MICRO TEACHING

H.P.Lalremtluanga
Lecturer
DIET Lunglei.Mizoram
Contact at hpmarema2011@gmail.com/9436157957
 WHAT IS TEACHING ?
- The best approach to understanding the nature of
teaching is establishing a HARMONIOUS
RELATIONSHIP between Teacher, Students and
Subjects.
- Teaching is the activity of facilitating Learning.
- Effectiveness in teaching does not relate to
teachers’ age, Sex, and teaching experience.
- One can become an effective teacher irrespective
of his /her age, sex, and experience.
 TEACHING

 "Teaching means many different things, that teaching act varies from
person to person and from situation to situation. " (Bar, 1961)

 "Teaching is the arrangement of contingencies of reinforcement under

which students learn. They learn without teaching in their natural
environment, but teachers arrange special contingencies which
expedite learning and hastening the appearance of behaviour which
would otherwise be acquired slowly or making scene of the
appearance of behaviour which might otherwise never occur." (B.F.
Skinner. 1968)

 "Teaching as an act of interpersonal influence aimed at changing the

ways in which other persons can or will behave." (N.L. Gage, 1963)
 DEFECTS IN TEACHING

 More teacher’s talk

 Only Memory level
 More information and
less explanation
 Less chance of
encouragement
 No planning
 How learning happens? ….:
 Learning – Knowledge acquired by study.
 Learning happens and knowledge is generated
in an environment where interaction between
teachers, students and content takes place in
interactive ways.
 There is a famous saying:
I hear… I forget;
I see … I remember;
I do … I understand.
6
 How learning happens? ….:
 Research around the world also suggest:
We remember ..
20% of what we hear;
30% of what we see;
50% of what we see and hear;
90% of what we see, hear & do.
Cont…….

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TEACHING SKILLS
“WHEN ONE TEACHES ,TWO LEARN”
 Teaching Skills
 A teaching skill is that behaviour of the teacher which
facilitates pupils’ learning directly or indirectly.
 A teaching skill includes all arts and behaviour of the
teacher which maximizes pupils’ learning.
 A teaching skill is that art of the teacher which makes
communication between the teacher and pupils sufficiently.

 Teaching Skills- Teaching skill is a set of teacher behaviors

which are specially effective in bringing about the desired
changes in pupils.
 MICRO TEACHING
 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

In this way the teacher trainee practices the teaching skill in

terms of definable, observable, measurable and controllable
form with repeated cycles till he attains mastery in the use
of skill.
 Objectives of Micro teaching
 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)

 “Microteaching is a scaled down teaching encounter in which a

teacher teaches a small unit to a group of five pupils for a small
period of 5 to 20 minutes”
- L.C. Singh (1977)

 Objectives of Microteaching
• 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.
 Steps of Micro teaching (1)
 Step I Particular skill to be practised is explained to
the teacher trainees in terms of the purpose and
components of the skill with suitable examples.
 Step II The teacher trainer gives the demonstration
of the skill in Micro-teaching in simulated conditions to
the teacher trainees.
 Step III The teacher trainee plans a short lesson plan
on the basis of the demonstrated skill for his/her
practice.
 Step IV The teacher trainee teaches the lesson to a
small group of pupils. His lesson is supervised by the
supervisor and peers.
 Steps of Microteaching (2)
 Step V On the basis of the observation of a lesson, the
supervisor gives feedback to the teacher trainee. The supervisor
reinforces the instances of effective use of the skill and draws
attention of the teacher trainee to the points where he could not
do well.
 Step VI In the light of the feed-back given by the supervisor,
the teacher trainee replans the lesson plan in order to use the skill
in more effective manner in the second trial.
 Step VII The revised lesson is taught to another comparable
group of pupils.
 Step VIII The supervisor observes the re-teach lesson and
gives re-feed back to the teacher trainee with convincing
arguments and reasons.
 Step IX The ‘teach – re-teach’ cycle may be repeated several
times till adequate mastery level is achieved.
Micro Teaching Cycle

PLAN TEACH

RE-FEEDBACK FEEDBACK

RE-TEACH RE-PLAN
 CYCLES(1)
 Plan : 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. The topic is
analysed into different activities of the teacher and the pupils. The
activities are planned in such a logical sequence where maximum
application of the components of a skill are possible.
 Teach : 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. If
the situation is different and not as visualised in the planing of the
activities, the teacher should modify his/her behaviour as per the
demand of the situation in the class. He should have the courage and
confidence to handle the situation arising in the class effectively
 CYCLES(2)
 Feedback : 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. This helps the teacher trainee to
improve upon his/her performance in the desired
direction.
 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 to the teacher trainee for
improvement.
 CYCLES(3)
 Re-teach : 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. This is done to
remove boredom or monotony of the pupil. The teacher
trainee teaches the class with renewed courage and
confidence to perform better than the previous attempt.
 Re-feedback : This is the most important component
of Micro-teaching for behaviour modifiction of teacher
trainee in the desired direction in each and every skill
practice.
 Microteaching Cycle (Procedure)

