Micro teaching

 

Micro-teaching

1. Micro-teaching technique was first adopted at Stanford University, USA in 1961 by Dwight W. Allen and his co-workers and is now followed in many countries with modified and improved versions.

2. It is a training procedure for teacher preparation aimed at simplifying the complexities of the regular teaching process.

3. Micro teaching is a scaled down sample of teaching in which a teacher teaches a small unit to a small group of 5 to 10 pupils for a small period of 5 to 10 minutes.

4. Micro-teaching is a new design for teacher training, which provides trainees with feedback about their performance immediately after completion of a micro lesson.

Objectives of Micro-teaching

1. To enable teacher-trainees to learn and assimilate new teaching skills under controlled conditions.

2. To enable teacher-trainees to gain confidence in teaching, and to master a number of skills by dealing with a small group of pupils.

Characteristics of Micro-teaching

• It is a scaled down teaching

• It is less complex than regular teaching.

• It involves limited number of students, consists 5 to 10.

• The duration is about 5 to 10 minutes.

Steps in Micro-teaching

• Defining the skills to be developed

• Demonstration of the skill by the teacher educator by taking a lesson

• Preparation of a micro lesson plan by the teacher trainee based on a suitable content

• Teaching of the lesson by the teacher trainee in a simulated set up in the presence of observers.

• Providing immediate feedback to the teacher trainee by the observers with a view to help him improve the skill.

• Arranging re-planning, re-teaching and re-feedback sessions.

• Repetition of plan teach. feedback, re-plan, re-teach and re-feed back cycle till the skill is mastered.

Micro teaching phases

1. Knowledge acquisition phase:

The teacher trainee gain detailed information about teaching skills, and its supportive components.

• Observing the demonstration of the skill.

• Analysing the skills and discussing about the demonstration.

2. Skill acquisition phase:

Preparing the micro lesson involving the skill and practice it. Immediate feedback also received at the end of each practicing session. Due to repeated practice the teacher trainee mastered each skills.

Micro teaching cycle

3. Transfer phase:

Evaluating performance through feedback, replan, re-teach, the teacher trainee transfer the mastered skills to actual class teaching (macro sessions).

Integration of skills

Linked practice

•  A deliberate programme for integration of sub skills is called Link Practice.  

• After practising three sub skills separately, the trainee may combine all the three sub skills in a lesson of 10 minutes.

•  He then practises another set of three sub skills separately and links them.

• He then combines all the six sub skills in a single lesson of 15 minutes.

• This procedure is repeated till all the sub skills are combined in a macro lesson of 40 minutes and teaching a full class.

After mastering each specific skill through micro-teaching sessions, the teacher educator can arrange a number of 'macro' sessions depicting actual classroom situations. This will help in integrating the specific skills into complex major skills.

Advantages of Micro-teaching

• Teacher-trainees trained through micro-teaching are found to perform better in their ordinary classroom.

• It employs a training strategy specially meant for the purpose of developing skills.

• It helps accomplish specific teacher competencies.

• The teaching practice gains a higher degree of organisation because factors such as time, number of students, etc could be controlled.

• It helps gain deeper knowledge due to feedback and re-plan, re-teach cycles

•  It is more effective in modifying teacher behaviour.

• It helps in developing important teaching skills such as questioning, providing reinforcement, increasing pupil participation, etc.

• It is an effective technique for transfer of teaching competencies to class room situations.

• It provides many opportunities to trainees to build up desired patterns of behaviour in a non-threatening set-up.

Limitations of Micro-teaching

It is skill oriented; content is not emphasised.

It emphasises specific skills, but may result in the neglect of integrated skills.

It covers only a few specific skills.

It may raise administrative problems while arranging micro lessons.

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Core Teaching Skills

1. SKILL OF INTRODUCING A LESSON

When a teacher introduces a lesson, he gives a brief introduction about the lesson in order

 to prepare the mind of the learner. It has two main functions.

1. Refreshing the mind of the learner and ensuring the pre-requisites needed in that particular lesson.

2. Motivating the pupils to learn the new lesson.

Components of the Skill

 Desirable Behaviours

1. Use of previous knowledge / pre-requisites

Inorder to present a new learning experience / content / topic it is necessary to ensure the existing schema / cognitive structure of the learner.

