Online Microteaching: Reflection on My Experience

Teaching online presents a unique set of challenges and opportunities, and my microteaching session was no exception. Overall, the experience allowed me to engage with digital teaching tools, manage an online classroom, and reflect on how best to deliver a lesson in this format. The peer feedback I received and the recording of the lesson provided me with a valuable opportunity to assess my strengths and areas for improvement.

What went well during the session was my lesson delivery and the presentation of my slides. The content I had prepared was clear, visually engaging, and aligned with the lesson objectives. I focused on making the concepts easy to understand, and my peers noted that the structure of the lesson was logical and flowed smoothly. The use of visual aids helped reinforce the mathematical concepts I was teaching, and my questioning techniques kept the learners engaged. These aspects of the lesson made me confident that I was on the right track in terms of content and delivery.

However, I encountered significant obstacles during the lesson. The primary challenge was the online Kahoot game, which did not work due to slow network issues on my side and the game being locked. This technical glitch disrupted the interactive component of the lesson, which was disappointing because I had planned for it to be a key engagement tool. I addressed this by quickly adapting to the situation, continuing with the lesson without the game, and using alternative questioning strategies to maintain student participation. I learned that having a backup plan is crucial in an online environment where technical issues are unpredictable.

Reflecting on whether the lesson met its learning objectives, I believe it did, despite the setback with the Kahoot game. My objective was for students to understand the mathematical concept and apply it through interactive practice. While the interactive element didn’t work as planned, the students were still able to grasp the concept through other forms of engagement, and the feedback I received confirmed that the learning objectives were largely achieved.

Choosing ICT tools for online teaching is a delicate process, and while Kahoot was an appropriate choice for fostering engagement, the technical issues highlighted the importance of testing tools thoroughly beforehand. I also learned that while digital tools can enhance learning, they should not be the sole method of interaction. In future online lessons, I would integrate more flexible tools or platforms that allow for smoother transitions in case of technical failures.

One of the key lessons I took away from this experience is the importance of adaptability. Teaching online is a dynamic environment, and things don’t always go as planned. This lesson taught me to remain calm under pressure and think quickly on my feet. If I were to teach this lesson in a physical classroom, I would likely maintain the interactive element but ensure that I have alternative methods ready in case technology fails.

Incorporating feedback from my peers has been instrumental in improving my teaching approach. My classmates noted that while my slides were excellent, I could have slowed down the pacing at times to ensure that everyone was following along. I will apply this feedback by paying closer attention to pacing in future lessons, giving students more time to absorb the material before moving on to new concepts.

In conclusion, my online microteaching experience was a valuable learning process that strengthened my teaching skills in a digital environment. Despite the challenges, the experience taught me the importance of flexibility, the need for backup plans, and the role of pacing in lesson delivery. I will carry these lessons forward into my future teaching endeavors, both online and in the classroom.