Micro teaching Skill which helps to enhance your teaching skill.

1. Presented by
Y. N. Mhaske
Motiwala College of Educational Sciences, Nashik ,
India.

2. Stimulus
Stimulus refers to an agent,
action or condition that
elicits, accelerates or rouses
to physiological or
psychological action,
activity or responses.

3. Variation
Variation means changing
these stimuli to explain
content lively and remove
the boredom from the
classroom teaching.

4. Stimulus Variation
The set of teacher
behaviors that tend to
secure and sustain
pupils attention in the
skill of stimulus
variation.

5. Important words
Word Meaning Word Meaning
Stimulating = inspiring Focus = centre
Variation = deviation Pattern = prototype
Movement = changing the
position
Verbal = oral
Gesture = signal

6. 2. Objectives
 1. To enhance the students capacity of thinking.
 2. To enhance the active involvement of the students in
the teaching.
 3. To enable the students for understanding the
concept.
 4. To enhance liveliness in teaching.
 5. To enhance continuous thinking of students for
understanding concepts.
 6. To grab the attention of the students.
 7. To minimize students mental fatigue and boredom.
 8. To learn how to use teaching aids.

7. 3. Need / Importance
 1. Types of learner: Mainly there are two
types of learner 1 Visual 2 Audible
 As researcher says men collect knowledge
from their sensory organs. Men receive most
of the knowledge by audio- visually and it is
up to 85%. So while teaching teacher has to
keep in mind to use as much sensory organ
as s/he can use.

8.  2. Rule of Fluctuating Attention: One
more interesting research about the human
tendencies that is man can’t pay attention
continuously on one stimuli more than 5
minutes. So teacher has to use some tricks
to switch students’ attention from one place
to another. It removes boredom from the
teaching. It sustains student’s attention
towards the teaching.

9.  3. Deal with individual Differences:
There are different types of students in the
class like different IQ’s EQ’s, hobbies ,
interests and various aspects of personality.
So to make student understand your topic
easily and actively this skill is very
important.

10. 4. To break the monotony of the
lesson (boredom caused by lack of
variety); Students tend to remain
interested, listen, watch or do
something only for a limited period of
time. Therefore, teachers need to vary
their presentation to keep students
focused on the lesson.

11.  5. Motivate the students to learn; Variety
in itself enhances children’s motivation and
interest. A class is more interesting and
appealing when students can look forward
to discussions, projects, games,
demonstrations, role-plays, and other
strategies. A monotonous, predictable
routine reduces both motivation and
retention of ideas.

12. 6. Meet the needs of all the learners
Students differ greatly in their ability
and aptitude to learn. Individual
differences are normal and should be
expected, celebrated, and explicitly
embraced by teachers in an effort to
build capacity in learners of multi-
abilities.

13. Interesting Facts
 Murgio: Of what we know, we have learned, about:
1 % through TASTE,
2 % through TOUCH
4 % through SMELL
10 % through HEARING
83 % through SIGHT

14.  Increase the retention power of the students
through the involvement of all the senses.
According to Murgio, of what we learn, we retain:
10% of what we READ,
20% of what we HEAR,
30% of what we SEE,
50% of what we HEAR & SEE
70% of what we SAY and
90% of what we SAY & DO

15. 5. Topic Selection:
Well Beginning is half done. If you
choose the correct topic for this
skill then you can easily prepare
lesson plan. Follow the following
instruction for selection of the
topic. Study the sub skills and
accordingly select the topic.

16. No Subject Topic
1 Languages Poem, Dialogue based lesson, Story based lesson, writing part etc.
2 Science Experiment, Laws, Rules, States of matter, Vaccination, Nutritional Values. Life cycle of
plants, human body structure, Classification of plant and animal etc.
3 History World war-1 & 2, Culture of different countries, Indian freedom struggle, French
revolution, industrial revolution, age of renaissance etc.
4 Geography Geographical regions, political geography, types of rocks, types of soil, earth & planets,
solar eclipse, map reading, practical geography.
5 Economics
or commerce
Source of Income, Functioning of Banks, currency, Loan- calculation of loan installment
Saving and Investing , Economic Growth, etc.
6 Computer Peripherals of the computer, Use of Word, Use of power point, viruses, Use of Excel etc.
7 Mathematics Graphs, Statistics, Algebraic expressions, Indices and surds , Ratio and proportion,
Numbers and the four operations, Percentage etc.
8 Geometry Geometrical Constructions, triangles, quadrilaterals, Pythagoras theorem, congruence,
similarity, perimeter, area and volume, circles, and angles and intersecting lines etc.
9 Environmen
tal Science
Environmental issues like Pollution, flood, earthquake, Disaster management etc.
Biosphere, Greenhouse effect, Ozone layer depletion, Use of fertilizers and pesticides,
Wildlife protection, Gas leak, Environmental laws and acts etc.
10 Value
Education
Spirit of Sportsmanship, Respecting others, Gender Equality, Responsibility, Positive
attitude, Dignity of labor, Sensitivity etc.

