Micro-Teaching is a comprehensive resource for student-teachers, teacher educators, and professionals in education. Covering thirteen essential units, the book systematically explores the concept, process, and application of micro-teaching as a scientific method for developing teaching competence. Each unit highlights a specific skill such as stimulus variation, set induction, explanation, questioning, reinforcement, demonstration, chalkboard writing, closure, classroom management, and the use of audio-visual aids supported by clear definitions, objectives, components, and practical lesson plans.
Written in accessible language, the book balances academic rigor with clarity, making it suitable for university courses, teacher training workshops, and self-study. By engaging with its contents, readers will gain both theoretical foundations and practical strategies to become reflective, confident, and innovative educators.
This volume is more than a manual of techniques; it is a guide to professional excellence, empowering teachers to refine their craft and bridge the gap between pedagogy and practice.
1. Micro-Teaching
1.1 Introduction
1.2 Historical Background of Micro-Teaching
1.3 Concept and Meaning of Micro-Teaching
1.4 Definitions of Micro-Teaching
1.5 Need and Importance of Micro-Teaching
1.6 Objectives of Micro-Teaching
1.7 Characteristics of Micro-Teaching
1.8 Steps of Micro-Teaching
1.9 Difference between Micro-Teaching and Traditional Teaching
1.10 Challenges and Remedies of Micro-Teaching
2. Stimulus Variation Skill
2.1 Introduction
2.2 Meaning of Stimulus Variation
2.3 Objectives of Stimulus Variation
2.4 Importance of Stimulus Variation Skill
2.5 Components of Stimulus Variation Skill
2.6 Do's and Don'ts in Skill of Stimulus Variation Skill
2.7 Criteria for Evaluating Stimulus Variation Skill
2.8 Sample Micro-Teaching Lesson Plan on Stimulus Variation Skill
3. Set Induction Skill
3.1 Introduction
3.2 Meaning of Set Induction Skill
3.3 Objectives of Set Induction Skill
3.4 Importance of Set Induction Skill
3.5 Components of Set Induction Skill
3.6 Do's and Don'ts in Set Induction Skill
3.7 Criteria for Evaluating Set Induction Skill
3.8 Sample Micro-Teaching Lesson Plan on Set Induction Skill
4. Explanation Skill
4.1 Introduction of Explanation Skill
4.2 Meaning of explanation Skill
4.3 Objectives of Explanation Skill
4.4 Importance of Explanation Skill
4.5 Components of Explanation Skill
4.6 Phases of Explanation Skill
4.7 Do's and Don’ts in Explanation Skill
4.8 Criteria for Evaluating Explanation Skill
4.9 Sample Micro-Teaching Lesson Plan on Explanation Skill
5. Questioning Skill
5.1 Introduction
5.2 Meaning of Questioning Skill
5.3 Objectives of Questioning Skill
5.4 Importance of Questioning Skill
5.5 Components of Questioning Skill
5.6 Types of Questions
5.7 Do's and Don’ts in Questioning Skill
5.8 Criteria for Evaluating Questioning Skill
5.9 Sample Micro-Teaching Lesson Plan of Questioning Skill
6. Reinforcement Skill
6.1 Introduction
6.2 Meaning of Reinforcement
6.3 Objectives of Reinforcement Skill
6.4 Importance of Reinforcement Skill
6.5 Types of Reinforcement Skill
6.6 Component or Sub Skill of Reinforcement
6.7 Do's and Don'ts in Reinforcement Skill
6.8 Criteria for Evaluating Reinforcement Skill
6.9 Sample Micro-Teaching Lesson Plan on Reinforcement Skill
7. Demonstration Skill
7.1 Introduction
7.2 Meaning and Concept Demonstration Skill
7.3 Objectives of Demonstration Skill
7.4 Importance of Demonstration Skill
7.5 Components of Demonstration Skill
7.6 Phases of Demonstration Skill
7.7 Do's and Don’ts in Demonstration Skill
7.8 Criteria for Evaluating Demonstration Skill
7.9 Sample Micro-Teaching Lesson Plan on Demonstration Skill
8. Skill of Chalkboard Writing (Skill of Blackboard Writing)
8.1 Introduction
8.2 Meaning of Chalkboard Writing Skill
8.3 Objectives of Chalkboard Writing Skill
8.4 Importance of Demonstration Skill
8.5 Components / Sub-Skills of Chalkboard Writing Skill
8.6 Do's and Don'ts in Chalkboard Writing Skill
8.7 Criteria for Evaluating Chalkboard Writing Skill
8.8 Sample Micro-Teaching Lesson Plan on Chalk Board Writing Skill
9. Closure Skill
9.1 Introduction
9.2 Meaning of Closure Skill
9.3 Objectives of Closure Skill
9.4 Importance of Closure Skill
9.5 Components of Closure Skill
9.6 Do's and Don'ts in Closure Skill
9.7 Criteria for Evaluating Closure Skill
9.8 Sample Micro-Teaching Lesson Plan on Closure Skill
10. Classroom Management Skill
10.1 Introduction
10.2 Meaning and Concept of Classroom Management Skill
10.3 Objectives of Classroom Management Skill
10.4 Importance of Classroom Management Skill
10.5 Components of Classroom Management Skill
10.6 Phases of Classroom Management in Micro Teaching
10.7 Do's and Don'ts in Classroom Management Skill
10.8 Criteria for Evaluating Classroom Management Skill
10.9 Sample Micro-Teaching Lesson Plan on Classroom Management Skill
11. Audio-Visual Aids Skill
11.1 Introduction
11.2 Meaning of Audio-Visual Aids Skill
11.3 Objectives of Audio-Visual Aids Skill
11.4 Importance of Audio-Visual Aids Skill
11.5 Classification of Audio-Visual Aids
11.6 Components / Sub-Skills of Audio-Visual Aids Skill
11.7 Do's and Don'ts in Use of Audio-Visual skill
11.8 Criteria for Evaluating Audio-Visual Aids Skill
11.9 Sample Micro-Teaching Lesson Plan on Audio-Visual Aids Skill
12. Integrated Lesson (Or Bridge Lesson)
12.1 Introduction
12.2 Concept of Integrated / Bridge Lesson
12.3 Need and Importance of Lesson Plan
12.4 Objectives of Integrated / Bridge Lesson
12.5 Characteristics of Good Lesson Planning
12.6 Integrated / Bridge Lesson Presentation (Five Steps of Herbart’s)
12.7 Herbartian Approach of Teaching
12.8 Model Integrated / Bridge Lesson Plan
12.9 Skill – Bridge /Integrated Lesson
13. Guidelines for Preparation of Micro-Teaching Lesson Plan
13.1 Introduction
13.2 Guideline for Evaluation of Lesson Plan and Providing Feedback
13.3 Criteria and Descriptors of Evaluation and Feedback
Based on the U.G.C. Guidelines and the Revised NCTE Syllabus for the new B.Ed. First Year curriculum under NEP 2020, applicable to all B.Ed. courses.
