MICRO TEACHING

GROUP 4
1. WIRDA ASHRINA
2. TIA RIZKI RUKMANA
3. WARSINI
4. YUNI PUSPITA SARI
5. ZANNATUL RODIAH



KUTAI KARTANEGARA UNIVERSITY
FACULTY OF TEACHER TRAINING AND EDUCATION SCIENCE
ENGLISH DEPARTMENT
2014
Micro-Teaching

A. Definition of Micro Teaching
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.

Microteaching is a scaled down teaching encounter in class size and time
- D.W.Allen (1966)
Microteaching is defined as a system of controlled practice that makes it possible to
concentrate on specified teaching behaviour and to practice teaching under controlled
conditions.
- D.W. Allen & A.W.Eve (1968)
Microteaching is a scaled down teaching encounter in which a teacher teaches a small unit
to a group of five pupils for a small period of 5 to 20 minutes
- L.C. Singh (1977)

Microteaching is so called since it is analogous to putting the teacher under a
microscope so to say while he is teaching so that all faults in teaching methodology are
brought into perspective for the observers to give a constructive feedback.
It eliminates some of the complexities of learning to teach in the classroom situation
such as the pressure of length of the lecture, the scope and content of the matter to be
conveyed, the need to teach for a relatively long duration of time (usually an hour) and the
need to face large numbers of students, some of whom are hostile temperamentally.
Microteaching also provides skilled supervision with an opportunity to get a
constructive feedback.
To go back to the analogy of the swimmer, while classroom teaching is like learning
to swim at the deeper end of the pool, microteaching is an opportunity to practice at the
shallower and less risky side.

History of Micro Teaching
The idea of micro-teaching originated for the first time at Stanford University in USA,
when an Experimental Project on the identification of teaching skills was in progress under
the guidance and supervision of the faculty members (Bush, Allen, McDonald Acheson and
many others) in 1963. This project was aided by Ford Foundation and Kettering Foundation.
The team of experts was assigned the development of testing and evaluation tools to measure
the attainment of teaching skills. At this juncture Keath Acheson, a research worker was
investigating the utility of video tape recorder in the development of technical teaching skills.
This instrument could be used for recording the class interaction and the behaviours of the
trainee vividly and accurately. This lead to the development of a systematic and accurate
method of giving feedback to the teacher trainee. Since then this technique of teacher training
has been widely used in almost all Colleges and Universities of Europe and Asia.

B. Characteristics of Micro Teaching
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.
C. Components of Micro Teaching
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.
3) Skill.
As we know, skill means ability to do something well or expertness.
4) 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.

D. Cycle of Micro Teaching
1. Plan
This involves the selection of the topic and related content of such a nature in
which the use of components of the skill under practice may be made easily
and conveniently.
The topic is analyzed into different activities of the teacher and the pupils.
The activities are planned in such a logical sequence where maximum
application of the components of a skill is possible.

2. Teach
This involves the attempts of the teacher trainee to use the components of the
skill in suitable situations coming up in the process of teaching-learning as per
his/her planning of activities.
If the situation is different and not as visualized (in the planning of the
activities, the teacher should modify his/her behaviour s per the demand of
the situation in the Class. He should have the courage and confidence to
handle the situation arising in the class effectively.
3. Feedback
This term refers to giving information to the teacher trainee about his
performance. The information includes the points of strength as well as
weakness relating to his/her performance.
This helps the teacher trainee to improve upon his/her performance in the
desired direction.
4. Re-plan
The teacher trainee replans his lesson incorporating the points of strength and
removing the points not skillfully handled during teaching in the previous
attempt either on the same topic or on another topic suiting to the teacher
trainee for improvement.
5. Re-teach
This involves teaching to the same group of pupils if the topic is changed or to
a different group of pupils if the topic is the same.
This is done to remove boredom or monotony of the pupil.
The teacher trainee teaches the class with renewed courage and confidence to
perform better than the previous attempt.


6. Re-feedback
This is the most important component of Micro-teaching for behaviour
modification of teacher trainee in the desired direction in each and every skill
practice.

E. Advantages of Micro Teaching
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.
6) It helps to accomplish specific teacher competencies.
7) It caters the need of individual differences in the teacher training.
8) It is more effective in modifying teacher behaviour.
9) It is an individualized training technique.








Refrences :
1. Gupta, Vikram. Microteaching. [Online].
http://www.slideshare.net/dr_vikramgupta/microteaching-by-dr-vikram-gupta
2. Gulhane, G L. Micro Teaching. [Online]. www.ascsgbau.ac.in/files/Micro-
Teaching.pps