17. 6. Sub skills-
 1. Movements: The teacher's overall physical movement
with the purpose of covering the whole class and creating better and
more intimate atmosphere in the teacher-student interrelationship
 Moving from one place to another with some purpose.
(For writing on the black board; to conduct experiment; to explain the
chart or model; to pay attention to the pupil who is responding to some
question etc.)
 Move freely and relax to avoid fear and to control the students'
behavior;
 Never write on the board while talking;
 No explanation while walking around all the time;
 No looking downstairs or upstairs while teaching; look around the class
to see the situation; look into the students' eyes;
 Move away from the student asking a question so as to involve the other
students;
 To observe the whole class, move slowly from the back to the front.


18. 2. Gestures: These include movements of head, hand and
body parts to arrest attention, to express emotions or to indicate
shapes, sizes and movements. All these acts are performed to become
more expressive.
 The teacher's gestures - the teacher's body movements - which
communicate certain meaningful ideas to the students.
Move hands and fingers to describe things, measurements, etc;
 While talking with the students, show agreements by nodding heads so
as to encourage the students to go on explaining;
 Show adoration or wonder by raising eyebrows high so as to show
interest in what the students are talking about;
 Use mimics to show agreements, disagreements, wonder and disbelief,
anger, or incomprehension, etc;
 Claps hands to attract the students' attention or to show happiness,
wonder etc.


19.  Change in Speech Pattern: When the teacher wants
show emotions or to put emphasis on a particular
point, sudden or radical changes in tone, volume
or speed of the verbal presentation are brought
out. The change in the speech pattern makes the
pupils attentive and creates interest in the lesson.
 Speak using different speech patterns to avoid
boredom;
 Do not be monotonous;
 Speak attractively and energetically;
 4. Speak loudly enough for the students at the
back to hear what the
teacher is saying, but not too loud so that the
students at the front get shocked

20.  4. Change in Interaction Style: When two or
more persons communicate their views with each other, they are said to
be interacting.
In the classroom the following three styles of interaction are possible:
1. Teacher ↔ class (Teacher talks to class and vice versa)
2. Teacher ↔ Pupil (Teacher talks to pupil and vice versa)
3. Pupil ↔ pupil (Pupil talks to pupil)
TWC (TeacherWhole class)
 TWC (TeacherWhole class)
 TSG (TeacherSmall group)
 TSG (TeacherSmall group)
 PP (PupilPupil)
 PWC (PupilWhole class)
 TP (TeacherPupil)
 Ind. Work (Individual work)
 All types of interaction should go side by side to secure and sustain
pupils’ attention.

21. 5.Focusing : The teacher draws the
attention of the pupils to the particular
point in the lesson either by using verbal or
gestural focusing. In verbal focusing the
teacher makes statements like, “look here”
“listen to me” “note it carefully”. In gestural
focusing pointing towards some object with
fingers or underlining the important words
on the black board.

22. 6.Pausing : This means “stop talking” by the
teacher for a moment. When the teacher becomes silent during
teaching, it at once draws the attention of the pupils with curiosity
towards the teacher. The message given at this point is easily received
by the pupils.
 Silence/pausing can be used in different ways
 To emphasize an important point
 To create suspense & arouse thinking
 To provide time for students to think for something before they
respond
 To promote student participation by providing encouragement and
opportunity to comment or question.
 To draw attention by contrasting speech with silence
 To give students time to make notes before continuing with the lecture
or dictation. To show disapproval for student misbehavior.

