microteaching unit 2

Micro-Teaching in English Language Teaching

1. Meaning of Micro-Teaching

Micro-teaching is a teacher-training technique in which teaching is deliberately scaled down in terms of class size, lesson duration, and content so that a single teaching skill can be practiced effectively.

In English Language Teaching (ELT), micro-teaching helps student-teachers practice skills such as introducing a lesson, explaining grammar, questioning, reinforcement, stimulus variation, pronunciation teaching, and closure in a controlled and supportive environment.

The basic assumption behind micro-teaching is that complex classroom teaching can be mastered by breaking it into small, manageable skills.

2. Definitions of Micro-Teaching

Allen and Ryan (1969):
Micro-teaching is a scaled-down teaching encounter designed to develop new teaching skills.

Bush (1968):
Micro-teaching is a training device which reduces the complexity of classroom teaching.

Singh (1977):
Micro-teaching is a technique of teacher training that helps teachers master teaching skills through practice and feedback.

Passi and Lalitha (1976):
Micro-teaching is a laboratory technique for teacher education in which teaching is simplified and controlled.

3. Origin and Development

Micro-teaching was developed in 1961 at Stanford University (USA) by Dwight W. Allen and his associates.

Later, it was adapted in India during the 1970s to suit Indian classroom realities, leading to the development of the Indian Model of Micro-Teaching.

4. Characteristics of Micro-Teaching

• Focus on one teaching skill at a time
• Small group of learners (5–10 students)
• Short duration (5–10 minutes)
• Limited content
• Controlled teaching situation
• Immediate feedback
• Opportunity for re-teaching
• Emphasis on confidence building and skill mastery

5. Steps in Micro-Teaching

1. Selection of a teaching skill
2. Demonstration of the skill (model lesson)
3. Planning of a micro-lesson
4. Teaching the lesson
5. Receiving feedback
6. Re-planning the lesson
7. Re-teaching
8. Re-feedback

6. Micro-Teaching Cycle with Time Duration

Stage	Activity	Time
1	Planning	10–15 minutes
2	Teaching	5–10 minutes
3	Feedback	5 minutes
4	Re-planning	10 minutes
5	Re-teaching	5–10 minutes
6	Re-feedback	5 minutes

7. Why It Is Called “Micro-Teaching”

• Micro time – short teaching duration
• Micro content – small content unit
• Micro class size – few learners
• Micro skill – one skill at a time
• Micro environment – controlled situation

8. Indian Model of Micro-Teaching

The Indian Model of Micro-Teaching is a modified version of the Stanford model, designed to suit Indian classroom conditions such as large class size, limited resources, multilingual learners, and examination-oriented teaching.

Its most important contribution is Link Practice, which connects micro-teaching with real classroom teaching.

9. Phases of the Indian Model

Phase I – Micro-Teaching:
Practice of one skill in isolation.
Example (ELT): Introducing a lesson on Parts of Speech (5–7 minutes).

Phase II – Link Practice:
Integration of two or more skills.
Example: Teaching Simple Present Tense using introduction, explanation, questioning, and reinforcement (15–20 minutes).

Phase III – Macro-Teaching:
Teaching a full lesson in a real classroom.
Example: Teaching Reading Comprehension in Class VIII (35–40 minutes).

Graphical Representation of Micro-Teaching Cycle

PLANNING (10–15 minutes)

↓

TEACHING (5–10 minutes)

↓

FEEDBACK (5 minutes)

↓

RE-PLANNING (10 minutes)

↓

RE-TEACHING (5–10 minutes)

↓

RE-FEEDBACK (5 minutes)

↺

Note: The above process is continuous and cyclic in nature. After re-feedback, the teacher again returns to planning for further improvement. This systematic process is known as the Micro-Teaching Cycle.

10. Advantages of the Indian Model

• Highly suitable for Indian classroom conditions
• Encourages integration of teaching skills
• Ensures gradual transition from training to real teaching
• Improves English teaching competence
• Builds confidence among student-teachers
• Promotes reflective teaching
• Economical and easy to implement

11. Limitations of the Indian Model

• Time-consuming process
• Artificial teaching situation
• Over-emphasis on isolated skills
• Limited content coverage
• Requires skilled supervision
• Difficult in overcrowded institutions
• Emotional factors may be neglected

12. Conclusion

Micro-teaching is a scientific, systematic, and skill-based teacher training technique. The Indian Model of Micro-Teaching, through its micro–link–macro structure, successfully bridges the gap between theory and classroom practice.

