The micro-teaching workshop was quite an interesting experience. Firstly, as the session was titled “Micro-teaching Workshop” I had a feeling we will be having a workshop on how to organise micro-teaching session before the actual presentation. As I am coming from a different cultural and educational environment, and this was the second micro-teaching session I have ever had, it was quite uncomfortable and I felt exposed. Unlike the first microteaching experience I had, this time I was unclear about what I am supposed to do. I would prefer if there was a learning activity where we would be guided on how to prepare ourselves for micro-teaching, so I could get more instructions on what is expected from me. As a non-native English speaker, I greatly rely on good preparation and being clear on the task's purpose. This is mainly because of the vocabulary we use in each professional field, so if the participants do not know much about the field I teach (I initially imagined them as the students I currently teach), then it’s easy for me to slip away and lose the structure of the session, as I try to adjust the language to the situation. Nevertheless, the feedback I received was constructive and I learnt how to prepare better for potential micro-teaching sessions to come. One of the interesting developmental feedback was: “I would prefer the technical terms at the end to cement the learning”. I found this very useful. This is to point out previously mentioned preparation process as an important part of microteaching, the structure and vocabulary that should have been established better. On the other hand, one of the affirmative feedbacks I got was “I liked the idea of introducing or not an object we have to pay attention to”, which was one of the important outcomes for student learning in this session - to demonstrate criticality in analysing and choosing the props in performance arts as film and theatre makers. It was interesting to see my peers micro-teaching and identifying strong and weak details in each of our presentations. I found most interesting the one that was closely related to my professional field, which brings me back to the point of asking myself: “How can we make a lesson interesting, engaging, and comprehensive to a wider audience?”. There are few other questions that come to my mind such as “How to avoid feeling uncomfortable in a culture that is still learning how to adjust the curriculum to international students?” and “How to be more efficient in delivering enough information in a shorter time, considering the consumer culture of UK HE?”. I don’t believe that practice makes perfect but i believe it makes everything better, so I am hoping there will be more opportunities for me to engage in more activities like micro-teaching and try to explore possible answers to some of my questions. I left the session wondering how to find ways to implement decolonial approach to teaching in a system where hierarchical structure of professor-student is still very strong, alongside a rigid traditional classroom setting, while hearing Paulo Freire's words “conversion to the people requires profound rebirth”.