Micro Teaching

Core Skills
1.Skill of Probing Questions

2.Skill of Explaining

3.Skill of Illustrating With Examples

4.Skill of Stimulus Variation

5.Skill of Reinforcement

6.Skill of Classroom Management

7.Skill of Using Blackboard

Skill of Stimulus Variation
Components
1. Movement of the teacher in the class
2. Gestures of the teacher in the class
3. Changes in speech pattern
4. Pause
5. Focusing by the teacher
6. Change in interaction styles
7. Aural-visual switching (change in audio-visual
sequence)
8. Students physical participation
Skill of Reinforcement
Components
1. To promote desirable behaviour
• Use of positive verbal reinforcement
• Use of positive non-verbal reinforcement
• Use of extra verbal reinforcement
2. To check un-desirable behaviour
• Use of negative verbal reinforcement
• Use of negative non -verbal reinforcement
3. Inappropriate use of reinforcers
• Using reinforces when not needed.
• Not using reinforces when required.
• Use of reinforce in a less or excess amount than desired.
• Reinforcing only a few responding pupils in the class.
Skill of Using the Chalk Board
• Components
1. Legibility
2. Appropriate size of letters
3. Spacing between letters and words
4. Line space
5. Summary
Skill of Questioning

• Level of questioning
• Probing questions
• Fluency of questioning
Level of questions
Components
1. Lower order questions - pupils recall facts, make
observations, give definitions – not expected to modify,
develop or use their ideas

2. Middle order questions – comprehension and

application questions – give examples, comparison,
translation, interpretation, etc.

3. Higher order questions- analysis, synthesis,

evaluation questions – involve in thinking, creating
Probing questioning
Components:

1. Seeking clarification: The teacher asks the student for more

clarification or information.
e.g. “What, exactly, do you mean?”, “Please rephrase that
statement.”, “Could you elaborate on that point?”, “What do you mean
by the term…?”, etc.
2. Increasing students’ critical awareness: The teacher wants the
student to justify her/his response.
e.g. “What are your reasons for thinking that it is so?”. “Is there
more to it?”.
3. Refocusing : If a student has given a satisfactory response, it
might seem unnecessary to probe it. However, the teacher could use
this opportunity to refocus on a related issue.
e.g. “If this is true, what are the implications for…?”. “How
does John’s answer relate to…?”. “Can you relate this to…?”. Let’s
analyze that answer/comment.”
Probing questions (cont.)
4. Prompting : Giving hints or clues to lead the students from no
response or wrong response to correct response .
E.g. In a triangle, Angle A=60, Angle B=70, what is Angle C ?

Prompting question: What is the sum of the angles of a triangle?

5. Redirection: Directing the same questions to other pupils when

there is a wrong response, incomplete response, partially right
response, or while prompting or while seeking further information
and so on.
Fluency of questioning
The rate of meaningful questions put per unit time by the teacher is
called fluency of questioning.
Components
1. Structure of question- In formulating questions the content and language
used are important. Content means the subject matter and language part
refers to five aspects namely:
• Grammatical correctness-use grammar correct, unambiguous and simple
language
• Conciseness-refers to the minimal but essential length of question should
be direct and straight forward
• Relevancy-question which are not related to content being taught is
irrelevant, suit mental level of student
• Specificity-specific to content and should call for single answer (avoid
questions of comprehensive nature)
• Clarity-in terms of content and language
Fluency of questions (cont.)
2. Process – refers to the way of asking questions

• Speed of asking questions –don’t ask at low speed, in pieces

and hurriedly
• Voice of the teacher - should be audible and clear , in raised
voice
• Pause - defined as the time or the period of silence given by
the teacher just after delivery of question
• Style - properly modulated and pleasant tone and friendly
manner
Observation
schedulesobservation
schedule.docx
Micro teaching – Lesson Plan