Microteaching is a teacher training technique where teachers practice specific teaching skills in a simulated classroom environment. It involves teaching a short lesson to a small group of students while being observed. The teacher then receives feedback and replans the lesson to improve their skill. It allows teachers to focus on one skill at a time through repeated practice and feedback until mastery is achieved. Some key skills practiced in microteaching include questioning, explaining, reinforcement, and introducing and concluding lessons. The process involves three phases - understanding the skill, practicing the skill through repeated microlessons and feedback, and integrating the skill into real classroom teaching. Microteaching aims to help teachers gain confidence and awareness of teaching skills.
3. Definitions
īMicro-teaching is a scaled down teaching encounter.
īMicro-teaching is a system of controlled practice.
īMicro-teaching is a training technique.
4. Characteristics
īIt is a teacher training technique and not a
teaching method.
īIt is a real teaching, though the teaching
SITUATION IS SIMULATED.
īIn micro teaching teacher trainee practices one
a specific teaching skill at a time, till he/she
attains mastery over the skill.
īIt is a scale down teaching encounter in class
size, content, class time.
īIt operates on a predefined model. Plan, teach,
feedback, re-plan, re-teach, re-feedback, etc.
5. Characteristics
īIt allows for increased control of practice by providing feedback to the
teacher trainee.
īIt is not a substitute but a supplement to the teacher training programme.
īIt is a cyclic process. The pre decided model is repeated till the trainee
achieves the expected level of mastery.
īIt is a highly individualized training device.
6. Advantages
īHelps in reducing the complexities of the normal class room teaching.
īHelps the teacher trainee gain more confidence in real teaching.
īIt creates among the teacher trainees an awareness of various skills of which
teaching is composed of.
īIt stimulates the class room scene and gives the teacher trainee an experience
of real teaching.
7. Advantages
īIt helps in systematic and objective analysis of
the pattern of class room communication through
specific observation schedule.
īIt is more effective in modifying teacher
behaviour.
īIt is an effective for transfer of teaching
competencies to the class room.
īIt helps in getting acquainted with class room
manners to a certain extent.
īFeedback enables the teacher trainee to
consciously concentrate on specific behavioural
modification.
8. Advantages
īIt has skilled supervision.
īGives constructive feed back.
īIt has the component skills approach.
īHere the activity of teaching as a whole is broken
down for the learning purpose into its individual
components. (skills)
īIt focuses on sharpening the specific teaching
skills and eliminating the errors.
īIt enables understanding of behaviours
important class room teaching.
9. Advantages
īIt increases the confidence of learning to.
īIt provides experts supervision and constructive
feed back.
īIt provides for repeated practice without adverse
consequences to the training.
īA modified concept of Micro Teaching by.
īHere teaching skills are practiced in a controlled
low rise environment.
10. Demerits
īMicro teaching is skill oriented and not content
oriented.
īIt covers only a few specific skills.
īLack of material resources like video recording
facility and trained supervisors.
īThe question of integrating the skill is quite
challenging.
īTeaching is not just a summation of teaching skills.
īSufficient literature on micro teaching is not yet
available
īA teaching skill is a group of teaching
acts/behaviours intended to facilitate pupils
11. Demerits
īIt produces homogenized standard robots with set
smiles and procedures.
īIt is said to be a firm of play acting unnatural
surrounding and the acquired skill may not be
internalized.
īMicro Teaching is skill oriented and not content
oriented.
īIt covers only a few specific skills.
īIntegrating the skill is quite challenging.
īTeaching is not first a summation of teaching skills.
īSufficient literature on micro teaching is not yet
available.
12. List of Skills
īStimulus variation
īSet induction (Introduction)
īClosure
īSilence and non-verbal cues
īReinforcement of student participation
īFluency in asking questions
īProbing questions
īHigher order thinking questions
īDivergent questions
īRecognising attending behaviour
īIllustrations and use of examples
īLecturing
īPlanned repetition
13. List of Skills
īSkill of stimulus variation
īSkill of questioning (probing)
īSkill of explaining
īSkill of demonstration
īSkill of Communication
īSkill of re-inforcement
īSkill of illustration with example
īSkill of introduction
īSkill of closure
14. MT - Micro Teacher
P - Peer Group
C - Coder
TK - Time Keeper
TE - Teacher Educator
M
T
P P P
C C
TK
TE
15. Phases of Micro Teaching
âĻ Clift (1976) described the following as the phases of micro teaching.
ī Pre-active phase (knowledge acquisition phase)
ī Interactive phase (skill acquisition phase)
ī Post-active phase (Transfer phase)
16. Phase - I
âĻ Pre-active phase: It emphases the understanding of the teaching skill that is
to be learnt by the teacher trainee. It envisages the following steps.
ī Orientation to micro teaching.
ī Discussion of teaching skills with their components and teaching
behaviour.
ī Presentation of modern demonstration lesson by the teacher educator.
ī Observation of the model lesson and criticism by the teacher trainee.
17. Phase - II
âĻ Interactive phase: The main objective of this phase is to enable the teacher
trainee to practice the teaching skill following micro teaching cycle. The
steps are:
ī Preparation of micro-lesson plan for the related teaching skill.
ī Creating microteaching settings.
ī Practice of teaching skill
ī Feedback
ī Re-planning
ī Re-teaching
ī Repetition of the micro teaching cycle.
18. Phase - IIIīPost active phase: The main objective of this phase is to enable the teacher
trainee to integrate the teaching skill in real or normal class room situation.
īIntegration of teaching skill may be defined as process of selections
organization and utilization of different teaching skills to form an effective
pattern for realizing the specified instructional objectives in a teaching
learning situation.
20. Re-planning Micro Lesson
īReplan Session: In the light of the feed back and supervisorâs comments, the
student teacher replans or restructures the same lesson or different lesson in
order to use the same skill effectively.
īThe mistakes are removed and necessary modifications are made.
21. Re-planning Micro Lesson
īRe Teach Session (re-teaching): The revised micro lesson is taught by the
same student teacher to the same or different comparable group of pupils.
The procedure of observation as need in teach session is followed.
īRe Feedback Session: On the basis of the audio tape or video tape or
observation schedule feed back is provided again.
22. Link Practice
īIn microteaching technique, teaching skills are practised
one by one separately.
īAt a time only one skill can be practised.
īWhile practising one skill, the use of that particular skill is
maximised and other related skills may also occur taking
indirect role.
īSkills practised in isolation have no meaning unless they
are integrated in teaching.
īHence, after attaining mastery in various skills,
opportunity should be given to the student teacher to
teach in a real situation integrating the skills mastered
already.
īSo a separate training programme is necessary for this
purpose.
īThis programme is called Link Practice.