Micro-teaching is a teacher training and faculty development technique whereby the teacher reviews a recording of a teaching session, in order to get constructive feedback from peers and/ or students about what has worked and what improvements can be made to their teaching technique. Teaching of a small unit of content to the small group of students (6-10 number) in a small amount of time (5-10 min.) is called microteaching.

1. AN
INTRODUCTION
TO
MICROTEACHING
PRESENTED BY:-
Mrs. Gunjan Verma

2. What is Teaching?
– Teaching is an essential part of education and a noblest profession .
Its special function is to impart knowledge, develop understanding
and skills.
– Teaching is usually associated with the imparting of 3 Rs- reading,
writing and arithmetic.
– It is the process of inculcating moral values, abilities and skills
by an experienced person to an inexperienced person in
order to ensure positive change in behavior useful in
developing oneself and the society.

3. Cont…
– Teaching is an interpersonal, interactive
activity typically involving verbal
communication, which is undertaken for
the purpose of helping one or more
students to learn or change the ways in
which they can or will behave.
– The teachers play a vital role in
imparting knowledge to the learners.
Thus, skilled teachers are required to
maintain quality of education.

4. History
– The idea of micro-teaching originated for the first time at Stanford
University in USA, when an Experimental Project on the identification of
teaching skills was in progress under the guidance and supervision of the
faculty members (Bush, Allen, McDonald Acheson and many others) in
1963
– “Microteaching is defined as a system of controlled practice that makes it
possible to concentrate on specified teaching behavior and to practice
teaching under controlled conditions”
- D.W. Allen & A.W.Eve (1968)

5. Concept of Microteaching
– Micro-teaching is a teacher training and faculty development technique
whereby the teacher reviews a recording of a teaching session, in order to
get constructive feedback from peers and/ or students about what has
worked and what improvements can be made to their teaching technique.
– Teaching of a small unit of content to the small group of students (6-
10 number) in a small amount of time (5-10 min.) is called
microteaching.

6. Cont…
- It can be applied at the pre-service and in-service stages in the
professional development of teachers.
- It provides teacher with a practice setting for instruction in
which the normal complexities of class- room are reduced and in
which the teacher receives a great deal of feedback on his
performance. Thus, it helps a teacher trainee to master the
teaching skills.

7. To lessen the complexities that exist in micro
classes
• To develop confidence in student-teachers with
adequate motivation
• To practice teaching in a short duration of time
• To give immediate feedback to
modify teaching behaviour
• To encourage researchers identify new teaching
skills and develop new teaching-training
programmes
Objectives of Microteaching

8. Characteristics of Microteaching
– Duration of teaching as well as number of students are less.
– Content is divided into smaller units.
– Only one teaching skill is considered at a time.
– Provision of immediate feedback.
– In micro teaching cycle, there is facility of re-planning, re-
teaching and re-evaluation.
– It puts the teacher under the microscope
– All the faults of the teacher are observed.
– The problem of discipline can also be controlled.

9. Defining Teaching Skills
– Teaching skills may be defined as a set of teacher behavior which
are especially effective in bringing about desired changes in pupil
teachers.
– Instructional techniques and procedures used by the teacher in
classroom are known as teaching skills.
– Teaching skills are needed to ensure competence in teaching; to
make class interesting; and to enable the teacher to understand
individual differences.

11. Steps of Microteaching
1) Defining the skill: A particular skill is defined to trainees in terms of
teaching behaviors to provide the knowledge and awareness of
teaching skills.
2) Demonstrating the skills: The specific skill is demonstrated by the
experts or shown through video-tape or film to the teacher trainee.
3) Planning the lesson: The student teacher plans a short (micro) lesson
with the help of his supervisor, in which he can practice a particular
skill.
4) Teaching the lesson: The pupil-teacher teaches the lesson to a small
group of pupils (5-10). The lesson is observed by supervisor or peers
or video-taped or audio-taped or televised at close circuit television
(CCTV).

12. 5) Feedback: The teaching is followed by discussion to provide the
feedback to the trainee. The video-tape or audio-tape may be
displayed to observe his own teaching activities by the trainee. The
awareness of his own teaching performance provides the
reinforcement to the pupil-teacher.
6) Re-planning: In the light of the discussion and suggestions the
pupil-teacher re-plans the lesson in order to practice the small skill
effectively.
7) Re-teaching: The revised lesson is retaught to another small
group of students of same class for the same class duration to
practice the small skill.
Cont…

13. Cont..
8) Re-feedback: The reteaching is again followed
by discussion, suggestions and encouraging the
teaching performance. Thus the feedback is again
provided to the trainee.
9) Repeating the cycle: The ‘teach-reteach’ cycle
is repeated till desired level of skill is achieved.
Thus we find that in micro-teaching the pupil-
teacher tries to complete the 5 R’s viz, Recording,
Reviewing, Responding, Refining and Redoing.

