Dr G L Gulhane 1

MICRO TEACHING


Dr G L Gulhane
P G Department of Education
Sant Gadge Baba Amravati University
Amravati
Dr G L Gulhane 2
What is Teaching?
Teaching is not merely imparting knowledge to
students, nor merely giving advice.

Teaching is not passing information to the
students.

Teaching is not sharing ones own experience.

Dr G L Gulhane 3
What is Teaching?
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
teachers age, sex, and teaching experience.
One can become an effective teacher irrespective
of his/her age, sex and experience.
Dr G L Gulhane 4
Defects in Teaching
Defects in Teaching:
1. More Teachers talk: Most of the time in the
classroom, is devoted to teachers talk, and students
get very little opportunity to express themselves.

2. Only memory level: During classroom interaction,
teacher tends to promote mostly learning requiring
memory level thinking.
.
Dr G L Gulhane 5
Defects in Teaching

3. More information & less explanation: Most of the
teachers spend more time in giving information and
less on clarifying ideas and still less time for giving
explanations.
4. Less chance of encouragement: A very low
percentage of teachers time in the classroom is used
for making encouraging remarks.
5. No planning: Most of the teachers are not
systematic in planning and carrying out instruction.
.
Dr G L Gulhane 6
Defective Teaching Learning Process
Dr G L Gulhane 7
What is learning?
Change in behavior brought about by activity,
training or experiences.
*Learning never ends.
*Anyone who stops learning is old, whether at
twenty or eighty.
* Anyone who keeps learning stays young.
*Effective learning is based on what the learner
already knows
Dr G L Gulhane 8
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.
Dr G L Gulhane 9
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.


Dr G L Gulhane 10
How learning happens? .:
20
30
50
90
hear
see
hear & see
hear, see &
do
Dr G L Gulhane 11
Changes in Teacher Role
A shift from:
1. Knowledge transmitter,
primary source of
information, content
expert, and source of all
answers.
2. Teacher controls and
directs all aspects of
learning
A shift to:
1. Learning facilitator,
collaborator, coach,
mentor, knowledge
navigator, and co-
learner.
2. Teacher gives students
more options and
responsibilities for their
own learning
Dr G L Gulhane 12
Changes in Student Role
A shift from:
1. Passive recipient of
information.
2. Reproducing knowledge.


3. Learning as a solitary
activity
A shift to:
1. Active participant in the
learning process.
2. Producing and sharing
knowledge, participating
at times as expert.
3. Learning collaboratively
with others
Dr G L Gulhane 13
Microteaching
Dr. Allen and his group evolved Microteaching in 1963
in America.

Dr G L Gulhane 14
What is Microteaching?
Meaning:
The teaching of a small unit of content to the
small group of students (6-10 number) in a
small amount of time (5-7 min.) means Micro
Teaching.
*It is a skill training technique.
*It is a short session teaching.
*To train inexperience student-teachers for
acquiring teaching skills.
*To improve the skills of experience teachers.
Dr G L Gulhane 15
Microteaching Cycle
(Procedure)
Step- I : Micro Lesson Plan ( may take 2 hours / 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 5 Min.
---------------
Total 30 Min. (Appr.)
Dr G L Gulhane 16
Characteristics of Microteaching
1) The duration of teaching as well as number of students are
less.
2) The content is divided into smaller units which makes the
teaching easier.
3) Only one teaching skill is considered at a time.
4) There is a 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.

Dr G L Gulhane 17
Comparison Between Micro Teaching and
Traditional Teaching
Traditional Teaching

1. Class consists of 40 to 60
students.
2. The teacher practices
several skills at a time.
3. The duration is 40 to 45
minutes.

4. Immediate feed-back is not
available.

Micro teaching

1. Class consists of a small
group of 6 to 10 students.
2. The teacher takes up one
skill at a time.
3. Duration of time for
teaching is 5 to 7 minutes.