By doing so the learner can easily assimilate the new knowledge into the existing schema.

It als cater the maxim known to unknown.

2. Use of appropriate devices

It is necessary to incooperate more than one method, techniques, and devices to the learning environment. S the learner can get richfull and meaningful learning experiences. They are used for motivating pupils and learning become long lasting.

Undesirable Behaviours

1. Lack of continuity

2. Uttering irrelevant statements and questions

A Model Lesson Plan

Micro-Teaching Lesson Plan Template

 

Name of the teacher – trainee : X                                                                Std : IX

Name of the school : Y                                                                                  Date :

Subject : Social Science                                                                                 Duration : 7 mts

Topic : The Sun: Ultimate source of Energy

Sub topic : Rotation of earth

---

Skill : Introducing a lesson

Teacher Activity	Component of the Skill
Begin by greeting the students and establishing a friendly rapport.	Ice-breaking (pre-activity setup).
Ask: "Have you ever noticed how the position of the Sun changes throughout the day? Can you explain why this happens?"	Use of previous knowledge. (Shows the video of sun in different phases of a day and shadow of objects at different times)
Provide clues if needed, e.g., "Think about what happens to the Sun when we go from morning to night."	Stimulating recall of prior knowledge. (mutual interaction between students and teacher)
Display a globe and a flashlight to simulate the Sun and the Earth.	Use of appropriate devices.(globe, torch light. Model of sun , earth)
Demonstrate how the Earth spins on its axis and explain that this motion is called "rotation."	Use of appropriate devices combined with explanation.(globe , its axis)
Ask students: "Can you now connect this movement with what we see happening to the Sun during the day?"	Linking prior knowledge to the new concept.
Summarize: "The rotation of the Earth causes day and night. We’ll explore this idea further in today’s lesson."	Clear transition to the main lesson.

2. SKILL OF STIMULUS VARIATION

It involves deliberate change in the stimuli presented by the teacher for the purpose of drawing stimulating and maintaining the attention of learners throughout the class.

The variation in the stimuli helps in avoiding monotony and in generating interest among students which in turn makes learning effective.

Components of the Skill

1. Teacher movements

 The meaningful, purposeful movements serving a pedagogical function.

2. Teacher gestures

Gestures are the movements of the parts of the body, used for expressing emotions.

3. Change in speech pattern

This indicates change in volume of sound tone or speed of verbal communication attempted for attracting attention.

4. Change in interaction style

Teacher-class interaction

Teacher-pupil interaction

Pupil-Pupil interaction (Peer group interaction)

5. Focusing

This involves drawing attention to specific aspects to be stressed by verbal or gestural.

6. Pausing

This means deliberate use of silence during class talk.

7. Oral-visual switching (Change in sensory focus)

This is change of sensory channel from verbal to visual and vice versa

Oral-> Visual

Visual Oral

Oral Oral Visual

By doing so pupil's attention and interest can be sustained.

Micro-Teaching Lesson Plan Template

 

Name of the teacher – trainee : X                                                                Std : IX

Name of the school : Y                                                                                  Date :

Subject : Social Science                                                                                 Duration : 10 mts

