MICRO-TEACHING: What is Teaching? What is Micro teaching? Concept of Micro-teaching Objectives of Micro teaching Concept Characteristics of Micro teaching Skills of Micro teaching Techniques Micro Teaching cycle Time duration for the micro teaching Advantages Of Micro teaching Summary

2.  The best approach to understanding the nature of
teaching is establishing a harmonious relationship
between teacher, student and subject.
 Teaching is the activity of facilitating learning.
 Effectiveness in teaching does not relate to teacher’s age,
sex, and teaching experience.

3.  Dr. Allen and his group evolved Microteaching in 1963 in
America.

4.  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.  Micro-teaching is a teacher training technique which
helps the teacher trainee to master the teaching skills.
 It requires the teacher trainee
1. to teach a single concept of content
2. using a specified teaching skill
3. for a short time
4. to a very small member of pupils

6.  To enable teacher trainees to learn and assimilate new
teaching skills under controlled conditions.
 To enable teacher trainees to master a number of
teaching skills.
 To enable teacher trainees to gain confidence in teaching.

7. 1) Duration of teaching as well as number of students are
less.
2) Content is divided into smaller units.
3) Only one teaching skill is considered at a time.
4) 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.

8. 1. Skill of Set Induction
2. Skill of Explanation
3. Skill of Stimulus Variation
4. Skill of Stimulus Questioning
5. Skill of Reinforcement
6. Skill of Black-board Writing
7. Skill of Closure

9.  Proficiency in the use of verbal and non-verbal
behaviors, teaching aids and appropriate device.
 Utilization of previous experiences.
 Use of appropriate devices/ techniques like questioning,
examples, etc.
 Maintenance of continuity

10. 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

11.  Teacher movement
 Teacher gestures
 Change in voice
 Focusing
 Change in the interaction pattern
 Pausing
 Student’s physical participation

12. Components of the skill of blackboard writing are:
 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.

13.  Desirable behaviours
1. Use of positive verbal reinforcements.
2. Use of positive non- verbal reinforcements.
3. Use of extra-verbal reinforcements.

14.  Undesirable behaviours
1. Use of negative verbal reinforcements.
2. Use of negative non- verbal reinforcements.
3. Inappropriate or wrong use of reinforcements.

15.  Legibility
 Size and alignment
 Highlighting main points
 Utilization of the space
 Blackboard summary
 Correctness
 Position of the teacher and
 Contact with the pupils.

16.  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.

18.  This involves the selection of the topic and related
content of such a nature in which the use of components
of the skill under practice may be made easily and
conveniently.

19.  This involves the attempts of the teacher trainee to use
the components of the skill in suitable situations coming
up in the process of teaching-learning as per his/her
planning of activities.

20.  This term refers to giving information to the teacher
trainee about his performance. The information includes
the points of strength as well as weakness relating to
his/her performance.

21.  The teacher trainee re-plans 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 to the
teacher trainee for improvement.

22.  This involves teaching to the same group of pupils if the
topic is changed or to a different group of pupils if the
topic is the same.

23.  This is the most important component of Micro-teaching
for behaviour modification of teacher trainee in the
desired direction in each and every skill practice.

24.  Teach : 6 Minutes.
 Feedback : 6 Minutes.
 Re-Plan :12 Minutes.
 Re-Teach : 6 Minutes.
 Re-Feedback : 6 Minutes.

25. 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.

26. 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

27. By
Minakshee Dey
B.Ed 1st Year
Computer Science