4. There is immediate feed-
back.

Dr G L Gulhane 18
Cont. Comparison Between Micro Teaching and
Traditional Teaching
Traditional Teaching

5. There is no control over
situation.

6. Teaching becomes complex.

7. The role of the supervisor is
vague ( not clear).

8. Pattern of classroom
interaction cannot be
studied.
Micro teaching

5. Teaching is carried on
under controlled situation.

6. Teaching is relatively
simple.

7. The role of the supervisor is
specific and well defined to
improve teaching.

8. Pattern of classroom
interaction can be studied
objectively.
Dr G L Gulhane 19
Components of Micro teaching Techniques
1. Student Teacher- The student who gets the
training of a teacher is said to be student-
teacher. Various capacities are developed in
them during training such as capacity of class
management, capacity of maintaining
discipline and capacity of organizing various
programmes of the school / college etc.
2. Feedback Devices- Providing feedback is
essential to make changes in the behavior of
the pupils. This feedback can be provided
through video-tape, audio-tape and feedback
questionnaires.

Dr G L Gulhane 20
Components of Micro teaching Techniques
Skill: As we know, skill means ability to do something
well or expertness.
Teaching Skills- Teaching skill is a set of teacher
behaviors which are specially effective in bringing
about the desired changes in pupils.
For example:
a) lecturing skill,
b) skill of black-board writing,
c) skill of asking questions,
d) skill of class management etc.

Dr G L Gulhane 21
21
2. Skill of Probing
Questions

1. Introduction Skill
3. Skill of Explanation
4. Skill of Stimulus
Variation
5. Skill of Black-
board Writing
Skills of Micro Teaching




6. Skill of Achieving
Closure
Dr G L Gulhane 22
Skills of Micro teaching Techniques
1. Introduction Skill
2. Skill of Probing Questions
3. Skill of Explanation
4. Skill of Stimulus Variation
5. Skill of Black-board Writing
6. Skill of Achieving Closure


Dr G L Gulhane 23
Cont. Skills of Micro teaching Techniques
1. Introduction Skill: The skill of introducing a lesson
involves establishing rapports with the learners, promoting
their attentions, and exposing them to essential contents.
Components of this skill-
a) Preliminary Attention Gaining:
Normally, at the beginning of a lesson, students are found
not to be attentive and mentally prepared for learning. They
may be thinking something else too. In such situation, the
primary duty of a teacher is to create desire for learning
among the students.
Teacher can do it by telling a story, with the help of
demonstration, recitation, etc.
Dr G L Gulhane 24
Cont. Skills of Micro teaching Techniques
b) Use of previous knowledge: Previous knowledge refers to
the learners level of achievements before instruction begins.
Use of previous knowledge is a must, because it helps to
establish an integration between the pre-existing knowledge
of the learner and the new knowledge that the teacher wants
to impart him.
c) Use of Appropriate Device: In order to motivate the learner,
the teacher should make use of appropriate devices or
techniques while introducing a lesson.
For example- dramatization, models, audio-visual aids etc.
b) Link with new topic: After preliminary questions and
introduction, teachers should establish a link of previous
knowledge with present topic.
Dr G L Gulhane 25
Cont. Examples on Introduction Skill
Instructions:
1. Use only one word of seven letters for first blank.
2. Split the same word into two different words and
filled in reaming two blanks.
3. Dont change sequence of letters.

Complete the following sentence:
The - - - - - - - surgeon was - - - - - - - to perform
operation because he had - - - - - - - .
Dr G L Gulhane 26
Cont. Examples on Introduction Skill
Complete sentence:
The Notable surgeon was not able to perform
operation because he had no table .


