Micro Teaching

What is micro teaching?

 Micro-teaching is a training system designed to improve teaching
skills of teacher/instructor trainees. It is a scaled down (micro)
version of actual teaching in which a teacher/instructor trainee
teaches a group of colleagues for a time less than the normal lesson
time allocated in an actual teaching situation.
 How Microteaching Works?
 Microteaching sessions involve one student teacher, the class instructor (or school
supervisor), and a small group of peers. These sessions allow student teachers to practice and
polish their teaching techniques in a simulated environment before putting them into practice
with students.

 Using the teaching method, which was revised and simplified in the late 1980s and early
1990s, student teachers conduct a short lesson (usually 5-20 minutes in length).

 Microteaching sessions focus on one teaching skill at a time. This singular focus provides the
opportunity for student teachers to master each technique by planning and teaching the same
lesson multiple times, making adjustments based on peer and instructor feedback.
What is the aim of micro teaching?
The aim of micro-teaching is to give the trainee instructor an
opportunity to prepare and present lessons (both theory or
demonstration) in order to apply the skills taught and learned. On
completing the micro-teaching, the trainee-instructor will be able to:
 Prepare and apply lesson plans effectively during lesson presentation
 Apply the skills taught
 Demonstrate and practice a variety of teaching techniques
Key factors of micro teaching
Micro-teaching is based on the theory that teaching consists of a number of basic factors or
skills such as:
 Communication
 Explaining
 Organizing
 Questioning techniques
 Motivation of learners
 Problem solving
 decision making

Each of these factors can be improved upon by analysis and practice in much the same way
athletes carry out their training. During micro-teaching the skills acquired by instructor-trainees
are practiced during lesson presentation.
Underlying Principles of Micro teaching:
Microteaching revolves around certain principles to improve its reach in the all-round
development of the teachers.
1. One skill at one time:
 Skills in microteaching are targeted one at a time. Training on particular skills are given until
it is mastered. Once mastered another skill is targeted next. Thus, micro teaching aims for
one skill at a time.
2. Small scale content:
 Limiting the content gives more freedom and ease to the trainees. Thus, micro teaching is
based upon the principle of limited content. Teachers are to prepare their lessons within the
given content, therefore, it becomes easier for them to conduct their lessons.
3. Practice makes a man perfect:
 Mastering skills require practice. While focusing on one skill at a time, micro teaching program also
gives an opportunity to practice those skills. Lots of practice can boost the self-confidence and
promote in development of teaching skills.
Underlying Principles of Micro teaching: (cont’d)
4. Experiments:
 Experiments are the key factors in any concept. In micro teaching, many experiments are
conducted in order to test the skills of the teachers. For example, the supervisors conduct
experiments where the length of the lessons, time duration, the strength of students in the class
etc is changed. These skills are tested under controlled condition.
5. Instantaneous feedbacks:
 Micro teaching consists of teacher-pupil and supervisor as students. Once a session ends,
teacher-pupil and supervisors come up with their feedback. This feedback is given instantly
after the lesson plan ends. Thus, it helps in rectifying the drawbacks.
6. Self-evaluation opportunities:
 Evaluation plays an important role in any task. In micro teaching, supervisors conduct various
tests and thus there are several chances to analyse mistakes. Evaluation gives an opportunity to
understand the mistake and overcome it. This program includes a session where drawbacks are
pointed out along with their solution. Thus, overall improvement becomes an easier target.
Underlying Principles of Micro teaching: (cont’d)
7. Continuous efforts:
 Acquiring and mastering skills is a slow and ongoing process. Even after
mastering a previous skill, one should continually strive for betterment.
Continuous efforts make it easier to attain overall development.
Concept of Micro teaching:

 Micro-Teaching is a special teaching practice model or teaching

training method. In this teaching context, there contains many actions
like use of methods, usage of media, learning guide, motivation,
classroom management, assessment, analysing and so on.
Concept of Micro teaching: (cont’d)

The concept of microteaching is mainly based on the following points;

 Teaching in its real form but with a minimum concept

 The exercise which is designed focuses mostly on the basic teaching skills with the help of
feedback based on the knowledge and information of student learning level.
 The teaching is conducted for students who are from different backgrounds and their
intellectual abilities.
 Monitoring the micro teaching exercises conducted in classrooms
 Enabling the prospective teachers to learn effective teaching skills.
 Helping the students to actively participate in teaching by providing a low-risk situation.
 It also offers opportunities for retraining at regular time intervals
Preparation for Micro-teaching
Micro-teaching preparation needs to proceed systematically in a step-by-step fashion.
 Step 1: The instructor trainee prepares a small lesson often in the light of previous lectures, discussions etc. to do with some
aspects of learning and teaching.
 Step 2: A few specific skills are concentrated on e.g. questioning techniques, explaining (exposition) etc. during the lesson.
 STEP 3: Class size (consisting of fellow trainee instructors) should be between 5 and 10 at most. This number is far below the
group of 20 to 35 trainees found in a normal class.
 STEP 4: The time limit is by far less than the normal 30 to 40 minutes in a regular lesson. This would take between 7 and 12
minutes.
 STEP 5: The instructor trainee teaches what s/he has prepared to a group of colleagues.
 STEP 6: Feedback session. After the trainee has taught the lesson, s/he is given a feedback. Feedback is given by his/her
colleagues as well as the trainer. The feedback should be balanced and should focus on both the positive aspects as well as the
perceived weakness. It is done with a view to improving rather than destroying the morale of the teacher-trainee.
 STEP 7: Deciding to re-teach the lesson. In the light of the feedback and the overall critique, the teacher-trainee prepares to re-
teach the lesson. S/he re-plans the lesson and gets another opportunity to teach a group similar to the first one taught.
After every stage of the micro-teaching performance is reviewed and discussed, focusing attention on only one or two teaching
skills, such as questioning techniques, motivation of class, class control etc. at a time.
 Procedure of Micro teaching:

