According to Donnelly et. al.,” microteaching can be defined as a method of practice teaching in which a videotape of a small segment of a [teacher’s] classroom teaching is made and participants have an opportunity to analyse footage of their teaching in structured and prompted ways” ( p. 335). Through the microteaching process, novice and veteran teachers are given an opportunity to develop new skills and refine old ones whilst in a classroom environment (McKnight, 1971).
The original microteaching cycle was developed at Stanford University in California during the early 1960s (Allen and Ryan, 1969) and consisted of seven steps; plan - teach - observe - critique - re-plan - re-teach and re-observe. Each component of the original model has …show more content…
This suggests that through the microteaching procedure, training teachers are given an opportunity to refine their artform prior to entering an actual classroom. During my microteaching, I received much needed practice on lesson planning, delivering a lesson, remaining calm under classroom pressure and assisting student. I was also able to gain some experience on the content knowledge of my subject, which is extremely beneficial as I am a beginning teacher. Remesh (2013) states that, “microteaching helps to promote real-time teaching experiences” whilst Ananthakrishnan (1993) claims that, “microteaching helps in eliminating errors and builds stronger teaching skills for the beginners and senior teachers.” Through this form of guided practice, teachers are able to develop their skills which in turn prevents them from making these errors in the future. This enhances their ability to become better, more effective …show more content…
Heyroth describes microteaching as a “scaled-down teaching encounter designed to develop new skills and refine old ones” (Heyroth, 1981). This mock classroom experience allows student teachers to gain practical experience which will prepare them for the the classroom. With this experience, teachers will be able to become more productive in their teaching and will improve in their professional growth. In addition, it improves learning by realistic applications” (Cain, 2009). Student teachers get to examine the highs and lows of a real classroom. This can be beneficial for beginner teachers as it shows them what they can expect from a classroom which might be different from their initial perceptions. Through the microteaching procedure, I questioned my abilities as a practicing professional and I looked for ways to improve as an educator. I was also able to seek feedback from my peers and to gain constructive criticism on how I could improve the lesson for the future, which has been extremely beneficial for my professional
The original microteaching cycle was developed at Stanford University in California during the early 1960s (Allen and Ryan, 1969) and consisted of seven steps; plan - teach - observe - critique - re-plan - re-teach and re-observe. Each component of the original model has …show more content…
This suggests that through the microteaching procedure, training teachers are given an opportunity to refine their artform prior to entering an actual classroom. During my microteaching, I received much needed practice on lesson planning, delivering a lesson, remaining calm under classroom pressure and assisting student. I was also able to gain some experience on the content knowledge of my subject, which is extremely beneficial as I am a beginning teacher. Remesh (2013) states that, “microteaching helps to promote real-time teaching experiences” whilst Ananthakrishnan (1993) claims that, “microteaching helps in eliminating errors and builds stronger teaching skills for the beginners and senior teachers.” Through this form of guided practice, teachers are able to develop their skills which in turn prevents them from making these errors in the future. This enhances their ability to become better, more effective …show more content…
Heyroth describes microteaching as a “scaled-down teaching encounter designed to develop new skills and refine old ones” (Heyroth, 1981). This mock classroom experience allows student teachers to gain practical experience which will prepare them for the the classroom. With this experience, teachers will be able to become more productive in their teaching and will improve in their professional growth. In addition, it improves learning by realistic applications” (Cain, 2009). Student teachers get to examine the highs and lows of a real classroom. This can be beneficial for beginner teachers as it shows them what they can expect from a classroom which might be different from their initial perceptions. Through the microteaching procedure, I questioned my abilities as a practicing professional and I looked for ways to improve as an educator. I was also able to seek feedback from my peers and to gain constructive criticism on how I could improve the lesson for the future, which has been extremely beneficial for my professional