Microteaching is a technique used to train teachers that involves teaching a small concept to a small group of students over a short period of time. It allows the teacher to receive immediate feedback and make improvements by re-planning and re-teaching the lesson. Some key aspects of microteaching include practicing specific skills like questioning, explaining concepts, and using the blackboard effectively. The process follows a cycle of planning, teaching, receiving feedback, and re-teaching to incorporate the feedback for improvement. Compared to traditional teaching, microteaching uses a smaller class size and duration to focus on developing individual teaching skills.

2. TEACHING
• Teaching includes all the activities of
providing education to other.
• Teaching means interaction of teacher and
students.
• Teacher’s duty to encourage student learn the
subject.

4. WHAT IS MICROTEACHING?
• 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)
• To train inexperience student teachers for
acquiring teaching skills.
• To improve the skills of experience teachers.

5. DEFINITION
• Microteaching is a scaled down teaching
encounter in class size and class time
- Allen DW
• Microteaching is a training techniques which
requires student teacher to teach a single concept
using specified teaching skill to a number of pupils
in a short duration of time.
- Passi BK and Lalita MS

7. 3. FEEDBACK
1. PLAN 2. TEACH
4. RE-PLAN
6. RE-FEEDBACK
5. RE-TEACH

8. • This involves selection of a topic
and related content.
• The topic is analysed into different activities of the
teacher and the students.
• The activities are planned in logical sequence.
• Planning should be of only 7 to 10 minutes
presentation.
• It may revolve around a single concepts to be
taught.
PLAN

9. TEACH
• This involves the attempts of the teacher trainee to use
the components of the skill in suitable situations in the
process of teaching – learning as per the role or the
planning activities.
• If the situation is not different and not as visualized in
the planning of the activities, the teacher should modify
his or her behavior as per the demand of the situation of
the class.
• The teacher should have the courage and confidence to
handle the situations arising in the class effectively.

10. FEEDBACK
• Refers to the giving information to
the teacher trainee about his performance.
• This helps the teacher trainee to improve his
or her performance in the desired direction.

11. RE- PLAN
• The teacher trainee replans his lesson
incorporating the points of strength and
removing the points not skillfully handled
during teaching in the previous attempt
either on the same topic or on another topic
suiting the teacher trainee for improvement.

12. RE- TEACH
• This involves the teaching the same group of
student if the topic is changed or a different
group of students if the topic is same.
• This is done to remove boredom or monotony
in the students.
• The teacher trainee teaches the class with
renewed courage and confidence to perform
better than the previous attempt.

13. RE- FEEDBACK
• This is the most important component of
micro teaching for behavior modification of
the teacher trainee in the desired direction in
each and every skill practice.

14. CHARACTERISTICS
• Duration of teaching as well as number of
students are less.
• Content is divided into smaller units.
• Provision of immediate feedback.
• In micro- teaching cycle, there is facility of
re-planning, re-teaching and re-feedback.
• Faults of the teacher are observed.

15. SKILLS OF MICRO
TEACHING
• Introduction skill
• Skill of probing questions
• Skill of explanation
• Skill of stimulus variation
• Skill of black-board writing
• Skill of achieving closure

16. Introduction Skill
• Establishing rapports with the learners
• Linking with past experiences
• link between introduction and main parts
• Use of appropriate devices/ techniques like
questioning, examples, etc.

17. 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.
• Enable the pupils to understand the subject deeply.

18. Skill of Explanation
It involves the ability of a teacher to describe
logically ‘How’, ‘Why’ and ‘What’ of concept
Precautions for skill of Explaining:
a) in simple language.
b) should not be given the shape of an advice.
c) should be in a sequence.
d) should be according to the age, experience and
mental level of the pupils

19. Skill of Stimulus Variation
• Teacher movement
• Teacher gestures
• Change in voice
• Focusing
• Change in the interaction pattern
• Pausing
• Student’s physical participation

20. Skill of Black-board
Writing
Components of the skill of blackboard writing are:
a) Legibility
b) Size and alignment
c) Highlighting main points
d) Utilization of the space
e) Blackboard summary
f) Correctness
g) Position of the teacher
h) Contact with the pupils.

21. Skill of Achieving Closure
• Questions and statements by the teacher related to the
consolidation of the major points covered during the
lesson.
• Opportunities provided by the teacher to the pupils for
linking the present knowledge with the past knowledge.
• Opportunities provided by the teacher to the pupils for
applying the knowledge gained during the lesson to the
new situations.

22. Comparison between Micro
teaching and Traditional
teaching

23. Micro teaching Traditional teaching
Class consists of a
small group of 6-10
students
Class consist of 40-60
students
The teacher takes up
one skill at a time
The teacher practices
several skills at a time
Duration of time for
teaching is 5-7
minutes
The duration is 40-45
minutes

24. There is immediate
feedback
Immediate feedback is
not available
Teaching is carried on
under controlled
situation
There is no control over
situation
The role of the
supervisor is specific and
well defined to improve
teaching
The role of supervisor is
vague ( not clear)
Pattern of classroom
interaction can be
studied objectively
Pattern of classroom
interaction cannot be
studied

25. ADVANTAGES
• Micro teaching reduces the complexity
of classroom teaching.
• It gives immediate feedback.
• It helps to develop the teaching skills.
• Microteaching experience developing the
specific teaching skill such as using black
board, etc.
• It makes better and effective teaching through
more practice.

26. DISADVANTAGES
• It is time consuming.
• It require more skills.
• It is not real teaching.

27. SUMMARY
• Teaching
• Microteaching
• Definition
• Cycle
 Plan
 Teach
 Feedback
 Re-plan
 Re-teach
 Re-feedback
• Characteristics
• Skills
• Comparison between
traditional teaching and
microteaching
• Advantages
• Disadvantages