Dr G L Gulhane 27
Cont. Examples on Introduction Skill
Answer the following:

1. Golden jubilee + Today's date Silver jubilee = ..


Dr G L Gulhane 28
Cont. Examples on Introduction Skill
Answer the following:

2. Children day Valentine day + independence day = ..



Dr G L Gulhane 29
Cont. Examples on Introduction Skill
Answer the following:

3. Heads of Ravan X Palms of human body - Republic day =
..



Dr G L Gulhane 30
Cont. Examples on Introduction Skill
Answer the following:

4. Eyes + Nose Ears + Teeth Hands Tongue =


Dr G L Gulhane 31
Cont. Skills of Micro teaching Techniques
2. 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. He enable the pupils to understand the subject
deeply.
The components of this skill are:
i. Prompting:- When a pupil expresses his inability to answer
some question in the class or his answer is incomplete, the
teacher can ask such questions which prompt the pupils in
solving the already asked questions.
For example- Do you know names of Vice Chancellors of
Sant Gadge Baba Amravati University since 1983?
Dr G L Gulhane 32
Cont. Skills of Micro teaching Techniques
Skill of Probing Question:
ii. Seeking Further Information: When the pupils answer
correctly in the class but the teacher wants more information
and further clarification from the learner by putting how
and why of correct part the response.
iii. Refocussing : When the teacher ask the same question from
other pupil for comparison . This is known as Refocussing.
iv. Redirecting Questions: Questions which are directed to
more than one learner to answer, are called redirected
questions.

Dr G L Gulhane 33
Cont. Skills of Micro teaching Techniques
3. Skill of Explanation: To present the subject-matter in the
simplified form before the pupils and making it acquirable is
known as Explanation Skill. It involves a ability of the
teacher to describe logically How, Why and What of
concept, event etc.
Components of this skill are:
i. Clear beginning statement: Before starting any
explanation, the teacher should make the pupils aware of
what he is to teach on that day through a clear beginning
statement.
ii. Lack of Irrelevant Statement: While presenting the
subject matter, only the concerned statements should be
used.
Dr G L Gulhane 34
Cont. Skills of Micro teaching Techniques
iii. Fluency in Language: The teacher should use such fluent language that
the pupils may listen and understand the thoughts of the teachers.
iv. Connecting Links: This technique is used primarily to explain the links
in statements with so, therefore, because, due to, as a result of,
in order to etc.
v. Use of Proper Words: The teacher should use proper words for
enplaning an object or an event otherwise he would be in a state of
confusion.
Precautions for skill of Explaining:
a) It should be in simple language.
b) It should not be given the shape of an advice.
c) The thoughts included in it should be in a sequence.
d) Irrelevant things should not be included in it.
e) It should be according to the age, experience and mental level of the
pupils.
Dr G L Gulhane 35
Cont. Skills of Micro teaching Techniques
4. Skill of Stimulus Variation: Stimulus variation is described as
deliberate change in the behaviors of the teacher in order to
sustain the attention of his learners throughout the lesson.
Stimulus variation determines teacher liveliness in the classroom.
The components of this skill are:
i. Body Movement: The physical movements of the teacher in the
class is to attract the attention of the learners. Sudden body
movement and suddenly stopping the same helps in gaining
learners attention at high level. The teacher without these
activities is like a stone-idol. Excess movement is undesirable.
ii. Gestures: Gesture involves the movements of the head, hand,
and facial gestures (laughing, raising eyebrows, emotions, etc)
signals. This technique helps the teacher to be more expressive
and dynamic in presenting his lesson in the class.
Dr G L Gulhane 36
Cont. Skills of Micro teaching Techniques
iii. Change in Voice: Teacher should bring fluctuations in his voice.
The pupils feel boredom with the speech at the same pitch, and
pupils get deviated from the lesson.
iv. Focussing: Focussing implies drawing the attention of the
learners towards a particular point which the teacher wishes to
emphasize. Such technique involves verbal focusing, gestural
focusing, or verbal-gestural focusing.
v. Eye-contact and eye-movement: Both the eye-contact and eye-
movement play very important role in conveying emotions and
controlling interaction between the teacher and taught. In a
classroom situation, this technique implies that the teacher should
maintain eye-contact with the learners in order to sustain the
attention of the latter.
Dr G L Gulhane 37
Cont. Skills of Micro teaching Techniques
vi. Pausing: Pausing refers to short and deliberate intervals of
silence used while delivering ideas, explaining, lecturing,
etc. Deliberate use of short pauses help the teacher to attract
and sustain the attention of his learners. But too long pauses
may be irritating.

