Microteaching is a technique developed in 1963 in America to train teachers. It involves teaching short lessons called micro lessons to small groups of students, followed by feedback sessions. The microteaching cycle includes planning, teaching, receiving feedback, re-planning, and re-teaching lessons while focusing on one teaching skill at a time. Microteaching aims to help both novice and experienced teachers improve their teaching skills through practice and feedback in a controlled environment compared to traditional teaching settings.

1. MICRO TEACHING
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2. Microteaching
Dr. Allen and his group evolved Microteaching in 1963
in America.
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3. What is Microteaching?
 Meaning:
The teaching of a small unit of content to the
small group of students (6-10 number) in a
small amount of time (5-7 min.) means Micro
Teaching.
*It is a skill training technique.
*It is a short session teaching.
*To train inexperience student-teachers for
acquiring teaching skills.
*To improve the skills of experience teachers.
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4. Microteaching Cycle
(Procedure)
Step- I : Micro Lesson Plan ( may take 2 hours / a day)
Step-II : Teach 5 Min.
Step-III : Feedback Session 5 Min.
Step-IV : Re-plan 10 Min.
Step-V : Re-teach Another group 5 Min.
Step-VI : Re-feedback 5 Min.
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Total 30 Min. (Appr.)
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5. Characteristics of Microteaching
1) The duration of teaching as well as number of students are
less.
2) The content is divided into smaller units which makes the
teaching easier.
3) Only one teaching skill is considered at a time.
4) There is a provision of immediate feedback.
5) In micro teaching cycle, there is facility of re-planning, re-teaching
and re-evaluation.
6) It puts the teacher under the microscope
7) All the faults of the teacher are observed.
8) The problem of discipline can also be controlled.
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6. Comparison Between Micro Teaching and
Traditional Teaching
 Traditional Teaching
1. Class consists of 40 to 60
students.
2. The teacher practices
several skills at a time.
3. The duration is 40 to 45
minutes.
4. Immediate feed-back is not
available.
 Micro teaching
1. Class consists of a small
group of 6 to 10 students.
2. The teacher takes up one
skill at a time.
3. Duration of time for
teaching is 5 to 7 minutes.
4. There is immediate feed-back.
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7. Cont. Comparison Between Micro Teaching and
Traditional Teaching
 Traditional Teaching
5. There is no control over
situation.
6. Teaching becomes complex.
7. The role of the supervisor is
vague ( not clear).
8. Pattern of classroom
interaction cannot be
studied.
 Micro teaching
5. Teaching is carried on
under controlled situation.
6. Teaching is relatively
simple.
7. The role of the supervisor is
specific and well defined to
improve teaching.
8. Pattern of classroom
interaction can be studied
objectively.
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8. Components of Micro teaching Techniques
1. Student Teacher- The student who gets the
training of a teacher is said to be student-teacher.
Various capacities are developed in
them during training such as – capacity of class
management, capacity of maintaining
discipline and capacity of organizing various
programmes of the school / college etc.
2. Feedback Devices- Providing feedback is
essential to make changes in the behavior of
the pupils. This feedback can be provided
through video-tape, audio-tape and feedback
questionnaires.
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9. Components of Micro teaching Techniques
Skill: As we know, skill means ability to do something
well or expertness.
Teaching Skills- Teaching skill is a set of teacher
behaviors which are specially effective in bringing
about the desired changes in pupils.
For example:
a) lecturing skill,
b) skill of black-board writing,
c) skill of asking questions,
d) skill of class management etc.
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10. 10
2. Skill of Probing
Questions
1. Introduction Skill
3. Skill of Explanation
4. Skill of Stimulus
Variation
5. Skill of Black-board
Writing
Skills of Micro Teaching
6. Skill of Achieving
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11. Skills of Micro teaching Techniques
1. Introduction Skill
2. Skill of Probing Questions
3. Skill of Explanation
4. Skill of Stimulus Variation
5. Skill of Black-board Writing
6. Skill of Achieving Closure
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12. Cont. Skills of Micro teaching Techniques
1. Introduction Skill: The skill of introducing a lesson
involves establishing rapports with the learners, promoting
their attentions, and exposing them to essential contents.