15. 1) Knowledge Acquisition Phase
In this phase, the student teacher
attempt to acquire knowledge
about the skill- its rational, it role
in class room and its component
behaviors. For this he reads
relevant literature. He also
observes demonstration, lesson-
mode of presentation of the skill.
The student teacher gets
theoretical as well as practical
knowledge of the skill.

16. 2) Skill Acquisition Phase
– On the basis of the model presented to the
student-teacher, he prepares a micro-lesson
and practices the skill and carries out the
micro-teaching cycle. There are two
components of this phase:
– (a) feedback
– (b) micro-teaching settings.
– Micro-teaching settings includes conditions
like the size of the micro-class, duration of
the micro-lesson, supervisor, types of
students etc.

17. 3) Transfer Phase
– Here the student-teacher
integrates the different skills.
In place of artificial situation,
he teaches in the real
classroom and tries to
integrate all the skills.

18. Skills of Microteaching
1) Skill of Explaining
2) Skill of Illustrating
with Examples
3) Skill of
Reinforcement
4) Skill of Stimulus
Variation
5) Skill of Probing
Questions
6) Skill of Classroom
Management
7) Skill of using
Blackboard
8) Closing of the
Lesson

19. 1) Skill of Explaining
– It involves the ability of a teacher to describe logically ‘How’, ‘Why’ and
‘What’ of concept.
– Components of the Skill
– 1.Beginning statement;
– 2.Use of Explaining links;
– 3.Concluding statement;
– 4.Questions to test pupils' understanding;
– Don’ts
– 5.Irrelevant statement, 6.Lacking in continuity,

20. 2) Skill of Illustrating with Examples
Skill of illustrating with examples is used to
bring clarity and understanding of abstract ideas
or concepts.
Components of Skill
- Formulating Simple Example.
- Formulating Relevant Example
- Formulating Interesting Example
- Using Appropriate Media for Example

21. 3) Skill of Reinforcement
Components of Skill
– Positive Verbal Reinforcement.
– Positive Non-Verbal Reinforcement.
– Negative Verbal Reinforcement.
– Negative Non-Verbal Reinforcement.
– Wrong use of Reinforcement.
– Inappropriate use of Reinforcement

22. 4) Skill of Stimulus Variation
Skill of reinforcement is used to increase pupil-participation
and to secure their attention.
Components of Skill
- Movements.
- Gestures.
- Change in Speech Pattern.
- Change in Interactions Style.
- Focusing.
- Pausing.
- Oral-visual Switching

23. 5) Skill of Probing Questions
Components
1)
Prompting
2) Seeking
further
Information
3)
Redirection
4)
Refocusing
5)
Increasing
Critical
Awareness
- Probing questions are those
which help the pupils to think in
depth about the various aspects of
the problem.
- By asking such questions again,
the teacher makes the pupils more
thoughtful.
- Enable the pupils to understand
the subject deeply.

24. 6) Skill of Classroom management
Skill of classroom management is used to achieve maximum pupil-participation
Components of Skill
– Calling pupils by their names.
– Making Norms of classroom behaviors.
– Giving clear Directions.
– Ensuring sufficient work for each child.
– Keeping pupils in eye Span.
– Shifting from one activity to another activity smoothly.
– Recognizing and reinforcing attending behavior pupils.
– Checking Inappropriate behavior of Pupils

25. 7) Components of Blackboard Writing Skill
- Legible Hand Writing
- Neatness in Writing
- Orderliness in Writing
- Variation in Writing
- Appropriateness
- Adequacy of the Black board work with reference with
content covered
- Continuity and Relevancy in Writing
- Underline the important points and use of colour chalk
- Use of Charts/Tables/Diagrams/Pictures

26. 8) Skill of Achieving Closure
– The skill is complementary to set induction.
– It is attained when major purposes, principles and constructs of a
lesson or a portion of the lesson are judged to have been learnt and
the pupils are able to relate new knowledge with the best.
– It is more than quick summary of the portions covered.
– It can be done by drawing attention to the major points
accomplished up to that point.

27. Merits of
Microteaching
– It helps to develop and master
important teaching skills.
– It helps to accomplish specific
teacher competencies.
– It caters the need of individual
differences in the teacher training.
– It is more effective in modifying
teacher behaviour.
– It is an individualized training
technique
Limitations of
Microteaching
– It is skill oriented; Content not
emphasized.
– A large number of trainees cannot be
given the opportunity for re-teaching
and re-planning.
– It is very time consuming technique.
– It requires special classroom setting.
– It covers only a few specific skills.
– It deviates from normal classroom
teaching.

28. Microteaching
– Teaching is Relatively simple
– Controlled situation
– Takes up one skill at a time
– Less no. of students
– Teaching time is 5 to 10 mts
– Student teacher provided immediate
feedback
– Provision for reteaching
– Students gains confidence in teaching
Traditional Classroom
– Complex Activity
– Uncontrolled
– several skill
– More
– 40 to 50 mts
– No immediate Feedback
– No
– Tense and scared