5. Skill of Black-board Writing: Blackboards, being the
visual aids, are widely used in all aspects of education and
training, and are most suitable for giving a holistic picture of
the lesson. A good blackboard work brings clearness in
perception and the concepts being taught, and adds variety to
the lesson.



Dr G L Gulhane 38
Cont. Skills of Micro teaching Techniques
The components of the skill of blackboard writing are:
i. Legibility ( Easy to read )
ii. Size and alignment ( In a straight line )
iii. Highlighting main points
iv. Utilization of the space
v. Blackboard summary
vi. Correctness
vii. Position of the teacher and
viii.Contact with the pupils.


Dr G L Gulhane 39
Writing Skill
i. Legibility ( Easy to read ): A legible handwriting
on the blackboard draws the attention of the
learners and encourages them to improve upon
their handwritings. In order to make handwritings
more legible, the teacher should see that a clear
distinction is ensured between every letter,
adequate space is maintained between individual
letters and words.
ii. Size and Alignment: The size of the letters
written by the teacher on the board should be
uniform and large enough to be read from the last
row. The size of the capital letters should be larger
than that of the small letters and the handwritings
should be as vertical as possible without being
diverged from a line.

Dr G L Gulhane 40
Writing Skill
iii. Highlighting Main Points: The main points or
words written on the board should only be
highlighted by underlying them. Colored chalks
should be used suitably for the purpose of drawing
the learners attention to those main points that
need to be highlighted too.
iv. Utilization of the Space: For the proper
utilization of the space important words or
statements should be written on the board.
Overwriting on the letters should be avoided as it
makes the blackboard work untidy. Only essential
materials should be retained on the blackboard and
unnecessary words should be rubbed off.

Dr G L Gulhane 41
Writing Skill

v. Blackboard Summary: In order to make teaching
meaningful to the learners the teacher should
develop blackboard summary at the end of the
lesson. This should be so brief that the learners
can recollect the whole lesson at a glance.
vi. Correctness: While constructing sentences on the
board, the teacher should be careful about correct
spelling, punctuation, grammar, etc.

Dr G L Gulhane 42
Writing Skill

vii. Position of the Teacher: The position of teacher
should not be in between the learners and the
blackboard.
viii. Contact with Pupils: The teacher, at the time of
writing on the board, should maintain eye-contact
with his learners. This is necessary for controlling
interactions, maintaining disciplines, sustaining
attentions of the learners, etc.

Dr G L Gulhane 43
Blackboard Writing Skill
i. Legibility ( Easy to read ): A legible handwritin



Dr G L Gulhane 44
Blackboard Writing Skill



Dr G L Gulhane 45
Blackboard Writing Skill



Dr G L Gulhane 46
Blackboard Writing Skill



Dr G L Gulhane 47
Cont. Skills of Micro teaching Techniques

6. Skill of Achieving Closure:
When a student- teacher delivers lecture and sums up
properly and in an attractive way, the skill is termed as
Closure Skill.
The lesson/period remains ineffective in the
absence of proper closure.

Dr G L Gulhane 48
Feedback in Micro teaching
Feedback is the information supplied to the
individual.
The success of micro teaching depends on
feedback. Which can also be used within the
process of teaching as well as after the lesson
taught.
It is used in various forms in case of micro
teaching by the supervisor, video-tape, films, T.V.,
which are various sources of feedback.

Dr G L Gulhane 49
Advantages Of Microteaching
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.
Dr G L Gulhane 50
SUMMARY
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
Dr G L Gulhane 51
Why teaching profession is good?
Dr G L Gulhane 52
Remember!!!
Even the best teacher can
learn a great deal from his
or her students
Dr G L Gulhane 53
Secret
Dr G L Gulhane 54
Need of the hour
Working Together, We Can achieve our goal and
expected qualities in higher education
Dr G L Gulhane 55
Present Teacher Expected Teacher
Dr G L Gulhane 56
Thanks
.
Dr G L Gulhane 57
Dr G L Gulhane
P G Department of Education
Sant Gadge Baba Amravati University
Amravati

E-mail: glgulhane@gmail.com
09527360926