Components of this skill-a)
Preliminary Attention Gaining:
Normally, at the beginning of a lesson, students are found
not to be attentive and mentally prepared for learning. They
may be thinking something else too. In such situation, the
primary duty of a teacher is to create desire for learning
among the students.
Teacher can do it by telling a story, with the help of
demonstration, recitation, etc.
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13. Cont. Skills of Micro teaching Techniques
b) Use of previous knowledge: Previous knowledge refers to
the learner’s level of achievements before instruction begins.
Use of previous knowledge is a must, because it helps to
establish an integration between the pre-existing knowledge
of the learner and the new knowledge that the teacher wants
to impart him.
c) Use of Appropriate Device: In order to motivate the learner,
the teacher should make use of appropriate devices or
techniques while introducing a lesson.
For example- dramatization, models, audio-visual aids etc.
b) Link with new topic: After preliminary questions and
introduction, teachers should establish a link of previous
knowledge with present topic.
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14. Cont. Skills of Micro teaching Techniques
2. Skill of Probing Question:
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. He enable the pupils to understand the subject
deeply.
The components of this skill are:
i. Prompting:- When a pupil expresses his inability to answer
some question in the class or his answer is incomplete, the
teacher can ask such questions which prompt the pupils in
solving the already asked questions.
For example- Do you know names of Vice Chancellors of
Sant Gadge Baba Amravati University since 1983?
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15. Cont. Skills of Micro teaching Techniques
Skill of Probing Question:
ii. Seeking Further Information: When the pupils answer
correctly in the class but the teacher wants more information
and further clarification from the learner by putting ‘how’
and ‘why’ of correct part the response.
iii. Refocussing : When the teacher ask the same question from
other pupil for comparison . This is known as Refocussing.
iv. Redirecting Questions: Questions which are directed to
more than one learner to answer, are called redirected
questions.
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16. Cont. Skills of Micro teaching Techniques
3. Skill of Explanation: To present the subject-matter in the
simplified form before the pupils and making it acquirable is
known as Explanation Skill. It involves a ability of the
teacher to describe logically ‘How’, ‘Why’ and ‘What’ of
concept, event etc.
Components of this skill are:
i. Clear beginning statement: Before starting any
explanation, the teacher should make the pupils aware of
what he is to teach on that day through a clear beginning
statement.
ii. Lack of Irrelevant Statement: While presenting the
subject matter, only the concerned statements should be
used.
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17. Cont. Skills of Micro teaching Techniques
iii. Fluency in Language: The teacher should use such fluent language that
the pupils may listen and understand the thoughts of the teachers.
iv. Connecting Links: This technique is used primarily to explain the links
in statements with ‘so’, ‘therefore’, ‘because’, ‘due to’, ‘as a result of’,
‘in order to’ etc.
v. Use of Proper Words: The teacher should use proper words for
enplaning an object or an event otherwise he would be in a state of
confusion.
Precautions for skill of Explaining:
a) It should be in simple language.
b) It should not be given the shape of an advice.
c) The thoughts included in it should be in a sequence.
d) Irrelevant things should not be included in it.
e) It should be according to the age, experience and mental level of the
pupils.
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18. Cont. Skills of Micro teaching Techniques
4. Skill of Stimulus Variation: Stimulus variation is described as
deliberate change in the behaviors of the teacher in order to
sustain the attention of his learners throughout the lesson.
Stimulus variation determines teacher liveliness in the classroom.
The components of this skill are:
i. Body Movement: The physical movements of the teacher in the
class is to attract the attention of the learners. Sudden body
movement and suddenly stopping the same helps in gaining
learner’s attention at high level. The teacher without these
activities is like a stone-idol. Excess movement is undesirable.
ii. Gestures: Gesture involves the movements of the head, hand,
and facial gestures (laughing, raising eyebrows, emotions, etc)
signals. This technique helps the teacher to be more expressive
and dynamic in presenting his lesson in the class.
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19. Cont. Skills of Micro teaching Techniques
iii. Change in Voice: Teacher should bring fluctuations in his voice.
