MICRO TEACHING

Introduction:-

Micro teaching is one of the most important developments in the field of teaching practice. It is
originated in the Stanford university in1963.It is based on the theory that teaching consists of a
number of basic skills such as communicating, explaining, questioning organizing etc. quality of
teacher depends on the quality of teacher, which in turn depends on the quality of training they
received through teachers training program or institutions.

Definition:-

 Micro teaching is a clinical teaching program which is organized to explore the trainee to
an organized curriculum of miniature teaching encounters, moving from fewer complexes
to the more complex.

 According to Allen, 1966: Allen defined micro teaching as a ‘scaled down teaching
encounter in the class size and classmates’.

 According to the Dwilight Allen and Kenn Ryon, 1989: Micro teaching is a system of
controlled practice that makes it possible to concentrate on specific teaching behavior and
to practice teaching under controlled conditions.

 According to David B. Young: “Micro teaching is a device which provides the novice
and experienced teacher alike, new opportunities to improve teaching.

Objectives:

 To enable the teacher trainee to learn and assimilate new teaching skills under controlled
conditions.
 To enable the teachers trainee gain confidence in teaching.
 To Master number of teaching skills on small group of pupils.
 To utilize the academic potential for teacher trainee for providing much needed feedback.
 To give teacher trainee training in the component skill of teaching at preserved level.
 To gain maximum advantage with little time and money and material.

Features it of micro teaching:-

 Is a real teaching but focuses on teaching skills.
 It is scaled down teaching.
 To reduce class size 5 to 10 pupils.
  To reduce the duration of period 5 to 10 minutes.
 To reduce the size of the topic
 It is highly individualized training device.
 It provides feedback for trainee’s performance.
 It is training device to prepare effective teachers.

Teaching skills
Micro teaching is used for developing certain teaching skills
 Stimulus variation:-
This skill involves deliberate changing of various attentions producing behavior by the
teaching in order to keep pupils attentive at high level.
 Set induction:-
It refers to the development cognitive rapport between pupils and teachers to obtain
immediate involvement in the lesson.
 Closure:-
This skill is complementary to set induction. It is more than quick summary of the
portions taught and the pupils are able to relate new knowledge with the previous one.
 Silence and non verbal clues:-
The use of silence and non verbal clues in powerful device in order to encourage pupil
participation in class room teaching.
 Skills of reinforcement
It involves teacher encouraging pupil’s responses using verbal praise, accepting their
responses or non verbal cues like smile.

 Fluency in questioning:-
This is a skill in asking questions. By fluency means the use of as many questions as
possible in a given period of teaching.
 Probing questions:-
It requires that teachers ask questions that need pupils to go beyond superficial first
answers of questions.
 Recognizing and attention behavior:-
The successful teacher is more sensitive to note the interest or boredom of pupils through
visual cues.
 Stimulating and use of examples:-
The use of good example and clear teaching are basic skills to teaching.
 Skill of explaining:-
An explanation is a set of interrelated statements made by teacher in order to increase the
understanding in the pupils about ideas and concepts.
 Skill of increasing pupil participation:-
 This skill involves the four components creating set questioning, encouraging pupil
activities and pausing in such a way that pupil participation is maximized.
 Skill of writing objectives:-
It involves the following activities identifying objectives, analyzing the task and writing
objectives in behavioral terms with regards to adequate learning.
 Skills of using blackboard:-
This skill requires legibility, neatness, appropriateness, continuity, simplicity of
blackboard work. It is very essential skill for successful teacher; the effectiveness of
presentation depends on the proper use of black boards.
 Skill for class management:-
This skill involves a number of activities and teacher performs for creating and
maintaining conducting environment for learning in the classroom.
 Skills of using Audio Visual Aids:-
It implies the effective use of appropriate teaching aids to make teaching interesting and
desired objectives can be achieved. The effective use of audio visual aids makes the pupil
active and attentive in classroom.
 Skill of giving assignment:-
The skill consists of the pupils active to organize and assimilate the learnt material.
 Skill of pacing lesson:-
The pacing lesson means the variation in the teaching speed. This skill involves adjective
devices for satisfying the needs of pupils or student variation.
 The use of higher order questions:-
This skill involves the question which cannot be answered by memory or sensory
description. The question consists of principles, rules and generalization.
 Divergent question:-
It requires the respondent to organize elements into new patterns, predict or inter fro the
situation. These skills involve higher order of creativity.
 Lecturing:-
It requires the effective presentation of content by using appropriate technique and
devices of teaching aids. This is known as communication competency.
 Planned repetition:-
It is powerful skill in focusing and highlighting important points of teaching.
 Completeness of communication:-
It is skill which is developed by sensitivity training for a clear communication of ideas
and concept in teaching. The teachers are more responsiveness to possible
miscommunication.
Steps in micro teaching:
After a particular micro lesson is given, the supervisor discusses the same with the pupil
teacher and gives feedback. The pupil teacher there upon, re-plans the same lesson and re-
teaches it to the same group, and finally he gets an opportunity of correcting himself till be
becomes more or less perfect in the particular skills.