Step-I : Micro Lesson Plan (2 hrs/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 5min
 Total 30 min. (Appr)
 PHASES OF MICROTEACHING
Knowledge Acquisition
Skill acquisition Phase
Transfer phase of micro teaching
Knowledge Acquisition Phase
In this phase the teacher trainee learns about the skill and
its components through discussion, illustrations and
demonstration of the skill given by the expert. He learns
about the purpose of the skill and the condition under
which it proves useful in the teaching-learning process.
His/Her analysis of the skill into components leading to
various types of behaviours which is to be practised. The
teacher trainee tries to gain a lot about the skill from the
demonstration given by the expert . He discusses and
clarifies each and every aspect of the skill.
 Skill acquisition Phase
On the basis of the demonstration presented by the
expert, the teacher trainee plans a micro-lesson, lesson
for practising the demonstrated skill. He practices the
teaching skill through the Micro-teaching cycle and
continues his efforts till he attains mastery level. The
feed-back component of micro-teaching contributes
significantly towards the mastery level acquisition of the
skill. On the basis of the performance of teacher trainee
in teaching, the feed back is provided for the purpose of
change in behaviour of the teacher trainee in the desired
direction.
Transfer phase of Micro teaching
 Transfer Phase of Micro-teaching :
After attaining mastery level and
command over each of the skills, the
teacher trainee integrates all these skills
and transfer to actual classroom teaching
is done during this transfer phase.
 DIFFERENT SKILLS
1. Skills of Set Induction.
2. Skills of Explaining.
3. Skills of Illustrating with examples
4. Skills of stimulus Variation
5. Skills of Probing Question
6. Skills of reinforcement
7. Skills of using blackboard
8. Class management
9. Closure
 Microteaching Skills & components

S.No. Skills Components

1. Set Induction/Introducing Use of previous knowledge, Relevant satements are used, Use of
a lesson appropriate devices/Aids,Question asked by teacher were responded by
students, On the whole the introduction was effective,

2. Skills of Probing Prompting, seeking further information, redirection, Refocusing, Increasing

Questions critical awareness.

3 Skills of Explaining Beginning statement, Explaining links, Concluding statement, Questions to

test pupils’ understanding, Used Relevant statements, Continuity in
exaplaining, Fluency in expalining

4. Skill of Illustrating with Formulating Simple examples, Formulating relevant examples, Formulating
examples interesting examples, Using appropriate media for examples , using
examples by Inducto – deductive approach.

5. Skill of Stimulus variation Body movements, gestures, change in speech pattern, change in interaction
style, pausing, focusing, oral-visual switching.
 Microteaching Skills & components

S.No. Skills Components

6. Skill of Reinforcement Positive verbal Reinforcement, Positive non-verbal reinforcement ,

Negative verbal reinforcement, Negative non verbal
reinforcement, Wrong use of reinforcement, Inappropriate use of
reinforcement.
7. Skill of Call pupils by names, Make norms of classroom behaviour, Giving
Classroom Management clear direction, Ensuring sufficient works for each child, keeping
pupils in eye span, Shifting from one activity to another activity
smoothly, recognizing and reinforcing attending behaviour of
pupils, checking inappropriate behaviour of pupils.

8. Skill of Using Legibility of handwriting, neatness of blackboard work, Highlighting

blackboard main points, utilization of the space, Position of teacher,
Blackboard summary, Appropriateness of blackboard work.

9 Closure
 SKILLS OF SET INDUCTION

SKILL OF INTODUCING A LESSON

 A Set is a mental state of readiness and
induction brings it on.
 Art of introducing a lesson
 Catch the students’ attention and interest
 SET INDUCTION
Components of Skills
1. Use of previous Knowledge
2. Relevant statements are used.
3. Use of appropriate devices /Aids
4. Question asked by teacher were
responded by students
5. There was continuity
6. On the whole the introduction was
effective
 SKILLS OF EXPLAINING
The teacher has to give proper explanation and reasons to bring clarity
and proper understanding of what is being taught.