The pupils feel boredom with the speech at the same pitch, and
pupils get deviated from the lesson.
iv. Focussing: Focussing implies drawing the attention of the
learners towards a particular point which the teacher wishes to
emphasize. Such technique involves verbal focusing, gestural
focusing, or verbal-gestural focusing.
v. Eye-contact and eye-movement: Both the eye-contact and eye-movement
play very important role in conveying emotions and
controlling interaction between the teacher and taught. In a
classroom situation, this technique implies that the teacher should
maintain eye-contact with the learners in order to sustain the
attention of the latter.
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20. Cont. Skills of Micro teaching Techniques
vi. Pausing: Pausing refers to short and deliberate intervals of
silence used while delivering ideas, explaining, lecturing,
etc. Deliberate use of short pauses help the teacher to attract
and sustain the attention of his learners. But too long pauses
may be irritating.
5. Skill of Black-board Writing: Blackboards, being the
visual aids, are widely used in all aspects of education and
training, and are most suitable for giving a holistic picture of
the lesson. A good blackboard work brings clearness in
perception and the concepts being taught, and adds variety to
the lesson.
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21. Cont. Skills of Micro teaching Techniques
The components of the skill of blackboard writing are:
i. Legibility ( Easy to read )
ii. Size and alignment ( In a straight line )
iii. Highlighting main points
iv. Utilization of the space
v. Blackboard summary
vi. Correctness
vii. Position of the teacher and
viii.Contact with the pupils.
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22. Writing Skill
i. Legibility ( Easy to read ): A legible handwriting
on the blackboard draws the attention of the
learners and encourages them to improve upon
their handwritings. In order to make handwritings
more legible, the teacher should see that a clear
distinction is ensured between every letter,
adequate space is maintained between individual
letters and words.
ii. Size and Alignment: The size of the letters
written by the teacher on the board should be
uniform and large enough to be read from the last
row. The size of the capital letters should be larger
than that of the small letters and the handwritings
should be as vertical as possible without being
diverged from a line.
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23. Writing Skill
iii. Highlighting Main Points: The main points or
words written on the board should only be
highlighted by underlying them. Colored chalks
should be used suitably for the purpose of drawing
the learners attention to those main points that
need to be highlighted too.
iv. Utilization of the Space: For the proper
utilization of the space important words or
statements should be written on the board.
Overwriting on the letters should be avoided as it
makes the blackboard work untidy. Only essential
materials should be retained on the blackboard and
unnecessary words should be rubbed off.
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24. Writing Skill
v. Blackboard Summary: In order to make teaching
meaningful to the learners the teacher should
develop blackboard summary at the end of the
lesson. This should be so brief that the learners
can recollect the whole lesson at a glance.
vi. Correctness: While constructing sentences on the
board, the teacher should be careful about correct
spelling, punctuation, grammar, etc.
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25. Writing Skill
vii. Position of the Teacher: The position of teacher
should not be in between the learners and the
blackboard.
viii. Contact with Pupils: The teacher, at the time of
writing on the board, should maintain eye-contact
with his learners. This is necessary for controlling
interactions, maintaining disciplines, sustaining
attentions of the learners, etc.
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26. Blackboard Writing Skill
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27. Cont. Skills of Micro teaching Techniques
6. Skill of Achieving Closure:
 When a student- teacher delivers lecture and sums up
properly and in an attractive way, the skill is termed as
“Closure Skill”.
 The lesson/period remains ineffective in the
absence of proper closure.
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28. Feedback in Micro teaching
Feedback is the information supplied to the
individual.
The success of micro teaching depends on
feedback. Which can also be used within the
process of teaching as well as after the lesson
taught.
It is used in various forms in case of micro
teaching by the supervisor, video-tape, films, T.V.,
which are various sources of feedback.
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29. Advantages Of Microteaching
1. It focuses on sharpening and developing specific
teaching skills and eliminating errors.
2. It enables understanding of behaviours important in
class-room teaching.
3. It increases the confidence of the learner teacher.
4. It is a vehicle of continuous training for both
beginners and for senior teachers.
5. It provides experts supervision and constructive
feedback.
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30. SUMMARY
 Microteaching involves presentation of micro
lesson
 Audience….small group of peers.
 Feedback given by peers role playing as
students
 Participants learn about strengths & weakness
in themselves as teachers
 Plan strategies for improvement in
performance
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31. Thanks
.
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32. VRINDA VS
Kerala university college of teacher
education Adoor
E-mail: bintuvs @gmail.com
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