Micro-Teaching

What Is Micro-Teaching?

Aspiring teachers need to understand what is micro-teaching and the uses of micro-
teaching. As for the meaning of micro-teaching, it’s a process that’s widely used in
teacher training programs.

Micro-teaching is an innovative technique used for helping aspiring teachers, who

are trained in training institutes and colleges, acquire the desired skills for teaching.
What Is Micro-Teaching?

The definition of micro-teaching is specialized training given to

pupil teachers to provide them with opportunities for the
development and practice of specific teaching skills.

It’s a way of organizing teaching in its microform regarding time

duration, content covered and class size.
Advantages of Micro-Teaching
Micro-teaching is a great platform for teachers to improve their
teaching skills. Here are some advantages or benefits of micro-
teaching:

 Builds Confidence
 Involves A Lot Of Practice
 Budget-Friendly
 More Learning
 Improves Attitude
 Develops Communication Skills
 Promotes Systematic Lesson Planning
 Instant Feedback
 Helps Master Skills
Skill of Introduction

The skill of introducing a lesson means being able to form a

connection with learners, encourage their participation and
present them with important concepts.

If you know how to introduce a topic in class, you can motivate

students to learn and convince them of the benefits that the
lesson holds. Effectively introducing a lesson in microteaching
will also help you estimate the outcomes and timelines of your
lesson plan.
How to Introduce a Topic in Class

The skill of introduction in micro teaching demands that a teacher come up with many creative
ways to get the class interested in a topic. Some common ways that will help you introduce a
topic are:

Starting With a Question

You may start by asking questions on the premise of previously learned concepts or
seek opinions about the topic at hand. Discussing predictions and theories about the
lesson will help you understand students’ awareness of the topic

Starting With a Video

Videos are commonly suggested in micro teaching skills of introduction to get
students interested in a lesson in a fun-filled way
Presenting An Object
Presenting an object related to the lesson also helps in engaging students as they
visually relate it to the lesson

Starting With Movement

To reinvigorate students, you may start by involving them in some kind of movement.
For example, ask questions and make them raise their hands or stand up to answer

Pointing Out Mistakes

Introducing a lesson in microteaching by pointing out mistakes ensures that students
know the dos and don’ts of a lesson in advance
Skill of Reinforcement

“Excellent!”, responded Anamika’s teacher to her answer and her joy

knew no bounds. Seeing that her teacher was happy with what she
answered, Anamika felt motivated. The teacher’s skill of
reinforcement ensured that Anamika paid more attention in class
throughout the day.
Skill of Reinforcement

The skill of reinforcement in microteaching is a skill utilized by

teachers, wherein they display such behaviors that ensure maximum
participation of students.

It’s a tool that teachers can deploy for greater involvement of

students in classroom activities. The skill of reinforcement comprises
using more and more positive reinforcers to make the learning
experience pleasant for children.
Skill of Reinforcement

Positive reinforcers can be words or gestures that motivate pupils and

encourage them to participate in the class.

For example, giving verbal praise or nodding at a student’s answer

boosts their confidence and motivates them to respond further. A
teacher should use positive reinforcers at regular intervals so that
children participate actively.
Skill of Reinforcement

Negative reinforcers, on the other hand, prevent students from

engaging and taking part in classroom discussions. When students are
given harsh criticism for their response, it breaks their confidence and
stops them from learning further.

Think about your school days. When your teacher scolded you in front
of everyone for giving a wrong answer, how did you feel? Awful, isn’t
it? This is what happens with negative reinforcement. A teacher must
avoid negative reinforcers as much as possible.
Importance of Reinforcement Skills in Teaching

 Promotes Better Learning

 Raises Morale Of Students
 Ensures Greater Classroom Participation
 Improves Teacher-Student Relationship

Positive reinforcements can lead to increased class attendance, more

attention to classroom discussions, greater discipline, enthusiasm and
an overall healthy learning environment.
Components of Skill of Reinforcement

1. Positive Verbal Reinforcement

It involves praising or appreciating a student for their participation using

verbal expressions.

Words or statements such as ‘very good, ‘go ahead’, ‘continue’, ‘I like your
answer’, ‘that was a great thought’, ‘excellent’ and ‘well done’ encourage a
learner to continue taking part in the discussion.