Topic : The Sun: Ultimate source of Energy

Sub topic : Rotation of earth

Topic: Rotation of the Earth

Skill : Stimulus variation

Teacher Activity	Component of the Skill
Start by walking around the classroom while asking: “Have you ever noticed how the position of the Sun changes throughout the day?”	Teacher Movements: Purposeful movement to engage attention.
Use hand gestures to mimic the spinning of the Earth and the Sun's rays reaching different parts.	Teacher Gestures: Expressive movements to reinforce the concept.
Change the tone of your voice to emphasize key points, e.g., louder while saying, “The Earth rotates on its axis” and softer when adding, “This takes 24 hours.”	Change in Speech Pattern: Variation in tone and volume to maintain attention.
Shift from addressing the whole class to asking an individual student: “Can you explain why we have day and night?” Then allow students to discuss in pairs.	Change in Interaction Style: Teacher-class, teacher-pupil, and pupil-pupil interaction.
Point to a globe and say: “Focus here. Notice how only one side of the Earth faces the Sun at a time.”	Focusing: Drawing attention using verbal and gestural cues.
Pause briefly after explaining: “Rotation causes day and night. Let’s think about why this happens.”	Pausing: Silence used to allow students to reflect on the explanation.
Use a flashlight (Sun) and a globe (Earth) to demonstrate the rotation and show how light falls only on one side at a time. Then explain verbally.	Oral-Visual Switching: Switching from verbal explanation to a visual demonstration.
Summarize the key points by Showing a chart / slide: “1. Rotation = Spinning of Earth on its axis. 2. Time taken = 24 hours. 3. Effect = Day and night.”	Oral-Visual Switching: Reinforce concepts with written text.

3. SKILL OF EXPLAINING

• Explaining is the skill by which a teacher can clearly bring out the exact meaning of concept or an idea and also can arrive at relationships among various concepts, events and ideas.

• By explaining a teacher uses the terms like how?, why? etc.

• Explanation is a set of interrelated statements elaborating a learning material being taught.

Components of the skill

Desirable Behaviours

1. Use of Beginning Statements

Such statements are meant for drawing and maintaining attention with a view to make the students mentally ready for learning and for giving them some clues of explanation.

2. Use of Explaining links

These links are in the form of words or phrases which increase effectiveness of explanation. They provide continuity to statements.

eg. As a result of. Therefore. In order to. Because. On the other hand, Due to. That is why. Inspite of. Hence. But. This is how.

3. Use of mediators

This indicates, presentation of various mediators to make the explanation lucid

and meaningful to the pupils. These may be in the form of examples, diagrams. anecdotes, etc.

4. Use of concluding statements These are statements made at the end of explanation for the purpose of summarising and concluding it. The purpose is to present a consolidated picture of what has been explained.

5. Questions to test Pupils' Understanding

In the course of the explanation, the teacher should frequently ask questions which will help him get immediate feedback from the students

Undesirable Behaviours

1. Use of irrelevant statements, anecdotes, etc.

2. Lack of continuity

4. Using inappropriate vocabulary

5. Use of vague words and phrases

6. Deviating from the main points

Micro-Teaching Lesson Plan Template

Name of the teacher – trainee : X                                                                 Std: IX

Name of the school : Y                                                                                  Date :

Subject : Social Science                                                                                 Duaration : 7 mts

Topic : The Sun: Ultimate source of Energy

Sub topic : Rotation of earth

Topic: Rotation of the Earth

Skill : Explaining

Teacher Activity	Component of the Skill
Begin with: “Have you ever wondered why we experience day and night? Let’s explore how the Earth’s rotation causes this phenomenon.”	Use of Beginning Statements: Captures attention and sets the context.
State: “The Earth rotates on its axis, which is an imaginary line passing through the North and South Poles.” Follow with: “As a result of this rotation, one side of the Earth faces the Sun, experiencing day, while the other side is in darkness, experiencing night.”	Use of Explaining Links: Words like "As a result of" and "while" provide continuity and clarity.
Show a globe and flashlight to demonstrate the Earth’s rotation. Use colored chalk to draw a diagram on the board showing the Sun, Earth, and shadowed areas.	Use of Mediators: Examples, diagrams, and a demonstration make the explanation clearer.
Conclude with: “To summarize, the Earth’s rotation on its axis takes 24 hours and causes day and night. This is how our daily cycle is created.”	Use of Concluding Statements: Summarizes the key points effectively.
Ask: “Why do we have day and night?” and “How long does it take for the Earth to complete one rotation?”	Questions to Test Pupils' Understanding: Ensures comprehension through direct questions.

4. SKILL OF ILLUSTRATING WITH EXAMPLES

This is the skill for timely use of examples for the purpose of making an idea, concept or principle. A good illustrative example will also engage the pupil's attention.

Components of the skill

1. Formulating simple examples.

 Most familiar examples should be chosen so students can easily assimilate.

2. Formulating relevant examples

Examples should be more close to the topic / content.