 Explaining is an activity which shows the relationships among various

concepts, ideas ,events or phenomenon
 During teaching in a classroom , an explanation is a set of
interrelated statements elaborating a concept being taught or learnt.
 The skill of explaining is defined as an act of bringing about an
understanding in some one about a concept, a principle or a
phenomenon.
 Explaining is essential a verbal skill and has two main aspects-
selection of appropriate statements interrelating and using the
selected statements
 SKILL OF EXPANNING
Components of Skills
1. Beginning statements
2. Used Explaining links
3. Concluding Statement
4. Questions to test pupil’s understanding
5. Used relevant statements
6. Continuity in explaining
7. Fluency in explaining
 MICRO LESSON PLAN FORMAT
Name of Student Teacher: …………………………. Date : ………
Subject : …………………… Class : ………….
Topic : ………………………. Roll No : ……………
Name of Skill: ………………………….

S/No Teacher’s Activity Pupils’ Activity Components of

Skill
SKILLS OF ILLUSTRATING WITH EXAMPLES

 It involves describing an idea, concept,

principle or generalizations by using
various types of examples
 The skill is defined as the art of judicious
selection and proper presentation of the
suitable examples in order to generalize a
concept, idea or principle with a view of
its understanding and proper application.
 Components of Skills

1. Formulating simple example

2. Formulating relevant example
3. Formulating Interesting example
4. Using appropriate media for example
5. Using examples by Inducto-deductive
approach.
 SKILLS OF PROBING QUESTIONS

When the teacher asks questions from the

pupils in his class different situations
arises. They are
i. The pupil may give no response
ii. The pupil may give incorrect
iii. The pupil may give partially correct
response and
iv. The pupil may give correct response.
Components of Probing Questions

i. Prompting,
ii. Seeking further information
iii. Redirection
iv. Re-Focusing
v. Increasing Critical awareness
 PROMPTING TECHNIGUE
This technique means to go
deep into pupil’s response
when it is incorrect or no
response. Then a series of
hints or prompts are given
to pupil through step by
step questioning in order to
lead the pupil to the desired
correct response.
SEEKING FURTHER INFORMATION

This technique is used when

the response of pupil is
incomplete or partially
correct. The teacher helps
the pupil to clarify or
elaborate or explain his initial
response by asking more
small questions or creating
situations in which the pupil
is made to think and
respond.
 RE- DIRECTION
This technique involves
asking the same questions
from another pupil. The
main purpose of this
technique is to increase
more and more pupil
participation. When the
situation is of no response
or incorrect response
prompting should be
preferred.
 RE-FOCUSING
It is used when the pupil’s response is
correct .This involves comparing the
phenomena in his response with
other phenomena either for
similarity or difference or
relationship between the two
situations. How one things in point
is different from the other things?
How one response of the pupil is
related to any other points?. How
one thing is similar to another
thing? Such type of questions are
put to the pupil.
 Increasing Critical Awareness
This technique is used when the
pupil’s response is correct.
The teacher puts higher order
questions to situations to
stimulate the pupil to think
beyond what the pupil knows.
This involves the ‘How’ and
‘why’ and sometimes ‘what’
‘type’ of questions on the
point under discussion.
 STIMULUS VARIATION
 Deliberate change in the behaviors the
teacher in order to sustain the attention
of the learners throughout the lesson.
COMPONENTS OF SKILL
 Body Movement
 Gestures
 Change in speech pattern
 Focusing
 Pausing
 Oral-Visual Switching
 Variation in interaction style
 Body Movement
- Physical Movement of the
teacher in the class is to attract
the attention of the learners.
Sudden body movement
 Teacher without these activities
is like a stone idol.
 Excessive body movement is
undesirable
 Gestures
 It involves the
movements of the
head, hand, and facial
gestures( laughing,
raising eyebrows,
emotions )
 This technique helps
teacher to be more
expressive and
dynamic when
presenting in the class.
 Change in Voice
 -Teacher should
bring fluctuations in
his voice.
 Speech at same
pitch will make
students feel bored
and get deviated
from the lesson.
Focusing
: It implies drawing
attention of the
students towards a
particular point which
the teacher wishes to
emphasize.
 Such technique
involves verbal
focusing, gestural
focusing or verbal-
gestural focusing.
Eye-contact and eye-movement

 Both eye contact and eye

movement play an important role in
conveying emotions and controlling
 interaction between teacher and
student.

