NATIONAL
TEACHERS’ INSTITUTE, KADUNA
MICRO
TEACHING IN EDUCATION
PRESENTED
By
SALAU
RAHEEM
APPLICATION
NO: APP/PGDE/2025/1092
PHONE:
NUMBER: 07039762488
LEVEL:
1, FIRST SEMESTER
COURSE
OF STUDY: POST GRADUATE DIPLOMA IN EDUCATION
COURSE
CODE: (PDE 711)
9TH
APRIL, 2025
INTRODUCTION
“Micro-teaching is a method used in teacher
training that allows student-teachers like us to practice teaching in a
smaller, easier way. Instead of teaching a whole class for a full period, we
teach a small part of a lesson for just a few minutes—usually between 5 to 10
minutes.”
“We usually teach this
short lesson to a small group of classmates or friends, not real students. The
main goal is to practice one specific teaching skill at a time. This could be
how to ask questions, how to explain clearly, how to manage the class, or how
to use teaching materials.”
“After we teach, we get
feedback from our supervisor and fellow student-teachers. We talk about what we
did well and what we can improve. Sometimes, we teach the same lesson again to
do better. That’s why it’s called ‘micro ‘it’s short, focused, and for
learning.”
For example: I might be asked to teach a
5-minute lesson on ‘Types of Soil’ and focus on how to use real soil samples to
explain the topic. I’ll be watched and given comments on how well I used the
materials.”
Question 1: What are
the relevance of Micro-teaching to you as a student of teacher's training?
Micro-teaching is
highly relevant to me as a student of teacher training because it gives me the
opportunity to learn and practice teaching skills in a focused and controlled
environment.
It allows me to
concentrate on one teaching skill at a time, such as questioning techniques,
lesson introduction, use of teaching aids, or classroom management. This
focused practice helps me improve gradually.
Micro-teaching also
builds my confidence because I teach in front of a small group of peers, which
is less intimidating than a full classroom.
It gives me the chance
to receive useful feedback from my peers and supervisors, which help me,
identify my strengths and work on my weaknesses.
In addition,
micro-teaching encourages self-evaluation, as I can watch recordings of my own
teaching to reflect on how I perform.
It also promotes peer
learning because I learn a lot by watching others teach and listening to
feedback during review sessions. All these experiences help to prepare me for
real classroom situations in the future.
Question
2: What are the disadvantages of Micro-teaching to you as a student of
teacher's training?
Despite its benefits,
micro-teaching also has some disadvantages for me as a student teacher.
One major limitation is
that it does not fully represent the real-life classroom experience. Since the
lessons are taught to fellow student-teachers who already understand the topic,
I don’t face the real challenges of handling diverse student behavior or
dealing with learners who struggle with the content.
Also, the lessons are
usually very short, often between five to ten minutes, which limits my ability
to plan and manage a full-length class.
Another disadvantage is
that micro-teaching can require resources such as video recording equipment,
separate teaching spaces, and supervision, which may not always be available,
especially in low-resource settings.
Furthermore, teaching
the same lesson multiple times for practice can become tiring and repetitive.
Lastly, because the
environment is artificial and less stressful than a real classroom, I may not
feel the same level of responsibility or pressure those real teaching demands.
These limitations can affect how fully prepared I feel before entering actual
classroom teaching.
CONCLUSION
To conclude,
micro-teaching is a very helpful method for us as student-teachers. It gives us
a chance to practice our teaching in a simple and focused way. We learn by
doing, we learn by watching others, and we grow from the feedback we receive.”
“Even though it doesn’t
fully prepare us for every challenge we’ll face in a real classroom, it helps
us build the skills and confidence we need to start strong. Just like how a
musician practices before performing, a teacher also needs practice and that’s
what micro-teaching offers.”
“As we continue our
training, let’s take every micro-teaching opportunity seriously. The more we
practice, the better we become!”
REFERENCES
Allen, D. W., &
Ryan, K. (1969). Microteaching. Addison-Wesley Publishing Company.
Perrott, E. (1982).
Effective Teaching: A Practical Guide to Improving Your Teaching. Longman.
Singh, Y. K., &
Sharma, T. K. (2004). Micro-Teaching: Theory and Practice. APH Publishing Corporation.
Sharma, R. A. (2008).
Technology of Teaching. R. Lall Book Depot.
Passi, B. K., &
Lalitha, M. S. (1976). Microteaching in Teacher Education. National Council of Educational Research and
Training (NCERT), New Delhi.
Maheshwari, D. (2012).
“Micro-Teaching: A Vehicle of Teacher Training.” International Journal of Research in Social Sciences, 2(3),
38–43.
Kpanja, E. (2001). “A
Study of the Effects of Video Tape Recording in Microteaching
Training.” British Journal of Educational Technology, 32(4), 483–486.
Mergler, A. G., &
Tangen, D. (2010). “Using Microteaching to Enhance Teacher Education Students’ Confidence, Skills and
Understanding: A Pilot Study.” Journal
of Education for Teaching, 36(3), 247–248.
Ogeyik, M. C. (2009).
“Attitudes of Student Teachers towards Microteaching Technique as a Tool for Teacher Preparation.” The Turkish
Online Journal of Educational
Technology, 8(2), 62–68.
Wambugu, L. N., Barmao,
A. C., & Ng’eno, J. K. (2013). “The Effectiveness of Micro-Teaching on the Student Teachers’ Teaching Competence in Teaching Practice in Kenyan Universities.”
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