MICRO TEACHING

INTRODUCTION
Microteaching is a very complex teaching activity that involves simultaneous application of
multiple skills. The trainee is engaged in a scaled down teaching situation. Scaled down in terms
of class size (small group 4-6 pupils), length of class time (5-10 minutes), teaching tasks
(practicing and mastering of a specific teaching skill, e.g. lecturing, questioning or discussion)
and strategy, flexibility, instructional material and classroom management.

DEFINITION
“Micro teaching as a scaled down teaching encounter in a class size and class time”. The number
of students is from 5-10, and the duration of period ranges from 5-20 minutes.

- Allen (1966)

“A teacher training procedure which reduces the teaching situation to simpler and more
controlled encounter achieved by limiting the practice teaching to a specific skill and reducing
teaching time and class size”

- Clift (1976)

PURPOSE OF MICROTEACHING
 To improve teachers teaching skills
 To improve skills of public speaking
 To review a topic
 To Update knowledge
 To enable the teacher to concise
 TO master a topic
 To improve specific skills
 To cover syllabus
 To teach time management , AV aid management
 Incidental health education

BASIC PRINCIPLES OF MICRO-TEACHING

1. Enforcement: Feedback, re-teaching makes teaching perfect.

2. Practice and drill: Teaching is a complex skill which needs constant drill and practice. It
affords practice in each small task or skill and thereby the pupil teacher gain mastery.
3. Continuity: micro-teaching is a continuous process. Teaching -feedback –re-teaching –
feedback till perfection is attained.

4. Microscopic supervision: supervisor has an observation schedule which he fills up while

supervising and makes assessment at a rating scale. The supervisor sees through the lesson all
important points, paying full attention to one point at a time.

CHARACTERISTICS

1. Micro element- It reduces the complexity of the teaching situation of;

- Number of students
- Duration of lesson
- Subject matter
- Teaching skills and size of topic
2. Teaching skills
a) Pre- instructional skills.
 Sequencing and organizing knowledge to be presented in order to
achieve specific objectives.
 Appropriate content
 Proper organization
 Selection of proper audio visual aids
b) Instructional skills.
 Skills of introducing a lesson
 Reinforcement
 Diagnosing pupil’s difficulties
c) Post – instructional skills.
 Skills of writing test items
 Planning remedial measures
d) Feedback

3. Safe practice ground- Teaching is performed under simulated conditions with a small
group, the trainee is on a safe practice ground.

MICRO-TEACHING CYCLE

The components of the micro-teaching cycle are shown below. The micro-teaching cycle starts
with planning, In order to reduce the complexities involved in teaching, the student teacher is
asked to plan a “micro lesson” i.e. a short lesson for 5-10 minutes which he will teach in front of
a “micro class” i.e. a group consisting 3-4 students supervisor and peers if necessary. There is
scope for projection of model teaching skills if required to help the teacher prepare for his
session. The student teacher is asked to teach concentrating one or few of the teaching skills
enumerated earlier. His teaching is evaluated by the students, peers and the supervisor using the
checklist to help them. Video recording can be done if facilities permit. At the end of the 5 or 10
minutes session as planned the teacher is given a feedback on the deficiencies noticed in his
teaching methodology. Feedback can be aided by playing back the video recording. Using the
feedback to help himself, the teacher is asked to re plan his lesson keeping the comments in view
and re teach immediately the same lesson to another group. Such repeated cycles of teaching,
feedback and re teaching help the teacher to improve his teaching skills one at a time .Several
such sequence can be planned at the departmental level. Colleagues and postgraduate can act as
peer evaluation for this purpose. It is important, however, that the cycle is used properly for
helping the teacher and not as a tool for making a value judgment of his teaching capacity by his
superiors.

ADVANTAGES
Microteaching has several advantages -

 It focuses on sharpening and developing specific teaching skills and eliminating errors.
 It enables understanding of behaviors important in classroom teaching.
 It increases the confidence of learner teacher.
  It is a vehicle of continuous training applicable at all stages not only to teachers at the
beginning of their career but also for more senior teachers.
 It provides expert supervision and a constructive feedback and above all if provides for
repeated practice without adverse consequence to the teacher or his students.

DEMERITS OF MICRO-TEACHING
1. Through Micro-Teaching one trainee is trained at a time.