Despite certain limitations, it remains an indispensable component of English teacher education in India for developing competent and confident teachers.

Sub-Skills of Microteaching

In microteaching, the complex process of teaching is analysed into small, specific, and observable components known as sub-skills. Each sub-skill represents a distinct teaching behaviour which can be practised, refined, and mastered independently. The systematic development of these sub-skills enables prospective teachers to attain professional competence in classroom teaching.

---

1. Skill of Set Induction

The skill of set induction refers to the teacher’s ability to introduce a lesson in such a manner that it arouses learners’ interest and prepares them mentally for the learning task. In English teaching, set induction establishes a meaningful context for language use and connects new content with learners’ prior linguistic experience.

English Teaching Examples:

• Beginning a lesson on the Simple Past Tense by asking learners about activities they performed the previous day.
• Introducing a poem by discussing its central theme through guided questions.
• Displaying a visual and eliciting descriptive vocabulary from students.

2. Skill of Explanation

The skill of explanation involves presenting subject matter in a clear, logical, and sequential manner. Effective explanation in English teaching simplifies complex grammatical structures, literary ideas, or vocabulary items and ensures conceptual clarity among learners.

English Teaching Examples:

• Explaining the use of ‘since’ and ‘for’ with appropriate sentence patterns.
• Clarifying the meaning of a metaphor by paraphrasing it in simple language.
• Demonstrating sentence structure through step-by-step analysis.

3. Skill of Questioning

The skill of questioning refers to the teacher’s ability to frame and ask relevant, purposeful, and thought-provoking questions. This skill stimulates thinking, promotes language practice, and helps assess learners’ comprehension in English classrooms.

English Teaching Examples:

• Asking comprehension questions after reading a prose passage.
• Using probing questions to elicit extended responses in speaking activities.
• Encouraging learners to justify their answers in English.

4. Skill of Reinforcement

The skill of reinforcement consists of providing positive feedback to strengthen desirable learner responses. In English language teaching, reinforcement encourages learners to use the target language confidently and accurately.

English Teaching Examples:

• Commending learners for correct sentence construction.
• Acknowledging effort during oral presentations.
• Recording model answers on the blackboard.

5. Skill of Stimulus Variation

Stimulus variation is the skill of sustaining learners’ attention by varying teaching behaviours and instructional techniques. In English classrooms, it prevents monotony and supports active engagement with language tasks.

English Teaching Examples:

• Alternating between explanation, discussion, and role-play.
• Using changes in voice modulation during reading aloud.
• Shifting from individual work to pair or group activities.

6. Skill of Blackboard Writing

The skill of blackboard writing involves the effective and purposeful use of the blackboard to reinforce learning. Clear and systematic board work enhances comprehension and retention of English language concepts.

English Teaching Examples:

• Writing new vocabulary items with contextual sentences.
• Organising grammatical rules in tabular form.
• Highlighting key expressions from a text.

7. Skill of Illustrating with Examples

This skill refers to the teacher’s ability to clarify concepts by providing relevant and familiar examples. In English teaching, illustration with examples bridges the gap between abstract rules and actual language use.

English Teaching Examples:

• Teaching adjectives through simple descriptive sentences.
• Illustrating dialogue writing using everyday conversational situations.
• Explaining idioms through contextualised sentences.

8. Skill of Closure

The skill of closure involves bringing the lesson to a logical and meaningful conclusion. In English teaching, closure reinforces learning outcomes and prepares learners for subsequent lessons.

English Teaching Examples:

• Summarising key language points taught during the lesson.
• Asking learners to construct sentences using the target structure.
• Providing a brief preview of the next lesson.

9. Skill of Classroom Management

Classroom management refers to maintaining an orderly and supportive environment that facilitates effective English language learning. It includes managing learner behaviour, time, and classroom interaction.

English Teaching Examples:

• Organising pair and group activities efficiently.
• Encouraging hesitant learners to participate in speaking tasks.
• Maintaining discipline during communicative activities.

10. Skill of Achieving Lesson Objectives

This skill ensures that teaching activities are aligned with predetermined instructional objectives. In English teaching, it focuses on achieving specific language outcomes in terms of skills, structures, or vocabulary.

English Teaching Examples:

• Assessing learners’ ability to use the taught tense accurately.
• Conducting short oral or written checks at the end of the lesson.
• Assigning tasks directly related to lesson objectives.

---

Conclusion: The systematic practice of microteaching sub-skills equips prospective teachers with professional competence, reflective ability, and instructional confidence. Mastery of these sub-skills forms the foundation of effective classroom teaching in English and other school subjects.