3. Formulating interesting examples

Interesting examples can erose students' curiosity.

4. Uses appropriate media for examples

Verbal and non-verbal media should be chosen for presenting examples 

5. Use of Inductive-deductive approach for presenting examples

Generalization may be formulated from specific examples and formulate examples to reach generalizations.

Micro-Teaching Lesson Plan Template

 

Name of the teacher – trainee : X                                                                Std : IX

Name of the school : Y                                                                                  Date :

Subject : Social Science                                                                                 Duaration : 7 mts

Topic : The Sun: Ultimate source of Energy

Sub topic : Rotation of earth

Topic: Rotation of the Earth

Skill : Illustrating with examples

Teacher Activity	Component of the Skill
Begin with an engaging question: “Can you name some things you use every day? Where do they come from?” Write students' responses (e.g., water, food, furniture, phones) on the board.	Formulating Simple Examples: Relatable, everyday examples to draw attention.
Explain: “Resources are things we use to meet our needs. They can be divided into two types: natural resources and man-made resources.”	Formulating Relevant Examples: Introduces examples directly tied to the topic.
Present examples of natural resources: “Water from rivers, oxygen from the air, and minerals like gold and iron are examples of natural resources. They are gifts from nature.”	Formulating Simple Examples: Familiar examples make the concept accessible.
Present examples of man-made resources: “A car, a pen, and this classroom board are examples of man-made resources. Humans make them using natural resources.”	Formulating Relevant Examples: Explains how natural resources are used to create man-made resources.
Share an interesting example: “Think about bread. It starts with wheat, a natural resource, which is processed in factories (man-made machines) to make bread, a man-made resource.”	Formulating Interesting Examples: Links real-life processes to stimulate curiosity.
Use visual aids: Show a PowerPoint slide or printed images of natural resources (forests, rivers, sunlight) and man-made resources (roads, buildings, machines). Ask students to identify and classify the images.	Uses Appropriate Media for Examples: Combines verbal explanation with visuals to enhance understanding.
Relate to global issues: “Natural resources like water and forests are limited. Cutting down too many trees affects the environment. This is why we must use them carefully.”	Formulating Relevant Examples: Highlights the importance of conserving resources.
Involve students in a group activity: Provide a list of items (e.g., cotton, plastic, solar energy, computers) and ask students to classify them as natural or man-made.	Uses Appropriate Media for Examples: Encourages active participation and discussion.
Apply the inductive approach: Show examples first (water, sunlight, air) and ask students to derive the definition of natural resources. Transition to man-made resources by showing examples (roads, bridges, tools) and asking for the common characteristic.	Use of Inductive-Deductive Approach: Guides students from examples to definitions.
Use the deductive approach: Define natural resources as “resources that come directly from nature.” Then ask: “Can you give examples of natural resources?” Repeat for man-made resources.	Use of Inductive-Deductive Approach: Reinforces understanding by switching from examples to application.
Ask reflective questions: “Why are natural resources important? What happens if we use up all our natural resources?”	Formulating Interesting Examples: Promotes critical thinking by connecting examples to broader issues.
Conclude with a summary: “Natural resources are gifts of nature, like water and sunlight. Man-made resources, like cars and buildings, are made by humans using natural resources. Both are essential, but we must use natural resources wisely.”	Use of Concluding Statements: Consolidates learning and emphasizes the key message.

SKILL OF USING BLACK BOARD / WHITE BOARD

Black board is the most widely used of all visual aids.

It is one of the quickest and easiest means of illustrating an important point.

Matter once written on the black board can be erased easily and new materials added as the lesson progresses.