1. Skill definition:

The pupil-teacher or the supervisor

defines a certain skill. The skills of
micro teaching are defined regarding the
teaching behaviours in order to procure
knowledge of required skills, which
they have to focus on.
Procedure of Micro teaching:
(cont’d)
2. Demonstration:
 The demonstration is the second
step in the process. Experts
demonstrate the specific skill by
themselves or with the help of
audio\video tape recordings to
the teacher trainee. This gives an
idea to the teachers to work
accordingly.
 Procedure of Micro teaching:
(cont’d)
3.Lesson planning:
 This step is the first action by the
student teacher. The trainee teacher
plans a short lesson through which
he/she could practice the skill. This
microteaching lesson plan is done
with the help of his supervisor.
Procedure of Micro teaching:
(cont’d)
4. Conducting lesson:
 Once the planning is done, according
to the targeted skill the pupil-teacher
teaches the planned lesson to the
group of students. These lessons are
observed by supervisor and pupil
teachers.
 Further, they are videotaped, audio-
taped, or televised through a CCTV
camera. These tapes are later used for
self-evaluation as well.
Procedure of Micro teaching:
(cont’d)
5. Discussion and conclusion:
 Once the teaching session comes to an end it is followed by a concluding
session. Concluding session consist of feedback by the supervisor.
 During this session, the audio or video recording may also be displayed in
order to give an opportunity to evaluate oneself. Moreover, it also boosts
the confidence level of the trainee. It is the best way to reinforce the trainee
to work better the next time.
Procedure of Micro teaching:
(cont’d)

6. Re-planning:
 Mastering a skill is an ongoing
process. Thus, once the cycle of
micro teaching revolves, the
process is repeated. This
repetition involves the re-
planning of the lesson plan. The
aim of this re-planning is to
master the skill mentioned earlier.
Procedure of Micro teaching:
(cont’d)
7. Re-teaching:
 On completion of the re-
planning of the lesson, it is
again taught to another group
of students from the same
class. The time duration is kept
as same as the previous class.
This method contributes in
practising the skill repeatedly.
Procedure of Micro teaching:
(cont’d)

8. Re-discussion:
 At the end of the re-teaching
session, the discussion and
conclusion step is repeated. These
discussions and suggestions
encourage the performance of the
trainee. Thus, the process of
feedback is procured to enhance
performance furthermore.
Procedure of Micro teaching:
(cont’d)
9. Redoing:
 After the end of every
session, this cycle is repeated.
The repetition is continued
until the required skill is
mastered. This process is
repeated while attaining all
the required skills.
Three Phases of Microteaching:
1. Knowledge acquisition:
 This is the first phase of micro teaching. It
includes the collection of data. In this phase,
the trainee teacher gathers knowledge about the
required skills by reading different literature as
well as going through certain demonstrating
videos.
 Further, this phase includes the understanding
of required skill in a rational manner, as a
classroom component.
2. Skill acquisition:
 This is the working phase of the micro teaching program. Under this phase, the trainee
teacher is asked to prepare lessons and practice skills based on the model presented at the
start.
 Here, the two important factors of micro teaching are the feedback and the setting.
Setting includes the length of the lesson, the duration of the class, the skill to be obtained,
the supervisor and the students.
3. Transferring phase:
 This is the last and major phase of micro-teaching. Here the trainee
comes out in a real situation, which is not controlled.
 Here the teachers, as well as the students, get the platform to learn
and grow. This takes place in a real classroom, unlike the previous
stages of micro teaching.
Benefits of Microteaching
 Enables separate skills to be practiced and perfected· Provides an
opportunity for immediate feedback and further practice.
 Provides a less threatening class environment, and hence no big
problem of class control.
 Constructive criticisms are made by peers and the trainer in a
friendly atmosphere.
 There is room for practicing the skills and making improvement.
Disadvantages of Microteaching
 Microteaching is considered one of the most effective techniques for teacher
training, but it does have a few drawbacks. Most significantly, microteaching
requires the presence of an instructor and a group of peers, which means that
not all student teachers (or current teachers) can consistently complete
microteaching sessions.

 Ideally,microteaching sessions are repeated multiple times so that the student

teacher can refine his or her skills. However, in larger education programs,
there may not be time for all student teachers to complete multiple sessions.
Disadvantages of Microteaching
 Microteaching is considered one of the most effective techniques for teacher
training, but it does have a few drawbacks. Most significantly, microteaching
requires the presence of an instructor and a group of peers, which means that
not all student teachers (or current teachers) can consistently complete
microteaching sessions.

 Ideally, microteaching sessions are repeated multiple times so that the student
teacher can refine his or her skills. However, in larger education programs,
there may not be time for all student teachers to complete multiple sessions.