Micro-teaching has been developed as a course in any teacher – training institutions around the world.

When one considers that teacher trainees in many training programs do their teaching practice under inadequate supervision with no student feedback, the relative merits and economy of micro-teaching become

Micro-teaching is an excellent way to build up skills and confidence, to experience a range of teaching styles/ skills and to learn and practice giving constructive feedback.

Micro-teaching offers the advantages of both a controlled laboratory environment and realistic practical experience.

It is not really a substitute for showing practice, yet it offers favorable circumstances, for example, close supervision, sensible targets set up as per singular learner needs and progress, persistent

criticism, an uncommon opportunity for self evaluation, immediate guidance in areas of demonstrated deficiency, and the opportunity to repeat a lesson wherever desired.

Micro-teaching can be an effective tool for the development of teacher training materials when the practical aspect of the process is given adequate consideration.

As a tool for teacher preparation, micro-teaching trains teaching behaviors and skills in small group setting aided by video recordings.

How To Prepare for Micro Teaching Practical

Dairo and Michael (2009) identified five steps to be taken to effective micro-teaching practical, these include

  • preparation
  • presentation & observation
  • Tape Viewing
  • Talk and Analysis
  • ¬†giving and receiving feedback.

i. Preparation: The presenter gives a brief statement of the general objectives of his/her presentation to be addressed.

The group may be asked to focus their attention to particular elements of the lesson or of teaching style. This may include pace, clarity of explanation, use of media, voice and body language, closure

Presentation and Observation:

Presenter presents his/her 10 minutes teaching segment. He/she is allowed to use the media available. During the presentation, other participants serve as members of a supervisory team and take notes for the group feedback. Each lesson is videotaped. Although the lesson is short, objectives and procedures should be clear to generate useful discussions.

Tape Viewing:

The moderator watches the tape of his/her introduction and chooses whether or not the destinations were practiced. He/she additionally makes a rundown of qualities and recommendations for individual improvement.

Talk and Analysis:

While the moderator goes to another space to see the tape, the supervisory group talks about and investigations the introduction. Examples of instructing with proof to help them are exhibited. The talk should concentrate on the distinguishing proof of intermittent practices of the moderator in the demonstration of instructing. A couple of examples are picked for further discourses with the moderator.¬† Just those examples are chosen which appear to be conceivable to adjust and these which through accentuation or exclusion would significantly improve the instructor’s introduction. Targets of the exercise plan are additionally analyzed to decide whether they were met.

It is comprehended that adaptable educating now and again incorporates the change and oversight of targets. Recommendations for development and elective strategies for exhibiting the exercise are defined. At long last, an individual from the supervisory group volunteers to be the speaker in giving the gathered gathering

Giving and Receiving Feedback:

Under the direction of the proficient administrator, the moderator of first requested to introduce a self criticism of his smaller than usual exercise. With this new data considered, the administrator makes remarks and produced examination. This piece of the session is planned to give encouraging feedback and helpful analysis. The moderator is urged to cooperate unreservedly with group so all remarks are explained to his/her fulfillment.

Did you enjoy the article? please follow and like us