Components of the skill

1. Legibility of Handwriting

Maximum ease in reading what is written on the Black Board even for students sitting on the back bench should be ensured.

 a. Distinct difference between letters

b. Adequate spacing between letters

e. Adequate spacing between words

d. Slant of the letter nearly vertical

e. All small letters of the same size

f. All capital letters of the same size

g. Sire of the letters large enough to be read

 h. Uniformity in the thickness of the line

2. Neatness in Black Board Work

a Adequate spacing between lines

b. Lines parallel to the base of the board

c. No overwriting

d. Focussing the relevant matter

3. Organisation of Black board work

a. Systematic planning of space

b. Spacing to exhibit the sequence of the items being presented

e Adjustment of space for presenting related items in totality

4. Appropriateness of Black board work

a. Continuity in points

b. Brevity in the presentation of points

c.  Appropriate presentation of illustrations and diagrams

d. Proper use of colour chalk

e. Underlining only the important points to be stressed

Micro-Teaching Lesson Plan Template

Name of the teacher – trainee : X                                                                Std : IX

Name of the school : Y                                                                                  Date 

Subject : Social Science                                                                                 Duaration : 7 mts

Topic : The Sun: Ultimate source of Energy

Sub topic : Rotation of earth

Skill : Black Board Summary

Teacher Activity	Component of the Skill
Write the topic "Rotation of the Earth" clearly at the top center of the board.	Legibility of Handwriting: Letters distinct, uniform size, and slant vertical.
Write the definition: "1. Rotation = Earth spinning on its axis."	Legibility of Handwriting: Adequate spacing between letters and words.
Add the next point: "2. Time taken for one rotation = 24 hours."	Legibility: Uniform size of letters. Neatness: Lines parallel and no overwriting.
Write: "3. Causes day and night due to sunlight reaching only one side of the Earth at a time."	Neatness: Adequate spacing between lines. Organisation: Logical sequence.
Draw a simple diagram: Use a circle to represent Earth, a line through the center to show the axis, and colored chalk to show "Day" and "Night" sides caused by sunlight.	Appropriateness: Use of diagrams and color for clarity.
Write: "4. Direction of rotation: West to East" and demonstrate it using the diagram (arrows to show the direction).	Legibility: Clear labeling. Appropriateness: Diagram enhances explanation.
Add: "5. Effects of rotation: (a) Day and night (b) Apparent movement of the Sun."	Organisation: Related points grouped systematically. Appropriateness: Brief and clear presentation.
Underline key terms such as "Rotation," "24 hours," "Day and Night," and "West to East" using colored chalk.	Appropriateness: Highlighting important points.
Summarize: "Earth's rotation on its axis causes day and night, taking 24 hours to complete one rotation."	Legibility: Large, clear letters. Neatness: Clear alignment and spacing.

SKILL OF FLUENCY IN QUESTIONING

• Successful teaching is highly dependent on for appropriate questioning.

• During a lesson the teacher will have to ask different types of questions, depending on the situation and purpose to be achieved.

• Questioning promotes involvement, initiates thinking, creates motivation and enhances learning among learners.

The rate of meaningful questions put per unit time by the teacher is called fluency of questioning.

Components of the skill

1. Structure

Structuring of the question is the technique of formulation of questions.

 a. Grammatical correctness and lucidity.

b. Conciseness

A question should be direct, straight forward and understandable but it should be made as concise as possible.

c. Relevance

Question should be relevant to the content and the context.

d. Specificity

Question should call for objective and specific responses.

2. Process

a. Speed

Optimum speed should be maintained in asking questions.

b. Voice

 Voice should be audible and clear enough so that every student understands the question properly.

c. Pause

A brief pause after putting the question will help the students to understand and think about the question and to formulate the answer.

d. Style

Questions should be uttered in a style that would change the question style pattern to make students interested.

3. Product

Product is the answer expected of the question.

Micro-Teaching Lesson Plan Template

Name of the teacher – trainee : X                                                                Std : IX

Name of the school : Y                                                                                  Date:

Subject :Social Science                                                                                 Duaration: 7 mts

