2. Objectives
What is definition of micro teaching?
Need for micro teaching
Assumptions
Principles
Steps
Phases
Merits and De- merits
3. Definition
D. W. Allen (1996) defined micro teaching as
scaled-down teaching encounter in class size and
class time.
4. Need for Micro teaching
Trainee teachers get feedback from video records,
supervisors or peers directly, which helps them
improve and develop their skills
Microteaching allows a trainee teacher to choose
a lesson/ topic that they feel comfortable
teaching. It doesn’t affect the students in any way
if a teacher fails to teach effectively.
5. Microteaching helps teachers prepare themselves
well in advance and get themselves ready to face
a real classroom. Through micro-teaching
skills training, teachers learn to become more
confident and efficient before they inters into the
real world of teaching.
6. Assumptions
Teaching is a complex skill which can be
analysed into simpler skills.
Component teaching skills can be practice for
mastery under simplified teaching situation one
by one.
7. Appropriate feedback, if systematically given
proves very significant for obtaining mastery
level in each skill.
Training with systematic feedback is helpful in
skill mastery.
8. Once opponent teaching skills are mastered one
by one they can be integrated for real teaching.
The skill training can be conveniently transferred
from simulated teaching situation to actual
classroom situation.
9. Principles
Micro-teaching seems to be based on Skinner’s
theory of operant condition. This theory is the
very basis of feedback session. Skinner’s theory
of shaping a successive approximations can be
applied to explain the acquisition of new patterns
of behaviour in teach →feed back → re-teach
pattern in microteaching.
10. Steps
Step I: Particular skill to be practice is
explained to teacher trainees in term of the
purpose and components of the skill with
suitable examples.
11. Step II: The teacher trainer gives the
demonstration of the skill in micro teaching in
simulated condition to the teacher trainees.
12. Step III: The teacher trainee plans a short lesson
planned on the basis of the demonstrated skill for
practice.
Step IV: The teacher trainee teaches the lesson to
a small group of Pupils. His/Her lesson is
supervised by the supervisor and peers.
13. Step V: On the basis of the observation of lesson,
supervisor gives feedback to teacher trainee. The
supervisor reinforces the instances of effective
use of the skills and draws attention of the teacher
trainee to the points where He / She could not do
well.
14. Step VI: In the light of the feedback given by
supervisor, the teacher trainee re-plans the lesson
plan n order to use the skill in more effective
manner in second trial.
Step VII: The revised lesson is taught to another
comparable group of Pupils.
15. Step VIII: The supervisor observes the re teach
lesson and gives re-feedback to teacher trainee
with convincing arguments and reasons.
Step IX: The ‘Teach-re-teach’ cycle may be
repeated several times till adequate mastery level
is achieved.
18. 1) Knowledge Acquisition Phase
It is the phase where teacher trainee learns about
the skill and its component through discussion,
illustrations and demonstrations of the skill given
by the expert.
The teacher trainee learns about the objectives of
the skill and the condition under which it proves
useful in the teaching learning process.
19. 2) Skill Acquisition Phase
On the basis of the demonstration presented by
the expert, the teacher trainee plans a micro-
lesson, lesson for practicing the demonstrated
skill.
The teacher trainee practices the teaching skill
through the micro teaching cycle and continues
his/ her efforts till he/she attains mastery level.
20. 3) Transfer Phase
Once the mastery level and command over each
of the skills are attained, the teacher trainee
integrate all these skills and transferred to actual
classroom teaching is done during this transfer
phase.
21. Merits
Practice elasticity: Micro teaching aids in the
development of a variety of abilities in both
trainees and current teaching personnel.
Personality enhancer: Micro teaching is also a
confidence booster. It entails a variety of
activities and practices that increase a teacher’s
confidence significantly.
22. Cost-effective: Among other advantages of
micro-teaching, it is cost-effective. Teachers can
practice in the classroom or at any other location.
Focus on learning: This method is limited to
three-four students at a time. As a result, you will
be able to gain more teaching experience. It also
reduces the likelihood of errors.
23. Positive attitude: As a result, one of the goals of
this program is to help trainees develop a positive
attitude toward criticism.
Encourages systematic lesson preparation: One of
the skills that a teacher must acquire is lesson
planning. And this assists the trainee in
developing methodical lesson plans.
24. De-merits
The training program is time-consuming and can
be costly at times.
Personalized learning isn’t emphasized in this
skill.
The curriculum usually focuses on teacher
development and occasionally overlooks students
social-emotional development.
25. Summary
Definition of micro
teaching.
Need for micro
teaching.
Principles of micro
teaching.
Nine steps of micro
teaching.
Three phases of
micro teaching.
Merits and De- merits
of micro teaching.