The major steps are:-

 Orientation: Orientation, lectures are to be given on each skill followed by the discussion
with student teacher.
 Discussion of teaching skill: The concept of teaching skills is classified first then; teaching
skill should be selected and explained to them. One skill is to be discussed at one time.
 Presentation of model demonstration lesson: The model lesson of particular skill is given by
the trained teacher educator or an expert. The skills may be demonstrated through video tape
or film to the teacher trainees.
 Preparation of micro lesson plans
The student’s teacher selects one unit’s concept and prepares the micro lesson plan. Help for
this may be taken from the teacher educator and available sample lessons.
 Micro teaching setting
The micro teaching technique under standard procedure adopted by NCERT
 Number of pupils : 5-10
 Types of pupils : Real pupils or preferably peers.
 Type of supervisor : Teachers, educators and peers.
 Time duration of micro lesson : 6 minutes
 Time duration of micro teaching cycle : 36 minutes
This duration is divided as –
Teaching session : 6 minutes
Feedback session : 6 minutes
Re-plan session : 12 minutes
Re-teach session : 6 minutes
Re-feed back session : 6 minutes
Total : 36 minutes

 Stimulated condition:-
Student teacher at as pupils and lesson is conducted in training college itself.
 Practice of teaching skills:-
Te student teacher practice a few selected teaching usually five skills. E.g. Teach, feed back,
re-plan, re-teach and re feed back
 Observation of teaching skill:-

The student teacher teaches the lesson to a small group of pupils, preferably of peer group in a
simulated condition.
 Providing feedback:-
The teaching is followed by discussion to provide feedback to the trainee. The video tape may
be displayed to observe his own teaching activities by the trainees.
 Teaching time:-
Complete cycle of micro lesion for each of the five skills will be –teach -- feedback—re-plan—
re-feed back. Normally 36 minutes will be taken by a trainee to complete one cycle.
Five ‘R’ of Micro-Teaching:-
 Recording
 Reviewing
 Responding
 Refining
 Re-doing
 Micro teaching cycle
Basic principles of micro teaching:
 Enforcement: Feedback, re-teaching makes teaching perfect.
 Practice and drill: Teaching is a complex skill, which needs constant drill and practice.
 Evaluation: Evaluation by supervisor and self evaluation of his own performance while
seeing video.
 Experimentation
 Microscopic supervision: Pay full attention to view.
 Continuum: It is a continuous process and teaching feedback—Re-teaching feedback till
perfection is attained.
Aids in micro teaching:
 Observation schedule
 Previous knowledge
 Correct device for lesson
 Question followed by correct
 Effective introduction
 Tape recorder
 Video tape recorder
 Closed circuit television
 Movie film.
Characteristic of micro teaching:
 It is real teaching as it takes in real class room situation, in which the student, teacher and
some students are involved.
 The focus of micro teaching is on training in specific control of practice where the
methods of feedback and supervision may be appropriately manipulated.
 It focuses on developing specific teaching skills.
 It is a technique of training in which one learns the skills of teaching through scaled down
process of teaching learning. The phrase “micro” is used to denote scaling down in the
class size, time and task of teaching.
 It is highly individualized training device which provides feedback knowledge of result
for trainee performance.
 It is training device to prepare effective teacher.

ADVANTAGES OF MICRO TEACHING

 It is a real teaching. The peer group, audio and video tape recording provides accurate
and powerful feedback.
 It provides safe practice ground.
 It provides many opportunities to trainee to study the desired patterns of behavior.
 Immediate evaluation and additional trials can be done.
 The student teacher can concentrate on some specific aspect of teaching learning.
  It can be done either in real classroom condition or in stimulated condition.
 It is an economical device and the use of video tape enables the trainee to analyses his
own teaching performance.
DISADVANTAGES OF MICRO TEACHING
 It is costly, needs tape recorder, video tape, closed circuit television.
 It is not feasible actual practice 50-60 students in class.
 5- 10 minutes are not sufficient to give full lesson.

BIBLIOGRAPHY:-

 Neerja, K.P. (2007), “Textbook Of Nursing Education”, (5th Edition) New-Delhi,

Jitendra P. Vij., Page No.- 436 TO 438.

 Basavanthappa, B. T. (2004) “Nursing Education”, (Second Edition) New Delhi,

Jitendra P. Vij., Page No. 514 TO 520.

 Lucita, Mary (2007), “Nursing Practice and Public Health Administration”, (Second
Edition) New Delhi, Reed Elsevier, Page No. 44.

 Yoder, Patricia S. (1999) “Leading and Managing In Nursing” (Second Edition)

Missouri, Sally Schrefer, Page No. 170 to 171.

 Trained nurses association of India (2000) Nursing Administration and Management

(First Edition) New Delhi, Ms. Jaiwanti P. Dhaulta, Pg. 45.

 http://en.wikipedia.org/wiki/Microteaching
 http://www.jpgmonline.com/article.asp?issn=0022-
3859;year=1993;volume=39;issue=3;spage=142;epage=3;aulast=Ananthakrishnan
 http://isites.harvard.edu/fs/html/icb.topic58474/microteaching.htM