Topic : Resources

Sub topic : Resources

Topic: Resources

Skill : Fluency in questioning

Teacher Activity	Component of the Skill
Start with a question:
“What do you understand by the word 'resources'?”	Structure – Grammatical Correctness and Lucidity: The question is clear and grammatically correct to ensure comprehension.
Follow up with:
“Can you name some things you use daily, like water, air, or a phone?”	Structure – Conciseness: A concise question directly related to the students' environment.
Add:
“Are all these things naturally available, or are some of them made by humans?”	Structure – Relevance: The question ties directly to the lesson on natural and man-made resources.
Ask:
“What makes water a natural resource and a car a man-made resource?”	Structure – Specificity: Encourages students to provide specific responses linked to the classification of resources.
Maintain a steady pace while asking these questions to keep students engaged without overwhelming them.	Process – Speed: Optimal speed ensures clarity without rushing students.
Ensure your voice is clear and loud enough for all students, including those at the back, to hear.	Process – Voice: Enhances audibility and ensures effective communication.
Pause for a moment after asking:
“Why is the Sun considered a natural resource but a road isn’t?”	Process – Pause: Gives students time to think and formulate their answers.
Use a conversational tone for some questions:
“Have you ever thought about how your food reaches your table? Is it natural or man-made?”	Process – Style: Engages students with an interesting and varied questioning style.
Evaluate students' responses, such as:
“Water is a natural resource because it comes from rivers, and cars are man-made because they are built in factories.”	Product: Confirms and refines students' understanding through expected answers.
Ask higher-order questions:
“What would happen if we ran out of natural resources like water or forests?”	Structure – Specificity: Encourages critical thinking and problem-solving.
Conclude with:
“Can you think of any ways to conserve our natural resources and use man-made ones wisely?”	Product: Summarizes the lesson while testing application-based understanding.

SKILL OF PROBING QUESTIONS

This skill encourage the students to go deeper into the various aspects of the material / topic / content being learnt.

Questions calling for such original and deep level responses are qualified as 'probing.

Components of the skill

1. Prompting

When there is no response or incorrect response teacher gives hints or clues for leading the pupil to the desired correct response.

2. Seeking further information.

 If the initial response of the pupil is partially correct or incomplete, or shallow, the teacher helps the pupil to clarify or elaborate or explain the response, by asking subsidiary questions

3. Refocussing

When pupils give correct response, the teacher relates the response with something already taught and thus register it in the cognitive structure.

4. Increasing critical awareness

Teacher asks 'why' and 'How of a correct response for increasing critical awareness in pupils

5. Redirection

The teacher asks the same question to other pupils for ensure the participation of all pupils.

Micro-Teaching Lesson Plan Template

Name of the teacher – trainee : X                                                                Std : IX

Name of the school : Y                                                                                  Date :

Subject : Social Science                                                                                 Duaration : 7 mts

Topic : Rights and duties

Topic: Fundamental rights

Skill : Fluency in questioning

Teacher Activity	Component of the Skill
Start with a general question:
“What do you understand by the term 'rights'? Can you give an example?”
If students give an incorrect or no response, provide hints:
“Rights are something that people are entitled to, like the right to freedom or the right to education.”	Prompting: Hints or clues are given to guide students toward the desired response.
Follow up with:
“Can someone explain why these rights are important for citizens?”
If the response is shallow or incomplete, ask subsidiary questions:
“What would happen if we didn’t have rights like freedom of speech?” or “Can you think of a situation where these rights protect individuals?”	Seeking Further Information: Subsidiary questions encourage students to clarify, elaborate, or deepen their understanding.
After a correct response about the importance of rights, connect it to previous knowledge:
“Remember we discussed democracy earlier. How do you think Fundamental Rights are connected to democracy?”	Refocusing: Links the current response to prior knowledge, reinforcing the concept.
Ask a critical question to deepen understanding:
“Why do you think the Right to Equality is essential in a diverse country like India?” or
“How do Fundamental Rights ensure justice and equality for all?”	Increasing Critical Awareness: Encourages students to think critically about the topic by addressing 'why' and 'how' questions.
Redirect the same question to another student for a variety of perspectives:
“What do you think, [Student B]? Why is the Right to Equality important in our society?”	Redirection: Engages multiple students to ensure class participation and diverse viewpoints.
Conclude with an integrative question:
“Can someone summarize how Fundamental Rights protect individuals and strengthen democracy?” Redirect this question to several students to build a comprehensive response.	Redirection and Refocusing: Reinforces learning by revisiting the main ideas and involving multiple students.

