B.
Ed Assignment
Topic: Micro Teaching
Submitted by: ___________________________
College: ________________________________
Submitted to: ___________________________
Department of Education
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1. Introduction
Teaching is both an art and a science. To become an effective teacher, one must master
the art of communication, motivation, planning, and evaluation. Micro teaching serves as a
practical approach that enables student teachers to focus on one skill at a time in a
simplified environment. It bridges the gap between theoretical knowledge and classroom
practice, preparing teachers for real-world teaching challenges.
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2. Concept and Evolution of Micro Teaching
Micro teaching was first developed at Stanford University in 1963 by Dwight W. Allen and
his associates. It is a scaled-down teaching technique where a teacher trainee practices a
specific teaching skill for a short duration with a small group of students. The idea was to
make the teaching process more scientific and analytical, allowing the trainee to gain
confidence and refine skills through repeated practice and feedback.
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3. Definitions of Micro Teaching
Dwight W. Allen (1966) defines micro teaching as 'a scaled-down teaching encounter in
class size and time.' According to B.K. Passi (1976), 'Micro teaching is a training technique
that requires student teachers to teach a single concept using a specified teaching skill for
a short time to a small group of pupils.' Clift (1975) described it as 'a technique that allows
teachers to apply clearly defined teaching skills to carefully prepared lessons in a short
teaching session with a small group of pupils.'
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4. Objectives of Micro Teaching
The primary objective of micro teaching is to enable prospective teachers to improve
specific teaching skills systematically. Other objectives include: • To make the teaching
process clear and manageable. • To provide immediate and constructive feedback. • To
offer opportunities for re-teaching and improvement. • To increase teaching confidence. •
To promote self-evaluation and professional growth.
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5. Characteristics of Micro Teaching
Micro teaching is characterized by several unique features. It simplifies the teaching
process by reducing class size (5–10 students) and duration (5–10 minutes). It focuses on
one teaching skill at a time, ensuring detailed analysis and focused improvement.
Feedback is an essential component, promoting reflection and modification of techniques.
It also encourages a cycle of planning, teaching, feedback, re-planning, and re-teaching.
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6. Phases or Steps of Micro Teaching
Micro teaching typically follows three major phases: • **Teaching Phase:** The trainee
plans and delivers a micro lesson using one teaching skill. The session is brief and aims to
demonstrate mastery of that specific skill. • **Feedback Phase:** Supervisors and peers
provide constructive feedback on strengths and areas of improvement. Feedback
encourages reflection and growth. • **Re-teaching Phase:** Based on feedback, the
teacher modifies the lesson plan and reteaches it to another group. This phase reinforces
learning and helps improve teaching effectiveness.
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7. The Micro Teaching Cycle
The micro teaching cycle is a structured sequence of steps that leads to continuous
improvement. It includes: 1. Planning – selecting a topic and preparing a micro-lesson. 2.
Teaching – conducting the lesson before a small group. 3. Feedback – receiving
observations and suggestions. 4. Re-planning – modifying the plan based on feedback. 5.
Re-teaching – conducting the improved lesson. 6. Re-feedback – obtaining further
comments to finalize the skill. This cycle continues until the trainee achieves mastery of
the skill.
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8. Core Teaching Skills in Micro Teaching
Micro teaching enables mastery of several essential teaching skills such as: • **Skill of
Questioning:** Framing relevant and thought-provoking questions. • **Skill of
Explanation:** Presenting concepts clearly with examples. • **Skill of Reinforcement:**
Encouraging correct responses using positive feedback. • **Skill of Blackboard Usage:**
Writing legibly and highlighting key points. • **Skill of Stimulus Variation:** Maintaining
student attention through tone and gestures. • **Skill of Closure:** Summarizing key ideas
effectively. These skills form the foundation of effective classroom teaching.
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9. Advantages and Limitations of Micro Teaching
**Advantages:** • Promotes confidence and competence in teaching. • Allows focused
practice on a single skill. • Provides immediate feedback for improvement. • Bridges theory
and practice. **Limitations:** • It may appear artificial due to a small class size. • It requires
time, supervision, and resources. • It may not reflect the complexities of real classroom
situations.
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10. Conclusion and References
In conclusion, micro teaching is an innovative and effective teacher training method that
has transformed the preparation of teachers globally. It creates a bridge between
theoretical understanding and practical classroom execution. Through its cycle of practice,
feedback, and improvement, it promotes professional growth and teaching excellence.
**References:** • Allen, D. W., & Ryan, K. (1969). Micro Teaching. Addison-Wesley
Publishing. • Passi, B. K. (1976). Becoming Better Teachers: Micro Teaching Approach.
Sahitya Mudranalaya. • Clift, J. C. (1975). Micro Teaching: An Innovation in Teacher
Education. London: Macmillan. • McKnight, D. (1971). Micro Teaching in Teacher
Education. New York: Holt, Rinehart & Winston.
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