Positive verbal reinforcement is any verbal expression that motivates

students by validating what they’re saying.
 Components of Skill of Reinforcement

2. Positive Nonverbal Reinforcement

Here a teacher uses gestures or displays a certain body language to convey

that they’re paying attention and showing interest in a pupil’s answer.

Some examples of this include smiling, making eye contact, nodding the
head and staying near the student (instead of walking away or turning your
back on them).

Such nonverbal cues give confidence to the students and raise their morale.
 Components of Skill of Reinforcement
3. Negative Verbal Reinforcement
A child remembers a negative remark forever, especially the one they receive
in front of the entire class.

Teachers must refrain from using painful or discouraging verbal expressions

such as ‘you’re wrong’, ‘nonsense’ or ‘don’t ask stupid questions’.

Such words or expressions negatively impact the minds of students and

decrease their motivation levels.
 Components of Skill of Reinforcement
4. Negative Nonverbal Reinforcement

Frowning, walking away from a pupil, not paying attention, serving

discouraging looks, tapping your foot or talking to another student while one
is answering are some examples of negative nonverbal reinforcement.

This type of behavior can discourage pupils and prevent them from
participating in the class. A teacher should avoid such expressions and body
language to maintain a positive learning atmosphere.
 Components of Skill of Reinforcement
5. Extraverbal Cues

Occasionally offering a ‘hmm’ or an ‘uh-uh’ is a way of expressing that you’re

listening and supporting the student’s answer.

Such extra verbal cues convey that the teacher is attentive, which helps the
child to continue answering.
 Components of Skill of Reinforcement
6. Writing Pupil’s Answer On The Board
Writing the answer given by a student on the board draws the attention of
the class and conveys the teacher’s confidence in the student’s answer. As a
result, all students feel motivated and participate with greater zeal.

7. Repeating And Rephrasing

Repeating the answer of a student helps the class understand a concept
better. At the same time, it gives reassurance to the student and encourages
them to speak up more often. When a child is partially correct, teachers can
rephrase their answer.
 Components of Skill of Reinforcement
8. Contact Reinforcement

Moving toward a student who is

answering and staying near them
makes them feel heard.

This practice uplifts students and

ensures their participation in
classroom discussions.
 Components of Skill of Reinforcement
9. Token Reinforcement
When a student is rewarded for
giving the correct answer or
displaying good behavior, they feel
encouraged to keep learning.

Token reinforcement happens

when you reward students for their
little achievements. Rewards can
be in the form of giving chocolates,
badges or golden stars.
 Components of Skill of Reinforcement
10. No Reinforcement

When the teacher doesn’t respond to a student’s answer in any way or form,
we call it no reinforcement.

No reinforcement makes the learning process dull, demotivating and

unproductive.
 Components of Skill of Reinforcement
10. No Reinforcement

When the teacher doesn’t respond to a student’s answer in any way or form,
we call it no reinforcement.

No reinforcement makes the learning process dull, demotivating and

unproductive.
Skill of Stimulus Variation

Stimulus variation in teaching is a key skill that helps students stay

attentive and motivated in class. The skill involves teachers
conducting different attention-grabbing action patterns that sustain
the interest and attention of students. It’s a way of improving
children’s learning ability by making them more attentive and
responsive.

Developing the skill of stimulus variation in micro-teaching sessions

allows teachers to prepare well for their classes and keep learners on
track. A skilled teacher can smartly integrate stimuli variations during
their class and create an efficient learning environment.
Component Skills of Stimulus variation

Teacher movement :

Varying movements by continuously changing location within the

classroom ,means making movements from one place to another with some
purpose.

As for writing on the black board, to conduct experiment, to explain the chart or
model, to pay attention to the pupil who is responding to some question etc.
This captures pupils’ attention and every position they are sitting they do not
feel the distance.

Pupils feel that the teacher is with them .The movements are in a way of
reducing the distance from students..
Teacher movement :

The physical movements of the teacher in the class carry much importance.
While excess of physical activities is undesirable the teacher is like a stone idol
without these activities..

It is observed that the teachers’ movement in the classroom draws the

attention of the students.

This behavior of the teacher makes the student feel that his participation in
instructional activities is being supervised by the teacher.
Teacher movement :

The movements in the classroom should always be meaningful and related to

the teaching that means the movements should have a pedagogic perspective .
There should not be any aimless wandering in the classroom.

