content of the story, and the grammatical function in the lesson.

(Students)
- Students work in group of three and brainstorm to discuss about the given photos which concern to the lesson.
- The members in each group present the ideas to solve traffic pollution. One group, one idea.
-Students summarize what students have learnt. And what they get from the lesson.

Nuchanat's Micro Teaching Reflect

            According to Nuchanat's micro teaching, there are both strength and weak points in her micro teaching. Her lesson was about "Being on Time" It is very important for everyone to be on time. It will help students from being late.  At the end of this lesson students will learn both knowledge and the ways to be good person in our society.

            Nuchanat's micro teaching started with let students watching the video and guess what they are going to learn. Next, she taught students  vocabulary in the lesson. She let  students pronounce  after playing the audio. It is very good that use the flash cards to sto teach students the meaning and part of speech. While students were listening to the conversation, they had to do the exercises in the worksheet too and then they all have to check the answer together. Next,students had to write the conversation with their partner about being on time and do the information gap.   The class moved when there were such activities. 

The micro teaching of Nutchanat had both good an weak. To start with the good things in her micro teaching. The first one is the activities that she used were  interesting for helping students to communicate. Besides, she use appropriate materials with her lesson. But the things she need to improve is her classroom language that does not clear enough for students to understand.   I think that if she can improve these, she will do it better in the next time.

Nunthiya's Micro Teaching Reflect

6/ October/ 2014

               According to Nunthiya’s micro teaching, I would like to reflect her teaching to develop and adopt in my teaching. The micro teaching is related to Tourism and the Environment in lesson: “The beaches are disappearing”. The time required in this lesson is an hour per period. I found that his micro teaching is full of useful techniques and materials; however, there is something that needs to be developed. Lesson plan “The beaches are disappearing” consists of aim, objectives, standards, evaluation, lesson plan outline, and rubric. In lesson plan outline consists of pre-task (15 minutes), task-cycle (30 minutes), and language focus (15 minutes). Here are some reflections of her micro-teaching.

                From the lesson “The beaches are disappearing” Nunthiya has set the learning standard as the following; 1.1(4): Answer questions from listening to and reading sentences, dialogues and 1.2 (5): Speak and write to describe their own feelings and opinions about various matters, activities, experiences and news/incidents, as well as provide justifications appropriately. Terminal objectives: Students will be able to listen to the story and the conversation about the beach in Thailand. Moreover, she has set the enabling objective as follows: Students will be able to listen and answer questions from the story and the conversation about the beach in Thailand and student will be able to speak and write to describe their own feelings and opinions about the beach using expressing obligation. In the teaching steps, she introduces students about the new vocabulary, and then she lets students match the picture with the correct words. I think that it is a great idea to teach students the vocabulary by game. Moreover, her classroom language is quite good. Nevertheless, there are some mistakes that she can do it better if she improves it. The recording of the conversation relating to the lesson “The beaches are disappearing” represents of her enthusiasm in teacher, but she can do it better, if she native speakers in her audio recording.

                   In conclusion, “The beaches are disappearing” is one of good lessons to teach English with public mind, if teacher designs the goal and the content appropriately.  In addition, Nunthiya s’ teaching materials are very interesting, but in some activities need to be to developed to be the better ones. However, “The beaches are disappearing” is the lesson that enhances students to think the ways to take care the world and public mind to save the environment and help the others. At the end of lesson students can get both knowledge and morality. 

Montree's Micro Teaching Reflect

   

              According to Montree’s micro teaching, I would like to reflect his work to develop and adopt in my teaching techniques. The micro teaching is related to Environment needed for life in lesson: “Let’s go to Phuket”. The time required in this lesson is 1:30 hours. I found that his micro teaching is full of useful techniques and materials; however, there is something that still needs to be developed. Lesson plan “Let’s go to Phuket” consists of aim, objectives, standards, evaluation, lesson plan outline, and rubric. In lesson plan outline consists of pre-task (20 minutes), task-cycle (40 minutes), and language focus (30 minutes).

               First of all the aim of “Let’s go to Phuket”is students introduce tourism attraction to the visitors.  Meanwhile the objectives by the end of this lesson, student will be able to ask and answer about tourist attraction and give direction to the tourist. Moreover, the standard is the indicator number 1.2.4 Speak appropriately to ask for and give data, explain, compare and express opinions about tourist attraction. Surely, these are beneficial goals for the students, but something is not well matched enough. Next, the teaching steps of Montree are interesting. He starts the class by introducing the lesson that students are going to learn and attracts the students by asking the students to play the game related to the lesson. Afterwards, he catches students ‘attention by open the very interesting clip of Phuket tourism. 4.           There are effectives activities in his teaching, one of them is group discussion. He asks students to sit in group and discuss concerning to the handout provided “Keeping Patong beach clean”, who, what, where, when and why.  In this time students have an opportunity to discuss together and he walks around to encourage the students. Moreover, at the end of lesson, he asks students to summarize the lesson together by using the question “What we have learnt today?” It seems a good lesson; however, there is something needed to be improved. For those things that needed to be improved are time management that is not appropriate with the activities, and the rubric organizing is not well matched with the content of the lesson and students’ task.

                To sum up, it can be said that “Let’s go to Phuket” is an effective lesson if it is improved and developed appropriately. Montree’s materials are very interesting, but in some activities like language focus is quite bored. Nevertheless, it can be improved by using teaching techniques that well matched with the contents. Last but not least, Montree’s lesson “Let’s go to Phuket” can give students the lesson about the public mind and the way to protect the environment by cleaning Paton Beach. Not only the knowledge that students can receive from this lesson, but also the morality by helping the others is a good thing for learners in the 21^st century to learn and adopt.

