Microteaching is a teacher training technique where teachers practice specific teaching skills in a simulated classroom environment. [1] It involves teaching a short lesson in a controlled setting that is videotaped so the teacher can review their performance with peers and provide feedback. [2] Some key teaching skills practiced in microteaching include introducing a lesson, questioning techniques, classroom management, and responding to students. [3] The goal of microteaching is to help new teachers develop and improve their pedagogical skills before taking charge of a full classroom.

1. by
Dr.Mahendar Kakkerla
Assistant Professor
Department of Teacher Education,
Central University of Haryana

2. Concept of Micro Teaching
1. 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 about what has worked and
what improvements can be made to their teaching
technique.

3. Micro Teaching
Micro-teaching was invented in 1963 at Stanford University
by Dwight W. Allen
It is based on B.F. Skinner’s Operant Conditioning
Microteaching is a scaled down teaching encounter in class
size and time (Allen, 1966).
Microteaching is a system of controlled practice that makes it
possible to concentrate on specified teaching behavior and to
practice teaching under controlled conditions (Allen and
Eve,1968).
It is a teaching training technique for learning teaching skills.
It employs real teaching situation for developing skills and
helps to get deeper knowledge regarding the art of teaching.

4. Meaning
It is Scaled down teaching.
It is real teaching.
It is applied for getting perfection in classroom
teaching by teacher.
It is called scaled down because in it there are
less numbers of pupils, small time duration,
less content and one skill is practiced at a time
by the would be teachers.

5. Objectives of Micro Teaching
To make teaching effective
To provide constructive feedback
To create interest in teaching learning process
To evolve innovative pedagogical practices
To achieve mastery over pedagogy
To encourage healthy teacher-taught
relationship

6. Phases/Stages
There are three of Phases of Micro-Teaching:
1] Knowledge Acquisition Phase.
2] Skill Acquisition Phase.
3] Transfer Phase.

7. Microteaching Cycle

8. Time Duration for the Microteaching by
NCERT
 Plan
 Teach 6 Minutes
 Feedback Session 6 Minutes
 Re-plan 12
Minutes
 Re-teach 6
Minutes
 Re-feedback 6 Minutes

9. Skills of Micro Teaching Skills
Skill of Introducing the Lesson
Skill of Explanation
Skill of Illustration with Example
Skill of Probing Questioning
Skill of Board Writing
Skill of Reinforcement
Skill of Stimulus Variation
Skill of Classroom Management

11. 
Components of Skill of Introducing the lesson
Preliminary Attention Gaining
 Use of Previous knowledge of pupils
 Arousing Motivation
Relevance and Continuity
Appropriate Technique( Examples, Questions, story
telling, Demonstration)
Topic declaration

13. 
Components of Skill of Explanation
Beginning Statement
Clarity
Fluency
Use of Link Words
Planned Repetition
Stimulating Questions
Concluding statements

15. 
Components of Skill of Illustration with Example
Formulating Simple Example
 Formulating Relevant Example
Formulating Interesting Example
Use of Appropriate Media
Appropriate approach
 Student Involvement

17. 
Components of Skill of Reinforcement
Positive Verbal
Positive Gestures
Proximity
Contact
Token reinforcement
Activity Reinforcement
Negative Verbal
Negative Gesture
No reinforcement

19. 
Components of Skill of Board Writing
Distinction between letters
Adequate spacing between two lines
Adequate size of letters
Adequate size of capital and small letters
Words/ sentences are in straight line
Overwriting
Coloured Chalks used for focusing

21. 
Components of Skill of Stimulus Variation
Teacher Movement
Teacher Gesture
Change in sensory focus
Change in speech pattern
 Verbal pupil pattern
 Physical pupil pattern

23. 
Components of Skill of Classroom Management
⚫Calling Pupils by their names
⚫Making norms for classroom behavior
⚫Giving clear direction
⚫Ensuring sufficient work for each child
⚫Rapport Establishment
⚫Shifting from one activity to another smoothly
⚫Recognizing and reinforcing attending behavior of pupils
⚫Checking inappropriate behavior of pupils

25. SKILL OF PROBING QUESTIONS
Probing refers to going deep in the matter in hand.
When teacher asks questions there can be five possibilities- (i)
No response, (ii) Wrong response, (iii) Partially correct
response, (iv) Incomplete response and (v) Correct response.
According to Jangira and Associates, “The skill of probing
questions may be defined as the art of response management
compromising a set of behaviours or techniques for going deep
into pupils’ responses with a view to elicit the desired response.
The skill of probing questioning is also known as the ‘skill of
response management’.

26. COMPONENTS OF SKILL OF PROBING QUESTIONS
1) Prompting
2) Seeking Further Information
3) Refocusing
4) Redirection
5) Increasing Critical Awareness

27. 1) Prompting: It means giving clues or hints to
students. It leads from incorrect or no response to
correct response. It consists of series of questions
which help to develop correct response.
2) Seeking Further Information: This component is
used when a partially correct or incomplete response is
given to elicit more information. This is to supply
additional information to desired response. The
questions like- What else can you say…?, How can you
make it more clear..?, Give some examples/evidences
etc. are often used for seeking further information from
pupils.

28. 3) Refocusing: It is used in a correct response to strengthen
the response. Teacher compares one situation to other and for
implication of response to more complex and novel situations.
The questions like- how does it differ from…or similar to ….,
can you give an example to support your answer..?, how is it
applicable to the real life situations etc. are often involved in
refocusing.
4) Redirection: When teacher puts same question to several
other students for desired response. It used in case of no
response, incorrect and incomplete response.
5) Increasing Critical Awareness: It used in completely
correct response for increasing critical awareness of pupils’.
The pupil justifies his/her response with rationally. A teacher is
required to ask ‘how’ and ‘why’ of a completely correct or
desired response from the responding pupil.

29. SAMPLE LESSON PLAN
P.T.’s Roll No:
Subject: Date:
Topic: Class:
Skill: Time:
Session:
Teach/Re-teach
Sr. No. Pupil Teacher’s
Activity
Student’s
Activity
Components of
the Skill
1

30. OBSERVATION SCHEDULE
P.T.’s Roll No:
Subject: Date:
Topic: Class:
Skill: Time:
Name of the Supervisor: Session:
Teach/Re-teach
Instruction: Rating the performance of pupil teacher and indicate it by
encircling the number in rating scale:
Sr. No. Components Tallies Frequencies Rating Scale
(Ranged from
Extremely weak to
excellent)
1 Prompting 1 2 3 4 5
2 Seeking Further
Information
1 2 3 4 5
3 Refocusing 1 2 3 4 5
4 Redirection 1 2 3 4 5
5 Increasing Critical 1 2 3 4 5

31. 