Micro-Teaching, History of Micro-Teaching, Definitions of Micro-Teaching

 

Micro-Teaching, History of Micro-Teaching, Definitions of Micro-Teaching

 

Micro-teaching is a type of laboratory method in which student teachers practice teaching skills without causing harm to others. This method is capable of meeting all the conditions of the laboratory. 

History of Micro Teaching 

 

Micro-teaching was developed at Stanford University. In 1961, Aitchison, Wuush, Allen first introduced 'compressed study practice sequence' in a controlled manner, under which the student teacher taught a small lesson to 5 to 10 students. Other student teachers used to perform different types of role plays.

Later, the use of video tape recorder has also started to bring desired changes in the teaching behavior of the student teachers. 

For the first time in India, D. D. Tiwari (1967) used the term 'micro-teaching' in the field of teaching-training.

 

Although the meaning of his 'micro-teaching' was different from today's micro-teaching. 

Firstly, in 1974, Pasi and Shah provided scientific information in the field of micro-teaching in India. In the year 1978, for the first time, the National Project on 'Micro-learning' (National Proposal for the Project) was created in Indore University. This research plan was completed in collaboration with 'National Council of Education Research and Training' (NCERT), New Delhi.

Definitions of Micro-Teaching:

 

Prof. B.K.Pasi:- "Micro teaching is a training method, in which the teacher teaches a single concept to a small group of students, using a skill, for a short period of time." 

BM Shore:- "Micro-teaching is a method with less time, fewer students, and fewer teaching activities." 

D.W. Allen:- "Micro-teaching is a simplified teaching process that is completed in a short period of time in a small class size."

 

On the basis of the above definitions, it can be said that 'Micro-teaching is a developing trend, under which the curriculum, course-period and readers (student teachers) are reduced and the development of teaching-skills is done well in the student-teacher respectively. 

Fundamentals of Micro-teaching / Principles of Micro-teaching

Following are the assumptions of micro teaching

1. Micro-teaching is a remedial process.

2. Micro-teaching is a very short and simplified form of teaching.

 

3. Models of teaching-behaviour are necessary for effective micro-teaching.

4. Back-feeding plays an important role in bringing about desired behavior change.

Principles of Micro Teaching: - 

Allen and Ryan (1968) have described the following five basic principles of micro-teaching:

1. Micro-teaching is real teaching. 

 

2. More control is placed on the process of practice sequence.

3. Emphasis is laid on training of any one particular job and skill at a time.

4. In this type of teaching, the complexities of ordinary classroom teaching are reduced. 5. Common sense of results and the circle of influence of feedback develops.

Benefits of micro-teaching / uses of micro-teaching

 

1. This method of teaching teaches the student teacher more in less time. 2. It reduces the complexities of classroom teaching.

3. Feedback embraces all points of view.

4. Objective evaluation of the student teacher is done.

5. The student teacher, according to his ability, focuses his attention on 'teaching-skills', develops them and tries to learn.

Uses of micro-teaching

 

In this method there is an integration of theory and practice. This method is useful for imparting efficiency in teaching based on the principle of 'part to whole'. 

Micro-teaching has the following uses-

1. Micro-teaching is more effective in changing the behavior of student teachers. 

2. In micro-teaching full attention is paid to the individual differences of the student teachers.

3. In this method, student teachers get systematic, objective, specific, and quick feedback. 

4. Integration of theory and practice is possible through this method.

 

5. Keeping in mind the teaching-skills in micro-teaching, the teacher gets the ability to self-evaluate and self-criticize his lesson.

6. This method is done in realistic conditions, then proper training is possible even if there is no real school.

Limitations of Micro Teaching

This method has some limitations of its own. As - 

 

1. It takes the teaching away from 'classroom-classroom teaching'.

2. It ignores the diagnostic and remedial functions of teaching.

3. It is difficult for the student teacher to get feedback in this. 

4. It leads to excessively controlled and narrow teaching.

5. It is time consuming In conclusion it can be said that micro studies are a powerful tool for imparting training to student teachers in teacher education colleges which should be used to produce good teachers.