 This technique implies that the

teacher should maintain eye-
contact with the students in
order to sustain the attention
of the latter.
Pausing

Refers to the short and deliberate silence

used when delivering ideas, explaining,
lecturing. Deliberate use of short
pauses help the teacher to attract and
sustain the attention of his students.
Change in Audio-Visual Sequence

A continuous change
in the sequence of
using audio visual
aids concentrates
the attention of the
pupil upon the
teacher. He should
use sometime
visual and
sometimes audio-
aids.
Vary Methodology
For example use of demonstrations, ,group work ,songs
.group work projects or individual projects ,like in Art
and craft, music social studies etc. Introducing
variation is because each and every pupil would have
something which is interested in.
Dramatization ,story telling and jokes are part of
stimulating learners at every angle. Give children
current reading publications ,oral reports ,outdoor
activities ,guest speakers ,tests in small groups and
individual tests. Different pupils prefer to learn in
different modes so a teacher has to vary
methodology
 Variation in Questioning

 Questions is also a stimulus as it

provide pupils with the opportunity to
express..Questions themselves should
be varied,from low order and high
order questions. .When asked, do not
directly answer the question; let the
student finish his question first so as
to give time to you to prepare for a
suitable and right answer; do not cut
off the student’s question or
explanation
 Focusing
 It is used to concentrate the attentions of the pupils on some
specific point or event. It includes verbal focusing, gesture
focusing and verbal or oral gesture focusing The teacher
draws the attention of the pupils to the particular point in the
lesson either by using verbal or gesture focusing. In verbal
focusing the teacher makes statements like, “look here” listen
to me” “note it carefully”. In gestural focusing pointing
towards some object with fingers or underlining the important
words on the black board.
 Focusing can be used when the teacher want to direct the
students’ attention to a particular point which they are
required to observe. Focussing can be obtained through verbal
communication or gesture or both.
 Oral-Visual Switching
 The teacher gives information to the
class verbally about something. This
is called oral medium. When the
teacher is showing maps, charts and
object without saying something, this
is called visual medium. If the
teacher is giving information to the
pupils through any one medium
(oral, visual, oral visual) for a long
time, it is possible that the students
may lose attention to what the
teacher is conveying to them.
Therefore it is essential for the
teacher to change medium rapidly in
order to secure and sustain pupils’
attention to what he says
Variation in Interaction Style :

Interaction between the teacher and

the pupils is very essential in the
class room teaching otherwise it
become monotonous. Therefore the
style of interaction in the class
room should go on
changing. Interaction style can be
used as stimulus ,for example
teacher/student or student/student
or student /teacher .Variation in
interaction so as to stimulate
students inerests .Some variation
interaction styles are used in group
work or individual work
 SKILL OF REINFORCEMENT
COMPONENTS
 Positive Verbal Reinforcement
 Positive Non –verbal reinforcement
 Negative verbal re-enforcement
 Negative non –verbal reinforcement
 Repeating and Rephrasing
 Extra Verbal cues
 Writing students response on Blackboard
 Positive Verbal re-enforcement
 These are the positive comments given by the teachers on
the correct response of the pupil. They are:
i. Using words and phrases like ‘Good’ ‘very good’ and
excellent
ii. Repeating and rephrasing pupils’ response
iii. Using pupils idea in the development of the lesson.
iv. Using extra-verbal cues, to encourage pupils
v. Using prompts like carry on, think again etc, to help
the pupil give response.
 Positive Non- Verbal
The teacher gives comments to pupil on their
correct response without using words- This
he does by –Nodding the head, smiling,
patting, looking attentively at the
responding pupil, writing pupil’s answer on
the Board. The teacher encourage the
pupils to participate maximally in the
development of the lesson.
 Skill of Using Black Board

Components :-
 Legibility of
handwriting
 Neatness of
blackboard work
 Appropriateness of

blackboard work.
 Closure
When a students –teacher deliver lecture
and sums up properly and in an
attractive ways.

The lesson /Period remain in effective in

the absence of proper closures
 CLOSURE
 Components :
i. Recaptulation
ii. Evaluation of learning
iii. Home assignment
 FORMAT – MICRO LESSON PLAN
( Skill – STIMULUS VARIATION)
Subject: Science. Topic : Cell Class: IX
S/No Teacher’s Activity Pupils’ Activity Components of
Skill
1. What is the outermost layer of Plant cell Cell wall Movement
2 What is Cytoplasm? Space between cell wall and Variation in
Nucleus is occupied by jelly like Questioning
fluid materials
3 There are two types of substances in Cell Organelles – Mitochondria, Gestures, Change in
Cytoplasm Plastids, Endoplasmic reticulum speech pattern,
i. Cell Organelles – Living Cell Inclusion – Starch, sugar Focusing..
Substances.
ii. Cell Inclusion – Non Living Substances
Look at me,
Give examples of Cell Organelles and
Inclusion
Advantages of Micro-Teaching
 It focuses on sharpening and developing specific
teaching skills and eliminating errors.
 It enables understanding of behaviours important
in class-room teaching.
 It increases the confidence of the learner
teacher.
 It is a vehicle of continuous training for both
beginners and for senior teachers.
 It provides experts supervision and constructive
feedback.
Working Together, We Can achieve our goal and
expected qualities in higher education
PLEASE COMPARE !!!
 REMEMBER
 Even the best teacher can learn a great
deal from his or her students.

Thank you