2. Teaching is not merely imparting knowledge to
students, nor merely giving advice.
Teaching is not passing information to the students.
Teaching is not sharing one’s own experience.
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.

4. A method of teacher training/ teaching technique
Simplifies the complex teaching process so that the
student-teacher can cope with it.
Scaled Down Teaching Encounter
Teaching reduced in Class size, Concept, time and
number of pupils.
Cont…

5. Microteaching is a technique for, “IMPROVEMENT OF
SKILLS PREFERABLY BY SELF PRACTICE AND SELF
CRITICISM”.
Remember that It is NOT AT ALL a teaching method
rather than It is a device for skill practice
It has been borrowed from Sports and Medical Sciences

6. The idea of micro-teaching originated
for the first time at Stanford University
in USA.
The team of experts was assigned for
the development of testing and
evaluation tools to measure the
attainment of teaching skills.
This lead to the development of a
systematic and accurate method of
giving feedback to the teacher trainee.

7. Micro-teaching seems to be based on
Skinner’s theory of operant condition. This theory is
the very basis of feedback session. Skinner’s theory
of shaping a successive approximations can be
applied to explain the acquisition of new patterns of
behaviour in teach → feed back → reteach pattern
in micro-teaching

8. Micro teaching is a procedure in which a student
teacher practices teaching with a reduce number of
pupils in a reduced period of time with emphasis on a
narrow and specific teaching skill.
Microteaching is so called since it is analogous to
putting the teacher under a microscope so to say
while he is teaching so that all faults in teaching
methodology are brought into perspective for the
observers to give a constructive feedback.

9. “Microteaching is a scaled down teaching encounter in
class size and time
- D.W.Allen(1966)
“Microteaching is defined as a system of controlled
practice that makes it possible to concentrate on
specified teaching behaviour and to practice teaching
under controlled conditions.”
- D.W. Allen & A.W.Eve
(1968)

10. 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.

11. Microteaching is a student teaching skill training
technique and not a teaching technique or method.
Microteaching is real teaching though the teaching
situation is simulated.
Teaching skills can be practiced one by one upto
mastery level under specific and simplified situation.
Microteaching is a scaled down teaching encounter in
class size (5-7 students), content (one concept) and
class time (5-7 minutes). Cont…

12. Microteaching operates on a predicted model: Plan, Teach,
Feedback, Re-plan, Re-teach, Re-feedback, Re-plan etc.,
Microteaching is not a substitute, but a supplement to the
teacher-training programme.
Microteaching is a highly individualized training device.
Microteaching is an experiment in the field of teacher
education which has been incorporated in the practice
teaching schedule.
Teaching is a complex process but can be analysed into
simple skills. Cont…

13. Microteaching is a cyclic process. The predicted model is
repeated till the trainee achieves the expected level of
mastery.
Microteaching allows for increased control of practice by
providing feedback to the teacher-trainees.
When all skills have been mastered taken one by one, they
can be integrated for real classroom teaching.
The skill training can be conveniently transferred from
simulated teaching situation to actual classroom teaching
situation.

14. 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.
It employs real teaching situation for developing skills.
Cont…

15. It helps to get deeper knowledge regarding the art of
teaching.
It reduces the complexity of teaching process as it is a
scaled down teaching.
Immediate feedback helps in improving, fixing and
motivating learning
The student are providing immediate feedback in terms of
peer group feedback, tape recorded
Microteaching advocates the choice and practice of one
skill at a time

16. 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.
It may raise administrative problem while arranging micro
lessons

17. Traditional Teaching Micro teaching
Class consists of 40 to 60 students. Class consists of a small group of 6 to 10
students.
The teacher practices several skills at a
time.
The teacher takes up one skill at a time.
The duration is 40 to 45 minutes. Duration of time for teaching is 5 to 7
minutes.
Immediate feed-back is not available. There is immediate feed-back.
There is no control over situation. Teaching is carried on under controlled
situation.
Teaching becomes complex. Teaching is relatively simple.
The role of the supervisor is vague ( not
clear).
The role of the supervisor is specific and
well defined to improve teaching.
Pattern of classroom interaction cannot be
studied.
Pattern of classroom interaction can be
studied objectively.
Comparison Between Micro Teaching and
Traditional Teaching

19. There are three phases of the Micro-teaching procedure
which you have studied in the previous section of this Unit.
They are :
1. Knowledge Acquisition Phase (Pre-active phase)
2. Skill Acquisition Phase (Interactive phase)
3. Transfer Phase of Micro-teaching (Post-active phase)

20. Orientation about microteaching
Discussing on teaching skills
Presenting a model lesson
Preparation of micro lesson plan
Micro teaching setting (microteaching cycle)
Simulated condition
Practice of teaching skills
Observation of teaching skills
Evaluation and feedback
Teaching time

21. Class size  reduced to about 5-10 pupils.
Length of the lesson  reduced to about 5-10 minutes.
Focus  one teaching skill at a time; and not on the
content of the lesson.
Components:
The teacher trainee Students [5-10]
Observers [2]
Supervisor [Teacher Educator - 1]

22. The process of microteaching for skill development is in the
form of a cycle usually known as MICROTEACHING CYCLE.
This cycle consist of Six steps
Plan
Teach
Feedback
Re-Plan
Re-Teach
Re-
Feedback
Click on the link Duration

23. Selection of a particular skill
Presentation of a model demonstration lesson- a
particular skill
Observation of the model lesson
Criticism of the model lesson
Preparation of the micro lesson plan

24. OBSERVATION OF TEACHING SKILL
Peer/college Supervisors
Ratings based on frequencies
Can be recorded in a tape recorder or on a
videotape

25. Components
1st minute 2nd minute 3rd minute 4th minute 5th minute 6th minute
30 sec 30 sec 30 sec 30 sec 30
sec
30
sec
30
sec
30
sec
30
sec
30
sec
30
sec
30
sec
Teacher Movement
Teacher Gestures
Change in Speech
Patterns
Shifting Sensory
Focus
Pause
Others (Specify)

26. Individual feedback to student teachers.
Include the tallies and ratings on observation schedule
Interpretation about the performance.

27. Plan : May take 2 hours/ a day
Teach : 6 Minutes.
Feedback : 6 Minutes.
Re-Plan : 12 Minutes.
Re-Teach : 6 Minutes.
Re-Feedback : 6 Minutes
Total duration of microteaching cycle = 36 Minutes
(Other than planning)