Reflection on non-curricular micro-teaching
(Topic: fortune-telling)
What went well:
I planned an engaging activity that most participants have not heard of, and it really sparked interest in them.
What could use improvement:
“Teacher presence” could be stronger. More eye contact, louder voice could be areas of improvement to focus on. One method I could use is memorizing a script, so that I have something to fall back on.
What would I do differently next time:
Having less content and focusing on one aspect of the topic, allows a more in-depth analysis to students.
Being stuck is not new to me. I’m the kind of math learner and problem solver who pushes through difficult questions until I’m completely exhausted. Some might call it perseverance, but I’ve realized that it’s not always the most effective way to reach a solution. It often leaves me feeling desperate, doubting my efforts in class, and even reconsidering my life choices. One way I’ve learned to combat this mindset is by reminding myself that the problem in front of me isn’t as significant as it seems. I’m still an intelligent person, just facing a challenge. Everyone, no matter how smart, encounters their own "hero's journey" in these moments. It’s cyclical, and no one can avoid it.
Once I began to see this as a normal human experience, I was able to rethink my approach to difficult math problems. First, I make sure my brain gets enough oxygen—by going for a walk or taking a spin class. Exercise refreshes my mind, boosting serotonin levels, and helping me tackle problems with more confidence. When I’m relaxed, my brain becomes more effective at finding solutions—whether through using online resources or reaching out to a friend, rather than suffering in silence.
My takeaway from being stuck is that challenging math problems are just one part of life, and the best approach is not letting the fear of them take over.
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