Microteaching Techniques: A Study Guide

**3.8 Microteaching** **3.8.1 Definition, History of Microteaching** Microteaching is a method which enables student teachers or in-service teachers to practice a skill by teaching a short lesson to a small number of' pupils. Usually, a micro-lesson of between five and ten minutes is taught to fou...

**3.8 Microteaching** **3.8.1 Definition, History of Microteaching** Microteaching is a method which enables student teachers or in-service teachers to practice a skill by teaching a short lesson to a small number of' pupils. Usually, a micro-lesson of between five and ten minutes is taught to four or five pupils. Sometimes, fellow students or teachers can be used as the pupil group. A supervisor, using an appraisal guide, usually rates the lesson and then discusses it with the student teacher. When sophisticated machinery like closed-circuit television is available, the appraisal guide may not be needed. The student teacher alters his approach if necessary, and later re-teaches the lesson to another group of pupils. The re-teach lesson is also rated by the supervisor and then analyzed with the student. "The most important point in microteaching is that teaching is practiced in terms of definable, observable, measurable and controllable teaching skills" says Passi (1987). **3.8.2 Objectives of Microteaching** Some of the claims made for the use of microteaching are that: 1. Skills are selected and discussed in a preparatory session. 2. Real teaching with pupils takes place. 3. Microteaching removes most discipline, control and organizational activities, and allows the trainee to concentrate on teaching skills. 4. As a training environment, the microteaching situation complements teaching practice in school. Much better control is possible, student assignments can be made equal, and better records can be kept. 5. It is economical, because children can be used for several micro lessons within the college or training school, thus costly staff travel can be eliminated. 6. Trainee teachers receive a great deal of feedback information about their performance. 7. Teachers develop habits and mannerism. They can be made aware of these mannerisms by a microteaching course. 8. The microteaching approach is very flexible and can be applied to a variety of situations, for example. microteaching is being used in such situations as managerial training, business training, training of armed forces and the police in European, Asiatic and American countries. **3.9 Techniques in Microteaching** **3.9.1 Skill of Introduction** If you can recall you have been exposed to skill of introduction in sub sections 3.4.4. Research has shown that much of the success of any lesson will depend upon the effective use of the teacher's skill in introducing the theme, subject or concept to be learned. Each of the main components of the skill is presented below, and evidence shows that all have a vital part to play in establishing the necessary teacher/pupil rapport at the beginning of each teaching episode. These skill components need to be exhibited during microteaching by student-teachers. Objectives of Skill of Introduction If the skill is used effectively the teacher can expect to realize the following objectives: i. To pupils ready to start a new learning episode by gaining their attention; ii. To arouse and maintain pupil motivation iii. To clearly indicate the limits of the Task to be undertaken: iv. To suggest ways and means of approaching the work to be done; v. To make links between what has been experienced and what is unfamiliar. Examples of skill components of introduction are: i. **Gaining attention** - By use of voice, gesture and eye con tact - By use of audio-visual aids - By changing the pattern of teacher/pupil interaction. ii. **Arousing motivation** - Through showing warmth and enthusiasm - Through exciting curiosity - Through introducing an element of surprise - Through telling a story - Through introducing an activity iii. **Structuring** - By stating the limits of the task - By stating the purpose of the task - By suggesting ways to proceed with a task - By using a series of questions iv. **Making links** - By comparing or contrasting with the familiar knowledge - With knowledge from previous lesson - With current happenings or pupils' current interests. **3.9.2 Skill of Questioning** In sub section 3.4.6, the idea of questioning skill was introduced. In this section the place of questioning in relation to microteaching is presented. Research into the various aspects of the skill of questioning in the classroom has been uneven. For example, there is little research evidence for some of the basic components of the skill, whereas there is a great deal of evidence on the effect that the degree of difficulty of questions has on the behaviour of pupils. The main conclusion that we can draw from research evidence is that, the teacher can raise the level of pupil learning by raising the level of his questions. **Basic Questioning** i. Phasing: the teacher makes his questions brief and uses words his pupils can understand; he phrases his questions so as to give a strong due for those pupils who are less able. ii. Focus: the teacher asks broad questions to involve as many pupils as possible and then asks more specific questions as the information comes in; the teacher asks questions which focus on a single task. iii. Direction: the teacher poses the question to the whole class and then, after a pause, selects some to answer by naming them or using gesture---pointing or nodding. iv. Distribution: the teacher distributes his questions at random to cover the whole group. v. Pausing: the teacher pauses for a few seconds after asking a question of the whole class and then calls upon a pupil to answer. This technique is most important when the teacher varies the level of questions. vi. Prompting: the teacher includes a clue in the question which indicates the scope or type of answer he requires. The clue might even lead directly to the answer. **Objectives of Questioning Skills** If the skill is used effectively, the teacher can expect to realize the following objectives: i. **Basic questioning objectives** - To actively involve pupils' in the learning process. - To arouse pupils' interest and curiosity about a topic. - To focus pupils' attention on one particular point or a specific concept. - To encourage pupils in the habit of asking questions of themselves or others. - To assist pupils in developing their thinking skills. ii. **Advanced questioning objectives** - To help pupils to acquire, organize, use and evaluate information. - To help pupils form and express ideas based on available information. - To help pupils improve their self-concept by providing them with opportunities to develop new ways of thinking. **Guiding principles** There are a number of general principles which underlie the skill of questioning. i. As a general rule, questions should be directed to the whole class with thinking time (i.e. pause) allowed ii. Teachers must suit their questioning to the age of the pupils and the different abilities within the class group. iii. There must be careful preparation of key questions before the lesson. iv. Teachers must be sensitive in the presentation of questions and handle the response in a sensitive manner. **3.9.3 Skill of Illustration with Examples** The skill of illustrating by using examples makes teaching easier for the teacher to convey the meanings of abstract ideas and concept to his students. He can also check if the meaning have been understood e.g. Analogies, stories, objects, diagrams etc which can be used to clarify an idea, concept or principle. The best example are those which are familiar to students since the teacher in his lesson is logically presented from the known to the unknown. By using examples from daily life, the teacher can gain and hold students' attention and make the lesson interesting. **Inductive and Deductive Approach** One group of researchers claimed that the most effective approach is for the teacher to give the rule or concept and then provide example to illustrate the rule and state the rule again. Other researcher claimed that the examples should he slated first before giving rules. The example given are inductive and deductive approaches. Inductive approach refers to the example given starting from simple to complex, specific to general, known to unknown while the deductive approach is the opposite i.e. from general to specific, from unknown to known etc. **Some Skills of illustration are:** 1. Using simple examples: Here the teacher uses examples which are based on students' previous knowledge. 2. Using relevant examples i.e. the teacher uses examples which are applicable to a particular topic or concept. 3. Using interesting examples: i.e. the teacher uses the examples which can arouse students' curiosity and interest. 4. Using appropriate media as examples. Here the teachers uses analogies, stories, models, pictures, diagrams etc which are relevant to the age and ability of the student as well as the concept being taught.