The body movements perform numerous pedagogical functions :

Like emphasizing the importance of shape, size, and movements of the

object being taught. explaining emotions and feelings.

Combining verbal exposition with gestures. for example, if discussing the shape
of an object, one can use the hands to show the shape of the object.
Teacher Gestures

Gestures are the movements of the parts of the body the teacher’s body
movements – which communicate certain meaningful ideas to the students,

These include movements of head, hand and body parts to arrest attention, to
express emotions or to indicate shapes, sizes and movements. All these acts are
performed to become more expressive.
Teacher Gestures

Gestures also prove helpful in making the lesson effective in the class room.
These include facial gestures (laughing, raising eyebrows, emotions etc.), signals
of eyes, nodding, hand signals (signal to stop, signal to continue the task and
signal to keep quiet) etc.

Gestures can be displayed by purposeful movements of the parts of the body.

Teacher Gestures

1. Move hands and fingers to describe things, measurements, etc;

2. While talking with the students, show agreements by nodding heads so

as to encourage the students to go on explaining;

3. Show adoration or wonder by raising eyebrows high so as to show

interest in what the students are talking about;

4. Use mimics to show agreements, disagreements, wonder and

disbelief, anger, or incomprehension, etc;

5. Clasp hands to attract the students’ attention or to show happiness,wonder

etc.
Changes in Speech Pattern Silence / Pause

The use of pitch in voice projection as a stimulus ,should indicate ,relative

important of information. That’s it should indicate happiness or sorrow.

In other words slowing speech pattern is a way of stimulating pupils’ interests.

Variation can be in volume or accent of voice .

When the teacher wants to show emotions or to put emphasis on a particular

point, sudden or radical changes in tone, volume or speed of the verbal
presentation are brought out.

The change in the speech pattern makes the pupils attentive and creates interest
in the lesson.
Changes in Speech Pattern Silence / Pause

The pupils feel boredom with the speech at the same pitch, and they get
deviated from the lesson. The teacher should bring fluctuations in his voice.

Change in tone, volume or speed of verbal communication is known as change

in speech pattern. Take modulation of voice for example.

Sudden variation in voice will attract the attention of the students. It should be
noted that while teaching one should not speak in a monotonous tone.

One should be able to change the speech pattern at proper points and
situations, according to the need of. students to draw their attention and the
subject to emphasize a point. Speak using different speech patterns to avoid
boredom
Changes in Speech Pattern Silence / Pause

Do not be monotonous; Speak attractively and energetically; Speak loudly

enough for the students at the back to hear what the teacher is saying, but not
too loud so that the students at the front get shocked.
Pausing

As and where the need arises the teacher should use pauses in his teaching
process.

Make use of short pauses properly to attract the students’ attention and to
increase the students’ desire to listen further to what the teacher is talking
about; do not talk in a hurry so as to lose breath;
Pausing means “stop talking” by the teacher for a moment. When the teacher
becomes silent during teaching, it at once draws the attention of the students
with curiosity towards the teacher. The message given at this point is easily
received by the pupils.

Silence can indicate that what has just said is important or it can indicate that
what happened is unacceptable. Silence can also indicate the opportunity
allowance for pupils to think and respond to the asked question. Remain silent
until pupils are also observe silence
Change in Audio-Visual Sequence

A continuous change in the sequence of using audio

visual aids concentrates the attention of the pupil
upon the teacher. He should use sometime visual and
sometimes audio-aids.
Vary Methodology :

For example use of demonstrations, ,group work ,songs .group work projects
or individual projects ,like in Art and craft, music social studies etc.

Introducing variation is because each and every pupil would have something
which is interested in.

Dramatization ,story telling and jokes are part of stimulating learners at every
angle.

Give children current reading publications ,oral reports ,outdoor

activities ,guest speakers ,tests in small groups and individual tests. Different
pupils prefer to learn in different modes so a teacher has to vary methodology
Variation in Questioning :

Questions is also a stimulus as it provide pupils with the opportunity to

express.

Questions themselves should be varied, from low order and high order
questions.

When asked, do not directly answer the question; let the student finish his
question first so as to give time to you to prepare for a suitable and right
answer; do not cut off the student’s question or explanation