Phichaya Khunchamnaan's Micro Teaching Reflect

              Owe to Phichaya Khunchamnaan micro teaching on 6th October, 2014, I would like to reflect about his effective techniques and and the things that needed to be improved. His lesson related to saving the environment "Acid Rain". To indicate the students to know and find the ways to solve the problems about "Acid Rain". It is a good lesson for students to know about the effect of the nature that attacks them. 

                Phichaya began his lesson by greeting the students. Then, he played the video about acid rain. Next he asked students what they are going to learn. Afterwards, he reviewed the vocabulary by letting the searching for the vocabulary and the picture under the table and matched with their friends.Afterwards, teacher taught the vocabulary by show the meaning in Thai and gave students repeat after him. That is all of vocabulary about acid rain. In addition, teacher divided student in group to rearrange the sentences and use them to explain the cycle of acid rain. The grammar focus of the lesson was "will" about future simple tense.

                   To sum up, Pichaya micro teaching consisted of  many activities to for students to learn, and this is good things for his lesson. However, I think that he should check his instructional materials properly before the class. According to in matching vocabulary and pictures activity, there were some vocabulary which did not match to the picture.

Phichaya's Micro Teaching Reflect

                  Owe to Phichaya Khunchamnaan micro teaching on 6th October, 2014, I would like to reflect about his effective techniques and and the things that needed to be improved. His lesson related to saving the environment "Acid Rain". To indicate the students to know and find the ways to solve the problems about "Acid Rain". It is a good lesson for students to know about the effect of the nature that attacks them. 

                Phichaya began his lesson by greeting the students. Then, he played the video about acid rain. Next he asked students what they are going to learn. Afterwards, he reviewed the vocabulary by letting the searching for the vocabulary and the picture under the table and matched with their friends.Afterwards, teacher taught the vocabulary by show the meaning in Thai and gave students repeat after him. That is all of vocabulary about acid rain. In addition, teacher divided student in group to rearrange the sentences and use them to explain the cycle of acid rain. The grammar focus of the lesson was "will" about future simple tense.

                   To sum up, Pichaya micro teaching consisted of  many activities to for students to learn, and this is good things for his lesson. However, I think that he should check his instructional materials properly before the class. According to in matching vocabulary and pictures activity, there are 

Tipperat Meabua's Micro Teaching's Reflect

                According to Tipparat’s micro teaching, I would like to reflect his work to develop and adopt in my teaching techniques. The micro teaching is related to asking and giving direction.  Surely, it is very popular topic of the micro teaching. I found that his micro teaching is full of useful techniques and materials; however, there is something that still needs to be developed.  Now, let's see what I can see from this micro teaching.

                     Tipparat began her teaching by greeting and ask some questions about giving direction. Then, Students were stimulated by asking questions that where do you often  go and why. After, students giving the answer,teacher wrote the answer onto the power point. For example:   a convenient shop: to buy things,   a swimming pool: to exercise,  a zoo: to enjoy looking at wild animals. Next, teacher chose the place near the school and  let the students gave direction to that place. Do you know what we will learn today? she asked. After that, students watched the video about asking for and giving direction. They had to listen to the audio and repeated after the audio. After listening the audio, teacher divided students into two groups (group A and group B) and gives conversation about asking and giving direction to the students. Then students in each group read aloud the given conversation. Then, teacher asked students to sit in pair and practiced asking for and giving directions with their partner by using the map. Next, teacher explained the preposition that used  to giving direction such as turn left, turn right, go straight, between, across from, opposite, next to, at the corner, etc. Before finishing the lesson, she summarized the contents again.

              To sum up, there are both useful and needed to be imporved techniques in her micro teaching. The useful things are teacher and studenst have interaction to move the classroo. However, the things that she should be developed are self - confident,and classroom language using. Nevertheless, the overall teaching seems very good. If she improve them, I think, it will be a good lesson for the students to learn.

Atinut Galawig’ Micro Teaching Reflect

              From  Atinut’s micro teaching, I would like to reflect her teaching to develop and adopt in my teaching. The micro teaching is related to how the young learner to put sort garbage in the bin appropriately. The time required in this lesson is an hour per period. I found that her micro teaching is full of useful techniques and materials; however, there is something that needs to be developed. 

           Atinut micro teaching was about sorting the garbage. She began the lesson by greeting students. Next, she stimulated  the situation  by  asking  students  to  look to the garbage under  their  table    and  ask them  what should  they  do  with  these  garbage?  After that , she shown three  kinds  of  bins  and  bring  out  of  the  garbage  and  teach  the  students  a  vocabulary  about  them.  For example, waste  tire,  waste  can,  waste glass, waste paper etc. In Task Cycle, She divided  students  in  to  groups  and  then  ask  them  to  come  out  and  play  game  " Where  should  I  go ? ".  This  game  one  of  the  student  have  to  be  close  his  eyes  and  each  students  in  their  group  have  to  run  to  get  a  garbage  and  bring  it  back  to  the  blinded  students.  After  that  he  have  to  ask  "Is  this a / an .......... ?"  If  his  answer  correct  he  has  to  put  that  garbage  in  the  correct  bin  also.  From  this  point  the  students  is  going  to  have  fun   and  also  learn  how  to  ask  and give information  with  their  friends. It gave students with fun activities and knowledge together.

                To sum up, Atinut's micro teaching was quite good.Students learn  how  to  sort  the  garbage  in  the bins correctly. Moreover, the grammar point the interrogative sentence of present perfect tense was useful for the students. However, she did not summarize how the lesson related to the public mind. I think that the public mind should be focused.