Continue reading Micro Teaching Skills: the Future of Tech and Teaching">
Numerous innovative teaching methods have emerged as a result of the integration of technology in the sphere of education. The goal of combining innovative teaching techniques with established ones is to give pupils the best possible learning experience. The micro-teaching skills , which have grown in popularity among teachers throughout time, is one of many notable techniques. But what are micro-teaching skills and what is the importance of micro-teaching skills?
Micro teaching is a kind of preparation that gives educators a chance to balance out their instructional strategies. This is accomplished by becoming better at a variety of activities that we typically refer to as teaching skills.
Micro teaching supports the development of in-the-moment teaching experiences because it has already been demonstrated to be effective among both novice and seasoned teachers. The less experienced teachers are assisted to acquire the art of teaching easily and to the best of their ability by certain key micro-teaching skills including presentation and reinforcement skills. These are the main objectives of micro-teaching skills.
Components of Micro-teaching Skills
To help you better understand micro-teaching skills, we have put together a list of How many skills are practiced in micro-teaching. There are totally 5 micro-teaching skills that are the main components of micro-teaching. These include the following:
These micro-teaching techniques involve investigating the student’s response by asking a series of questions on what they already know in order to either guide them to the right answers or to clear up any confusion or barrier to their understanding that may have caused such responses. As a result, this talent requires probing deeply into a student’s response through a series of additional questions.
Using this strategy, the teacher asks leading questions while also providing clues or indications to the student. Even though it initially seems as though the student cannot answer this question, this strategy enables the teacher to investigate by prompting the student.
The teacher also assists the student in clarifying, elaborating, or explaining his initial response if it is either incomplete or just partially correct. Here, the teacher uses questions to elicit more information and meaning from the student or to ask for clarification.
This skill entails the teacher utilizing progressively fewer negative reinforcers while increasing the use of positive reinforcers in order to maximize the student’s participation in class.
This micro-teaching technique includes encouragement through a variety of vocal expressions in the form of teacher statements to convey to the students that the teacher accepts their thoughts, feelings, or supportive comments.
Positive nonverbal reinforcement includes head nods, smiles, motions toward the responding student, and any other nonverbal (verbal-free) actions that convey appreciation for the student’s response.
The skill of stimulus variation can be characterized as a conscious alteration of the teacher’s attention-drawing behaviors in order to secure and sustain students’ high levels of attention to the lesson.
This includes actions like moving from one location to another to promote beneficial attention changes, such as when a teacher moves towards the board to write something on it. Gestures comprise head, hand, and body movements that are used to catch students’ attention, emphasize a point, convey a feeling, or denote shape, size, or movement, among other things.
It comprises a sharp or abrupt change in the teacher’s voice volume or pace in order to grab students’ attention.
Typically, when a teacher describes the ins and outs of a concept, occurrence, event, action, or condition, he is considered to be explaining.
This entails the use of linking words and phrases to make the explanations or assertions more coherent and to provide a hint as to what the teacher is elaborating on. They often consist of conjunctions and prepositions that expressly state the origin, course, mode, or intent of an idea, event, action, or situation.
Beginning statements are the sentences that are said before an explanation to get the students mentally ready to hear what is going to be discussed.
Using a variety of instances, the skill of explaining through examples entails describing a thought, concept, or principle.
Simple examples are those that are connected to the student’s prior knowledge, as determined by their involvement.
When a rule or idea can be applied to an example, it is said to be relevant to that rule or concept.
When a student’s curiosity and attention are piqued by an example, it is said to be interesting. This can be determined by analyzing the student’s attendance behavior.
The main objective of micro-teaching is to be able to equip teachers with the right skills to teach students more effectively
-The 5 main micro-teaching skills include:
The skill of probing questions
The skill of reinforcement
The skill of stimulus variation
The skill of explaining
The skill of illustration with examples