2. It is more time consuming as a trainee will take 35 minutes to practice one skill only.

3. It presents fragmented view of teaching.

4. The immediate feedback which is a must may not be feasible in all conditions.

5. Due to short lesson of 6 minutes, a trainee cannot get training in evaluation, diagnostic
and remedial skills.

6. It cannot fit in Indian conditions and situations due to its short practice period which may
create academic and administrative problems in the schools.

PROCEDURES ADOPTED IN MICRO-TEACHING

Micro-teaching is integrated with student teaching programme .

 Lecture method.
 Demonstration lesson.
 Diagnostic lessons.
 Micro-lessons for practice.

APPARATUS NEEDED IN MICRO-TEACHING

 Micro-teaching can be conducted with or without closed circuit television.

 Video on camera with a zoom lens
 Video tape recorder
 Two monitors
 Recording tapes
 Two clocks
 Dozen lamps
 100 yards of wire
  Switch gear

STEPS IN MICRO-TEACHING
1. Defining the skill: A particular skill is defined to student teacher in terms of specific
teaching behaviors, and the objectives such behaviors aim at achieving.

2. Demonstrating the lesson: The teacher educator can give a demonstration lesson using a
particular skill.

3. Planning the lesson: The student teacher prepares a lesson plan based on the predecided
model on a suitable topic relating to the particular skill which he proposes to practice.

4. Teaching to micro-lesson

5. Discussion on the lesson delivered: The lesson delivered by the trainee teacher is followed
by discussion to provide him feedback. Peers who participated in the lesson as learners, peers
observers or the supervisors can provide the necessary feedback. Feedback can also be provided
by audiotape or video tape recorder. The student teacher observes and analyses his lesson with
the help of supervisor.

6. Replanning the lesson: In the light of the feedback and supervisors comments, the student
teacher replans the same lesson or a different lesson in order to use the skills more effectively.

7. Reteaching the lesson: The revised lesson is retaught to a different but comparable group of
pupils.

8.Rediscussion or re-feedback; The lesson is again observed or audio-taped or video-taped.

Observations are noted. Feedback is again provided on the re-taught lesson.

9.Repeating the cycle; The teach-reteach cycle is repeated till the desired level of skill is
achieved. The supervisor is to enable the teacher trainee to perfect his performance in the
particular teaching skill.

PHASES OF MICRO TEACHING

1. Knowledge acquisition phase
 Observation of analysis
 Discussion of the demonstrated skill.

2. Skill acquisition phase

 Preparation of the micro lesson involving the skill.
 Practicing the skill while teaching.
 3. Transfer phase
 Evaluating performance leading to feedback
 Replan, reteach and transfer of skill to actual class teaching in micro sessions

LIMITATIONS OF MICRO-TEACHING
 It is only simulated technique with less number of person over a short period of time.
 It is expensive to procure and to maintain video recording equipment just for micro-
teaching.
 Real life situations are quite different
 It does not apply to skills like, decision-making, preparation of audio-visual resources,
maintaining students records etc.
 Scope is narrow
 Requires more skills
CONCLUSION
In the conclusion, I would like to say that microteaching can be and is most effective in having
the teachers skills of a novice teacher and with the effective use of education technology than
this method can help the student teacher gain a lot of confidence in teaching therefore making a
good teacher and importantly conveying the information to the students effectively.
BIBLIOGRAPHY
 Aggarwal J.C. (1996). “Principles, methods & technique of teaching” (2nd edition) New

delhi vikas publishing house Pvt Ltd.

 Aggarwal J.C (2003). “Essentials of educational technology Teaching” (1st edition) New

delhi, Vikas Publishing house Pvt

 Basavanthappa B.T (2013) “Nursing Education”,( 1st edition), New delhi jaypee
 Elakkuvana Bhaskara Raj (2013) “ Text book of Nursing education” (1st edition)
,EMMESS Medical Publishers ,
 Patidar Anurag,(2012) “Communication and Nursing Education” (2nd Edition) New
delhi, Dorling Kindersley (India) Pvt. Ltd,
 Pramilaa R,(2010) “Communication and educational Technology” (1st edition) Jaypee
Brothers Medical Publishers (P) Ltd,
 K P Neerja (2003) “textbook of Nursing Education” (1st edition) New Delhi, jaypee.

 https://en.wikipedia.org/wiki/Microteaching
 JABALPUR INSTIUTE OF NURSING
SCIENCES AND RESEARCH
SUBJECT ON –NURSING EDUCATION
discussION ON
Micro teaching

Submitted To Submitted By
Mrs. SURBHI R.KEHERI miss PREETI SHARMA
Professor M sc (N) 1st year
Jinsar, Jinsar,