" SEC | S19W2: Micro Teaching "

Hello, dear friends! Welcome to my post. How are you all? I hope you are all doing well by the grace of Almighty Allah. I'm doing well too and having a great day.

Today, I'm excited to submit my assignment for the second week in the Teachers & Students community.

This week's assignment focuses on "Micro Teaching." Let's dive right in without further delay. Lets have a start .

Lesson Plan for Micro Teaching

Objectives:

1. Students will be able to identify and describe the five main types of chemical reactions.
2. Students will understand and be able to write balanced chemical equations for each type of reaction.

I will used to implement several measures to ensure all of my students were focused while teaching. First of all, the introduction of the lesson in an interesting way helped engage their attention with relevant examples and some interactive questions. Moving around the classroom and maintaining eye contact during the lesson presented me with an including presence for all students in the discussion. I will varied my teaching methods with the use of visual aids and hands-on activities to keep the lesson interesting and reach different learning styles.

For instance, if there was a distraction—like a student getting off task or maybe some noise outside—I will turned their attention back to the lesson with a calm demeanor. That could be accomplished by briefly pausing, addressing the distraction directly with a gentle reminder of the classroom rules, or maybe integrating the distraction into the lesson if it were relevant. This minimized disruption and kept the class on track.

• Engaging Introduction
• Eye contact and move around in the classroom.
• Mix up the teaching methods
• Calm and clear treatment of one's own distractions
• Use distractions if appropriate to the lesson.

To efficiently use the allocated 20 minutes that would be spent delivering the lecture on types of chemical reactions, I broke down the lesson plan into structured segments and made sure every part was short but comprehensive.

Introduction (3-4 minutes):
I started off with welcoming the students and briefly discussing the problem of chemical reactions. To grab the attention of the students, I asked a quick question about common chemical reactions that happen every day, which actually interested them and provided a background for the lesson. This type of introduction, being interactive, not only set the stage but also helped students relate to the topic.

Presentation (10-12 minutes):
This was broken into three clear steps:

1. Definition and Types (4 minutes): I explained the five main kinds of chemical reactions, namely synthesis, decomposition, single replacement, double replacement, and combustion. Writing each type on the whiteboard with a short description helped in visualization.

2. Examples and Equations (4 minutes): Handouts were used with examples for each type of reaction. I used them to balance a couple of chemical equations. For instance, in a synthesis reaction, A + B → AB, I balanced it step by step so that it would be clear.

3. Class Participation (4 minutes): I then asked the students to come to the board and balance some chemical equations. This hands-on practice from the students kept them engaged and truly built their understanding.

Summary/Conclusion: The summary provided a wrap-up of key points on five kinds of chemical reactions and why it is important to balance chemical equations. I asked students to recall each type and describe them, checking for retention. A quick question-and-answer session permitted students to clear up any confusion.

Assessment (2 minutes):
Finally, I handed out a quick quiz that had on it questions that assessed reaction type identification and simple equation balancing. This would provide coherence in using the 20 minutes efficiently to keep instruction, interaction, and assessment in proper balance.