23. 7. Oral-Visual Switching:
The teacher gives information to the class verbally about something. This is called
oral medium. When the teacher is showing maps, charts and object without saying
something. This is called visual medium. If the teacher is giving information to the
pupils through any one medium (oral, visual, oral visual) for a long time., it is
possible that the students may lose attention to what the teacher is conveying to
them. Therefore it is essential for the teacher to change medium rapidly in order to
secure and sustain pupils’ attention to what he says. There are three types media :
1. Oral ⇄ oral –visual :- when the teacher while speaking shows objects, charts and
models and explains their various parts. It is switching from oral to oral-
visual.
2. Oral ⇄ visual :- when the teacher while speaking, shows objects, maps, charts,
globe etc. It is switching form oral to visual.
3. Visual ⇄ oral – visual when the teacher demonstrates the experiment silently
and then explains the phenomenon with the help of charts, maps, diagram
etc. It is visual-oral switching.
These devices are used interchangeably to secure and sustain pupils’ attention to the
lesson.

24. 7. Do’s
1. Managing Student Discussion: Structure classroom discussions with purposeful
questions
2. Manage dialogue in large and small group discussions. By doing this the teacher
can
learn where students are in their understanding and provide timely assistance
through
his/her own questions, clarifications and follow up activities based on what
he/she has
learned
3. Assisted Performance and Scaffolding: Teachers can provide various forms of
assistance such as providing a model, demonstrating a process physically and
talking aloud about how experts think on an issue. Teachers can also help by
breaking up a task into smaller units.
4. Developing Learning Communities: Learning communities consist of student-
to- student interactions and the exchange of ideas in a social context.

25. 8. Don’ts-
1. To move like pendulum.
2. To come forward & go backward unnecessary.
3. To seat on the table.
4. To touch head or hear
5. To touch lips with the tongue.
6. To stand on the same place for long time.
7. Avoid board work.
8. Repetition of the same activity.
9. To move shoulders
10. To rotate neck again and again.
11. Touch the eyes
12. To move the eyebrow
13. To play with chalks
14. To tight the pant

26. 9. The Stimulus Variation involves the
following Steps:
Step I Stimulus Variation skill to be practiced is explained to the teacher trainees in
terms of the purpose and components of the skill with suitable examples.
Step II The teacher trainer gives the demonstration of the Stimulus Variation skill in
simulated conditions to the teacher trainees.
Step III The teacher trainee plans a short lesson plan on the basis of the demonstrated
of Stimulus Variation skill for his/her practice.
Step IV The teacher trainee teaches the lesson to a small group of pupils. His lesson is
supervised by the supervisor and peers.
Step V On the basis of the observation of a lesson, the supervisor gives feedback to
the teacher trainee. The supervisor reinforces the instances of effective use of the skill
and draws attention of the teacher trainee to the points where he could not do well.
Step VI In the light of the feed-back given by the supervisor, the teacher trainee re
plans the lesson plan in order to use the skill in more effective manner in the second
trial.
Step VII The revised lesson is taught to the same group of pupils.
Step VIIIThe supervisor observes the re-teach lesson and gives re-feed back to the
teacher trainee with convincing arguments and reasons.
Step IX The ‘teach – re-teach’ cycle may be repeated several times till adequate
mastery level is achieved.

27. S.
N
Teacher’s Activity Pupils’
Activity
Components of the
Skill
1
I shall tell you a story. Try to be attentive What is the story? Verbal Focussing
2
For what Jhansi is famous for ? For Rani Laxmi Bai
3
Yes, I shall tell you the story of Rani of Jhansi. It is very
interesting. Listen carefully.
They become very curious to know. Verbal Focusing
4
She was born in Kashi on June, 16, 1835. Listening carefully Pausing
5
Do you know ? She was married to Shri Gangadhar Rao, a ruler
of Jhansi in 1842.
Listening attentively Non-verbal cues to show size of child, Pausing.
6
Shri Gangadhar Rao died in 1853 and she became the queen of
Jhansi at the small age of 18 years.
Listening attentively.
…………………………..
Change in speech Pattern,
Pausing
7
Though the span of her reign was very short but she proved
herself very efficient and just ruler and great administrator
(shows the portrait)
Attending with amazement Change speech pattern
Oral-visual switching pausing
8
She fought against the Britishers for the independence of the
country in 1858
Showing her Portrait and changing the tone of speech.
Enthusiastically attentive. Oral-visual switching
Change of speech pattern
9
(The teacher writes bravest on Black Board) She was accepted
as the bravest soldier of the battle field by the English Generals
Listening with full attention and
interest
Pausing
10
Listen to me Do you know what was her age at that time ? She
was simply 22 years.
Feeling amazed. Pausing Verbal focusing
11
She fought the last battle in Gwalior on June, 17, 1858.
She had to cut through the enemy ranks but was overtaken by
stream where she died fighting. (The changes his speech pattern
Felt sorrowful and sad. Change in speech pattern gestures.

28. Thank you