“How To Teach is Considered Important than

What to Teach”
 understand the teaching skill.
 understand the concept of Micro-teaching.
 understand the principles underlying Micro-
teaching
 analyse the complex process of teaching into
essential Micro-teaching skills.
 understand the procedure of Micro-teaching
for developing teaching skills.
 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 way to understanding the nature of
teaching is establishing a harmonious
relationship between teacher, student and
subject.
 Teaching is the activity of facilitating
learning.
 One can become an effective teacher
irrespective of his/her age, gender and
experience.
 Product of research in Stanford university.
 First adopted in 1961 by Dwight W. Allen.
 Simplifies complexities of teaching process.
 New model for improving teaching, effective
strategy for modification of classroom
behaviour of teachers.
 No exact relationship – Content course and
actual teaching.
 No organised form of feedback
 No adequate guidance for preparation and
practical teaching.
 No due attention to various aspects of
practical lesson.
 Suggestions offered are general impression.
 Acquisition of various skills.
 Teaching skills make- good teaching defined,
observed, measured and controlled by means of
practice.
 Practiced under controlled conditions.
 Complexities are reduced

a) Length of lesson-
b) Number of students: 5-10
c) Scope of lesson- (one concept and one skill)
d) Class time: 5-10 minutes
 Micro- teaching is a teacher trainer
technique that plays a significant role in
developing teaching skills in student
teachers.
 To use specified teaching skills
 To teach a single concept.
 To teach for a short time.
 To teach a very small number of students.
 Teachers education technique
 Apply clearly defined coaching technique to
carefully prepare lessons in a planned series.
 For a period of 5-10 min and encounters
small group of pupils.
 To observe the results.
According to Allen and Eve(1968)“ Micro
teaching is a system of controlled practice
that makes it possible to concentrate on
specified teaching behaviour and to practice
teaching under controlled conditions”.
 Assimilate new teaching skills.
 Master a number of skills.
 Gain Confidence in teaching
1. Teacher Training technique
2. Micro- element
3. Teaching skills and strategies
 Pre-Instructional skills
 Instructional skills
 Post- Instructional skills.

4. Feedback
 Oral feedback by supervisors.
 Observation schedules filled by peer group
 Audio- tape recording
 Video- tape recording

4. Safe practising ground

5. Teaching Models
6. Individualised training device
7. Analytical approach
1. Planning
 Orientation and seminar for faculty
members.
 Provide necessary confidence and faith in
use.
2. Selection of teaching skills
3. Preparation of institutional material
4. Physical facilities- place for teaching,
feedback, replanning, suitable time table,
5. Training of Supervisors
6. Role allocation
7. Scheduling and time table
1. General discussion theory about Micro-
teaching.
2. Discussion on skills involved in teaching.
3. Mastery of one skill is selected.
4. Demonstration lesson of skill by expert.
5. Micro lesson plan by pupil teacher on
selected skill.
6. Micro- teaching class.
7. Immediate feedback
8. In light of suggestion re-plan of lesson.
9. Replanned lesson is re-taught.
10. Teach and Re-teach cycle is repeated.
1. Principle of One skill.
2. Principle of Limited content.
3. Principle of Practice.
4. Principle of Experimentation.
5. Principle of Immediate feedback.
6. Principle of Evaluation
7. Principle of Continuity.
8. Principle of Individualised training.
1. Modelling-
 Individual demonstrating a particular
behaviour pattern which is learnt by
student through observation.
 MT MODEL connotes demonstrating the
particular skill to be acquired by teacher
trainee.
 The occurrence of different components of
skill is maximised to the highest possible
extent.
 Teacher trainee thinks how to bring different
different components of skill in teaching
effectively.
 A small session is provided for planning a
lesson and practicing the skill
 Effective class teaching requires a no of
years in real classroom.
Reasons:
 Stimulation permits student teachers to
engage in frequent and severe problems that
might not occur in field experience.
 Low cost model at high cost environment
 Decision making points or problem solution
 Space can be compressed
 Advantage of immediate feedback- cause
effect relationship.
 Trainees need to perceive the behaviours of
teaching in three stages:
 Observing modelled behaviour
 Emitting skilled behaviour
 Evaluating one’s own performance.
 Feedback
 Micro-teaching- record of micro-lesson
 Evaluation form
 Student himself
 In MT each skill is learnt separately in
simulation.
 In real class condition all skills are integrated
simultaneously.
 “It is defined as a dynamic process of
establishing appropriate connection orders
among the various constituents of elements
in teaching skills”.
 Establishing rapport with learners.
 Capturing their attention and expose them to
essential contents.
Components.
 Preliminary attention gaining
 Use of previous knowledge
 Use of appropriate device
 Link with new topic
2) using appropriate devices –
 examples, questioning, lecturing, audio-
visual aids, demonstration, role playing
 According to maturity level
3) Maintenance of continuity-
 sequence of ideas
 Logical
 Related to students response
 Linked with teachers statement
4. Relevancy of verbal or non-verbal behaviour
- by
 Testing previous knowledge
 Utilizing past experiences
 Establishing rapport
 Pin point aim of lesson
 Need & importance of lesson
5)Arouse interest-
 Introducing a surprise
 Telling a story
 Showing enthusiasm
6) Effectiveness
 An effective probing questions help a person
to talk about their personal opinion and
feelings and promote critical thinking
 Different situations arise while probing
questions...
Components
 Prompting
 Seeking further information
 Redirection
 Refocusing
 Increasing Critical Awareness
1) Prompting-means giving clues or hints to
students.
 Leading from incorrect or no response to
correct response.
 It consists of series of questions which help
to develop correct response.
 Can help students for – self confidence, long
retention, encouragement and clear
understanding.
2) SEEKING FURTHER INFORMATION- This is
used when a partially correct or incomplete
response is given to elicit more information.
This is to supply additional information to
desired response.
When teacher puts same question to
several other students for desired response.
Used in case of no response , incorrect and
incomplete response.

