What is Micro Teaching?
Micro teaching is a structured teacher-training technique that allows teachers to practice specific teaching skills in a controlled environment. It involves short lessons, small groups, focused feedback, and repetition. This method is highly valued in BEd, CTET, UGC NET, and other teaching exams, making it essential for future educators.
What is Micro Teaching?
What is Micro Teaching? Becoming an effective teacher requires more than subject knowledge. It demands strong communication skills, classroom management, questioning ability, and confidence. However, learning all of these at once in a real classroom can be intimidating for new teachers. To make this journey easier, the concept of micro-teaching was introduced in the 1960s. It allows trainee teachers to practice one skill at a time, receive feedback, and refine their performance in a safe environment before stepping into real classrooms.
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This method is part of almost every teacher training curriculum, including BEd, MEd, and DElEd. It is also one of the most frequently asked topics in CTET, UPTET, REET, DSSSB, and UGC NET Education exams.
Micro-teaching lessons last only 5-10 minutes. It allows trainees to focus on sharpen one particular teaching skill, such as questioning or explanation. They receive detailed feedback and can work on it. It helps in making continuous improvement without getting pressured in a large class.
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- What is Microteaching?
- History of Micro Teaching
- Characteristics of Micro Teaching
- Types of Micro Teaching
- Importance of Micro Teaching
- Steps of Micro Teaching
- Micro Teaching Skills
- Difference Between Micro and Macro Teaching
What is Microteaching?
So, what is microteaching? Micro teaching is a scaled-down teaching technique where a trainee delivers a short lesson (5–10 minutes) to a small group (5–10 learners). Instead of focusing on the entire teaching process, the emphasis is on one specific skill, such as explaining, questioning, or reinforcement.
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For example:
- A trainee may prepare a 7-minute lesson on “Photosynthesis,” where the main goal is to practice the skill of questioning.
- Another trainee may deliver a 5-minute math activity focusing only on the skill of reinforcement by appreciating correct answers.
By simplifying time, class size, and content, micro-teaching helps teachers master teaching skills step by step.
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History of Micro Teaching
The idea of micro teaching was first developed at Stanford University in 1963 by Dwight W. Allen, who is known as the Father of Micro Teaching. The aim was to improve teacher training by breaking down the complex teaching process into manageable parts. In the initial phase, trainees taught lessons that were recorded on video. These recordings were reviewed to analyze strengths and weaknesses. Later, simplified methods like the “2+2 feedback system” (two positive points and two suggestions) made the process more practical.
In India, micro-teaching became an essential part of BEd programs. Today, almost every teacher eligibility exam includes questions on micro teaching, reflecting its academic and professional significance.
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Characteristics of Micro Teaching
The main features that define micro teaching are:
- Short and Specific: Lessons last 5–10 minutes.
- Limited Content: Focuses on a small concept, not an entire chapter.
- Small Group: Conducted with 5–10 students or peers.
- Single Skill Focus: Practices one micro-teaching skill at a time.
- Feedback-oriented: Provides immediate and constructive feedback.
- Repetition and Mastery: Skills are practiced multiple times until improved.
- Low-risk environment: Creates a safe space for experimentation without real classroom pressure.
Types of Micro Teaching
The types of micro teaching are determined by the micro teaching skills being practiced. Common examples include:
- Skill of Explanation: Presenting concepts clearly and logically.
- Example: Explaining the “Water Cycle” step by step with visuals.
- Skill of Questioning: Asking meaningful questions to check understanding.
- Example: Using both closed and open-ended questions during a history lesson.
- Skill of Reinforcement: Encouraging learners through praise or gestures.
- Example: Saying “Well done” or giving a smile for correct answers.
- Skill of Demonstration: Teaching with the help of models, experiments, or real-life objects.
- Example: Demonstrating a science experiment in chemistry.
- Skill of Closure: Summarizing and concluding lessons effectively.
- Example: Reviewing the main points of a grammar lesson before ending the session.
These micro teaching skills are part of practical training in BEd programs and are often tested in CTET and NET exams.
Importance of Micro Teaching
The importance of micro teaching can be understood through its benefits:
- Builds Confidence: Trainee teachers overcome stage fright in a controlled setting.
- Bridges Theory and Practice: Connects what is learned in teacher education with classroom application.
- Promotes Focused Learning: Helps in mastering one micro teaching skill at a time.
- Provides Immediate Feedback: Mistakes can be corrected instantly.
- Encourages Self-Reflection: Teachers can analyze their strengths and weaknesses.
- Improves Student Outcomes: Skilled teachers lead to better learning experiences for students.
For candidates preparing for CTET, UPTET, REET, DSSSB, and UGC NET, questions on the importance of micro teaching frequently appear in multiple-choice sections.
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Steps of Micro Teaching
The steps of micro teaching are structured to make the process simple and effective:
- Planning: Prepare a short lesson plan focusing on one skill.
- Teaching: Deliver the lesson to 5–10 students or peers.
- Feedback: Receive suggestions from peers or supervisors.
- Re-Planning: Modify the lesson plan based on feedback.
- Re-Teaching: Teach the improved lesson again.
- Re-Feedback: Receive further feedback for final improvements.
Cycle of Micro Teaching
The cycle of micro teaching is a continuous process:
Plan → Teach → Feedback → Re-Plan → Re-Teach → Re-Feedback
This cycle of micro-teaching ensures progressive improvement. Each round helps the teacher refine skills until they are mastered. In the UGC NET Education Paper and CTET, direct questions on the cycle of micro teaching are often asked. These steps of micro-teaching are commonly included in BEd practical exams, are important for teacher eligibility exams.
Micro Teaching Skills
Some of the most important micro teaching skills include:
- Skill of Explanation
- Skill of Questioning
- Skill of Reinforcement
- Skill of Demonstration
- Skill of Stimulus Variation (changing voice, gestures, or media to maintain attention)
- Skill of Closure
These micro teaching skills are the foundation of effective teaching and make up the types of micro teaching practiced in training institutions.
Also Check: Foundations of Teaching for Learning: Planning for Teaching and Learning
Difference Between Micro and Macro Teaching
| Feature |
Micro Teaching |
Macro Teaching |
|---|---|---|
| Focus |
One micro teaching skill |
Whole lesson and classroom management |
| Duration |
5–20 minutes |
30–45 minutes or more |
| Participants |
5–10 learners |
30–50 learners |
| Objective |
Skill refinement and practice |
Curriculum delivery and student learning |
| Environment |
Controlled, simulated |
Real classroom |
| Feedback |
Immediate and structured |
Less immediate, more general |
Micro teaching prepares teachers step by step, while macro teaching is about handling the full responsibility of a classroom. The importance of micro teaching cannot be overstated, as it prepares teachers to face real classroom challenges with competence and confidence. For those pursuing BEd, MEd, DElEd, or appearing for CTET, UPTET, REET, DSSSB, and UGC NET, mastering micro teaching is not only vital for exams but also for building a successful teaching career. In short, micro teaching transforms theory into practice and shapes better, more effective educators for the future.
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The training teachers use microteaching if they wish to hone some teaching skills in a short time and group. Whereas teachers use it to upgrade their skills. It helps acquire skills for questioning, elaborating, or classroom management.