Sally Harris evaluated the effectiveness of her microteaching session on the difference between customer experience and customer service. She began with a strong presence and checked learners' well-being and engagement. Harris introduced her aims and objectives clearly using various resources like video and role-playing. Feedback indicated making the emotions task less open-ended and allowing more time. Her development path includes short-term adjustments based on feedback and long-term focus on context and key areas to better embed knowledge.

1. Sally
Harris
PTLLS:
Microteaching
Evaluation:
Task 4 Unit 6
Using your initial micro –teaching session evaluation and peer feedback to help you, analyse the
effectiveness of the teaching and learning strategies used, also making reference to reading and
research.

2. Microteaching Evaluation
This assignment is based upon my microteaching session “The Difference Between - The
Customer ‘Experience’ and Customer ‘Service’ “.
My Aim was to demonstrate, using examples of negative customer experience scenarios
within the micro teach to identify ways to overcome them and turn them into positive
experiences.
My Objective was to enable learners find strategies that would help them to become
more skilled at handling negative service experiences and to feel more empowered and
confident when faced with similar situations the future.
Evaluation of my Teaching Approach
I began my microteaching session by welcoming my learners with a strong, positive and
confident classroom presence. I checked their health and safety and comfort with the
session topic to check uncertainties, to measure engagement and ascertain any potential
issues around inclusion = Equality and Diversity. I made sure I was well prepared in terms
of multiple resources to support all learning styles and had back up technology in case of
any online / offline failures or downtime.
I the introduced my topic and explained my aims and objectives and my intention was to
provide the learners with a clear explanation of the Customer Experience infrastructure,
concepts and benefits and relate how Customer Service is a ‘part’ of the experience with
some specific examples using the media site You Tube with a Case Study Video
demonstration of this topic in an interactive, visual, vocal and auditory way.
Sally Harris: Microteaching Evaluation: Task 4 Unit 6:

3. One of the areas that may have impacted on inclusion may have been the role play; one
of the group mentioned the day previously that they were uncomfortable and
embarrassed with this type of activity. I then looked at other ways of providing a
replacement activity that would still provoke the emotions to achieve the outcome of the
session and suggested they assist me with observing the role play and providing
feedback to the group and by doing this, they would still attain the knowledge and
understand the methods of role play to help them take part in the future. The actual
result was that the learner decided they would try this activity. Interestingly, they
actively enjoyed it and connected very easily with their role play partner. Offering
alternatives supports inclusion, but there are perhaps other ways of including those who
struggle with aspects that can be overcome. I would certainly look at optional activities
for those either unable or emotionally unable to take part physically / verbally. It made
me realise that whilst e.g. Activists like myself may be naturally confident to embark on
this type of activity, not everyone is the same and this has to be factored into absolutely
every session planning I do.
Resources
My resources ranged from interactive white board - online (You Tube video) offline
(PowerPoint Presentation) to paper based visual questionnaires and hand-outs. I had a
back-up of a laptop, an iPad and 2 external hard drives. The video would not play via the
white board but I was able to launch it on the laptop and place it on the desk where the
group centred themselves around it. I created a file for each member of my group (and
the Tutor) with a copy of my lesson plan, presentation and all associated activities, so
everyone had a source of reference during the lesson and could take away the results at
Sally Harris: Microteaching Evaluation: Task 4 Unit 6:

4. the end. I felt I was very well prepared with my resources and the group were impressed
with the planning overall.
I would alter the ‘positive’ v ‘negative’ emotions task however as I left it too open to
individual interpretation (though this was deliberate), but the group felt it was a bit
unclear because of this and needed further instruction. I should have considered the
level of knowledge and understanding of the group rather than making assumptions;
particularly as it was such a short session in which to embed domain knowledge easily.
Using such a varied set of resources I felt stimulated the group and created a strong
collaborative environment with opportunities to absorb the knowledge through
different mediums meant that everyone had some way in which to grasp the concepts
and expectations of the session.
Embedding English, Maths and ICT
As these sessions are so short, additional resources could include e.g. an iPad with Apple
Teacher apps such as MathBoard (Maths) / Pocketphonic (language) / Word Wizard
(English). Using the nearpod app enables the teacher to collaborate, mark and review in
real time; also enabling the teacher to pick up any issues the learner may be experiencing
quickly.
Giving Learner Feedback
My learner feedback during the session role play was very hands on and constructive
through, listening closely, using positive body language and delivering encouraging
comments when a role play was going well. My positive friendly attitude was a strong
motivational factor as it instilled the confidence needed to meet the aims and objectives
Sally Harris: Microteaching Evaluation: Task 4 Unit 6:

5. of the session as the learners felt comfortable. There was a point where the role play
developed into a general conversation about another experience, so I gently intervened
and asked that we move back to the role play due to the time constraints. The response
was to actively return to the subject of the role play.
Development Path
My development path would begin with an action plan starting with reflective look at the
short term successes and plan long term strategies for the areas for development based
on the group feedback and my own observations for areas of improvement. I would
make the short term adjustments to some of the methods, timings and at times the
approach I used. I would then focus on the longer term and consider the wider context
of both the setting and the subject matter and narrow it to focus on perhaps one or two
salient areas that would embed the knowledge of the subject. I could pro-actively gain
practical feedback by handing over to the group for interim feedback and with some
good pre planning, adapt to the needs and expectations of the group. Having said this,
there should always be room for challenge and growth within a session or there may be a
danger of gaining knowledge of the subject but the motivation for further knowledge
must be included by more thought provoking activities that stimulate the mind to
expand further on the session subjects. The aspect I would instantly alter would be the
time allowed for the role play (10 minutes) as it impacted on other activities which I could
have had more time to explain e.g. matching the emotions task as this was confusing so
more time to go through it would have resulted in a better microteaching session overall.
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6. (John C Jeffries) ‘Great teaching is easy to recognise, but hard to define. The truth is that there are as
many great teaching styles as there are great teachers. The effort to find a one-size-fits-all recipe for
classroom success is therefore fruitless' (John C Jeffries, Virginia Law School, 1973).
Word Count: 1,171
Bibliography
John C Jeffries. (n.d.). http://www.teachingexpertise.com/articles/outstanding-lesson-11943.
Retrieved august 2013, from www.teachingexpertise.com.
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