Microteaching is a training technique in which the trainee teacher presents a small lesson plan (Micro-Lesson) in front of a limited time and limited number of students. Usually this lesson is of 5 to 8 minutes and the number of students is only 5 to 10.
What is microteaching?
The main purpose of this technique is that the trainee teacher can focus on only one teaching skill at the same time. For example, if the topic is “Asking effective questions”, then only this skill will be practiced in the entire microteaching session. Then that lesson is revised after discussion with a supervisor and taught again with new students. This process is repeated until the desired skill is developed.
Origin and purpose of microteaching
Microteaching was started by Prof. Dwight Allen and Robert Bush at Stanford University, USA between 1960 and 1967. Its main objective was to make teacher education more scientific, effective and purposeful.
It is not only a training technique but has also become an important tool in the field of teaching research. It provides trainers with an opportunity to evaluate their skills analytically.
Features of microteaching
- Small time and limited students – Less than 5 to 10 minutes of lesson planning and presence of 5 to 10 students makes the process easier.
- Focus on one skill at a time – This makes it possible to focus on specific skills.
- Immediate feedback – After teaching, the supervisor gives immediate suggestions which increases the possibility of improvement.
- Re-teaching – The same lesson is revised and repeated again and again.
- Less complexity – The conditions are more controlled than in a real classroom.
- Personalized training – Each trainee gets an opportunity to improve according to himself.
Major definitions of microteaching
- D. W. Allen – “Microteaching is a scaled-down teaching encounter in class size and class time.”
- R. N. Bush – “It allows teachers to apply clearly defined skills in a 5-10 minutes lesson.”
- David B. Young – “A device that provides new opportunities to improve teaching.”
- J. C. Clift – “A controlled, specific skill-focused teaching method for teacher training.”
Objectives of microteaching
- Teaching teaching skills in a limited and controlled situation.
- To give confidence and experience to the trainee.
- To encourage improvement through immediate feedback.
- To achieve maximum efficiency in limited resources.
Principles of microteaching
- One skill at a time – The focus is on only one teaching skill.
- Limited content – The content is brief which does not put pressure on the trainee.
- Repeated practice – Repeated practice leads to mastery of the skill.
- Immediate feedback – Immediate feedback is received after teaching which helps in development.
- Self-evaluation – the trainee identifies his own mistakes and corrects them.
- Continuous effort – an opportunity to improve after each session.
Phases of Microteaching
Knowledge Acquisition Phase
- Getting information about the skill
- Watching the demonstration by the expert
- Discussion and analysis
Skill Acquisition Phase
- Preparing the lesson plan
- Teaching
- Evaluating
Transfer Phase Using the learned skill in the real classroom
Key Components of Microteaching
- Modeling – Demonstration of the skill
- Perceptual Modeling (Video)
- Symbolic Modeling (Handbook)
- Audio Modeling (Audio tape)
- Feedback – Suggestions by the supervisor after teaching
- Microteaching Setting – Class of 5-10 students, 5-10 minutes lesson plan
- Integration – Integrating the skills learned separately into a real classroom
Importance of Microteaching for B.Ed. Trainees
- It gives the trainee an opportunity to teach in a protective environment.
- Provides constructive feedback to improve teaching.
- Helps in understanding the needs of students and their reactions.
- It promotes democratic behaviour between trainer and trainee.
- Strengthens confidence, presentation skills and self-evaluation.
Conclusion
Microteaching has become a highly effective and scientific method of teacher training today. It not only helps trainees to develop confidence and skills but also empowers them to become better teachers. Serious adoption of microteaching in B.Ed. or other teacher training programmes can definitely improve the quality of education If you are a B.Ed. trainee, consider microteaching as a golden opportunity and not a formal exercise. It will not only make you a better teacher but will also shape your teaching style.