4. Refocussing:
It is used in a correct response to
strengthen the response.
Teacher compare one situation to other and
for implication of response to more complex
and novel situations.
It is used in completely correct response for
increasing critical awareness of pupils’. The
pupil justify his response rationally.
 Questioning is a very important technique which
every teacher should know thoroughly
 Questions are used to help students to recall
facts, exercise their reasoning ability
 Questioning is a logical procedure of problem
solving
 The teacher encourages the learners to seek
more than one answer for a question
 The teacher uses questioning to achieve learning
objectives
 To assess students understanding
 It’s a critical skill that can be used in any subject
and any grade
o Help the students display/test their
knowledge
 Elicit desired information from students
 Develop subject matter in the class
 Enable students to analyze problems related
to the topic being taught
 Enable students to apply their knowledge to
a specific new situation
 Help students to evaluate for themselves
their understanding of the concepts
 Motivate students to participate in the
teaching learning process
1)LOWER ORDER QUESTIONS –
 limited to memory level of thinking
 merely deal with mode of expression

2) MIDDLE ORDER QUESTIONS

 interpretation of concepts by comparison or
 explanation, application type questions

3) HIGHER ORDER QUESTIONS

 children to think, to reason, to analyze,
 produce new ideas- analysis , synthesis &
evaluation
 To present the subject in a specified manner
before the learner and making it acquirable is
known as explanation skill.
 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.
 A verbal skill and has two main aspects -
selection of appropriate statements interrelating
and using the selected statements.
 It describes why, what and how of the concept.
 Introductory •To draw and maintain students attention
statement •Give clue for explanation
•Gives overall picture of explanation

•Towards the end to summarize

Concluding
•Present consolidate picture
statement
•To draw logical inference

Certain linking words and phrases

Use of explaining
• Bring continuity in statements
skills
• Generally conjunctions or prepositions eg. As
a result of, because, hence, therefore etc.

“One picture is worth ten thousand

Use of visual aids words”
• Blackboard, charts, model, picture etc.
 Technical • Properly defined
words • If not explanation becomes difficult
defined

Interesting • By giving examples from daily life

• Use simple sentences
to students
• Different media of communication

Testing
• Asking appropriate questions
students
• Few simple questions
understanding
 Deliberate change in attention, drawing behaviour
of teacher in order to secure and sustain attention
of what is being taught.
 Determines liveliness of teacher in classroom.

Components
• Move in class
Movement • To check activities
• Avoid aimless wandering

Gesture

Change in
Change in tone, volume, speed
speech
• Voice modulation
pattern
 Direct students attention
towards a point
focussing • Verbal, gestural, verbal cum
gestural

Pausing

Physical In experiments,
involvement dramatization,
of students writing on blackboard
 Chalkboard is real asset in class teaching as
it serves to make direct appeal to child's
senses and strengthens the retention.
Its importance is because of –
1) Clarity
2) Motivation
3) Holistic picture
4) Variety
 Visual aid of teaching
 Clarity in understanding
 Reinforcement of idea verbally presented

Primary notes
 Date, subject,thoughts, standard, unit and
sub-unit.
 Adequate spacing between letters
 Writing in straight line
 Gramatically correct writing
 Sequence of points
 Use of color chalk
 Use of duster, geometrical aids.
Components:
 LEGIBILITY – To ensure that a clear
distinction is make between every letter,
adequate space is maintained between
individual letters and words.

 Size and alignment: Uniform and large

enough to be read from the last row.

 Highlighting Main Points: Main points or

words highlighted by color chalks or
underlined.
 Utilization of space: Only write important
words or statements on the board.
2)NEATNESS IN BLACKBOARD WORK)
 Straightness of the lines
 Spacing between the lines
 No overwriting
 Focussing the relevant matter

3)APPROPRIATNESS OF THE WRITTEN WORK ON

THE BLACKBOARD)
 Continuity in the points
 Brevity and simplicity
 Drawing attention and focussing
 Illustrations and diagrams
 The skill is complementary to set induction. It is attained
when major purposes, principles and constructs of a lesson or
a portion of the lesson are judged to have been learnt and
the pupils are able to relate new knowledge with the best.
 It is more than quick summary of the portions covered. Can
use closure by drawing attention to the major points
accomplished up.

 to that point.
1. Highly individualised teacher training
2. Systematic and objective observation.
3. Developing teaching efficiency
4. Acquiring various types of skills
5. Reduces complexities of real classroom
teaching.
6. Training device for improving teaching
practice.
7. Develops confidence among teachers.
8. Practiced either in real classroom
conditions or simulated conditions
9. Effective feedback device