Teacher Activity (Questions + Hints/Prompts)	Component of the Skill
Introduction
- “What do you think the term 'Fundamental Rights' means?”	Prompting: “Think about rights that everyone in the country is entitled to.”
- “Why do you think rights are important for citizens?”	Prompting: “Consider how rights protect us in daily life.”
- “Can you give an example of a right you use in your daily life?”	Prompting: “Think of rights like freedom of speech or education.”
- “What does the Right to Equality ensure for every citizen?”	Prompting: “Think about fairness and equal treatment for all.”
- “Can you think of a situation where people were treated unequally? How does this right address that?”	Seeking Further Information: “For example, discrimination based on caste or gender.”
- “Why do you think discrimination based on caste, religion, or gender is prohibited?”	Increasing Critical Awareness: “Consider how equality fosters harmony and justice.”
- “How does equality promote harmony in a diverse country like India?”	Increasing Critical Awareness: “Think about how fairness builds trust in society.”
- “What role does the Right to Equality play in reducing social injustice?”	Seeking Further Information: “Relate this to discrimination and access to opportunities.”
- “Are there exceptions to this right? If so, why?”	Prompting: “Think about affirmative actions or special provisions for the underprivileged.”
- “What are the key freedoms guaranteed under this right?”	Prompting: “Think of speech, movement, and assembly.”
- “Why is freedom of speech important in a democracy?”	Increasing Critical Awareness: “How does it help in decision-making and accountability?”
- “What do you think are the limitations of freedom of speech?”	Seeking Further Information: “Consider defamation or incitement of violence.”
- “How does freedom of movement contribute to individual liberty?”	Prompting: “Think about the ability to move freely across the country.”
- “Why do you think peaceful assembly is allowed but with certain restrictions?”	Prompting: “Consider public safety and order.”
- “How can misuse of these freedoms be prevented?”	Increasing Critical Awareness: “Think of rules, laws, and public responsibility.”
- “What forms of exploitation does this right address?”	Prompting: “Think about child labor and human trafficking.”
- “Why is child labor prohibited under this right?”	Increasing Critical Awareness: “Consider the impact on education and health.”
- “How does the right ensure the dignity of individuals?”	Seeking Further Information: “Think about respect and humane treatment.”
- “What steps can society take to prevent exploitation?”	Seeking Further Information: “Consider awareness campaigns and strict laws.”
- “Why do you think human trafficking is still a challenge despite this right?”	Increasing Critical Awareness: “Think about enforcement and socio-economic factors.”
- “What forms of exploitation does this right address?”	Prompting: “Think about child labor and human trafficking.”
- “Why is child labor prohibited under this right?”	Increasing Critical Awareness: “Consider the impact on education and health.”
- “How does the right ensure the dignity of individuals?”	Seeking Further Information: “Think about respect and humane treatment.”
- “What steps can society take to prevent exploitation?”	Seeking Further Information: “Consider awareness campaigns and strict laws.”
- “Why do you think human trafficking is still a challenge despite this right?”	Increasing Critical Awareness: “Think about enforcement and socio-economic factors.”
- “Why is this right called the ‘heart and soul’ of the Constitution?”	Prompting: “Think about its role in protecting all other rights.”
- “What legal measures can a citizen take if their rights are violated?”	Seeking Further Information: “Consider writ petitions to courts.”
- “Why is it important to have mechanisms like the Supreme Court to protect rights?”	Increasing Critical Awareness: “Think about checks and balances.”
- “How does this right empower individuals to fight against injustice?”	Seeking Further Information: “Consider how it gives people access to legal recourse.”
- “Can you think of a landmark case where this right was exercised?”	Refocusing: “Think of cases like Kesavananda Bharati or Maneka Gandhi.”

SKILL OF REINFORCEMENT

Reinforcement is a major condition for effective learning. It is the teacher's reaction to the responses and actions of pupils.

Reinforcement results in modifications of behavior through immediate rewarding of desirable or correct responses and actions.

Reactions of the teacher that provide encouragement, approval and recognition of pupil-responses would strengthen the related correct responses and actions.

At the same time, the reaction of the teacher that are discouraging would weaken pupil responses involved in the learning process. Hence the teacher should manage his reactions to pupil responses with skill.

Components of the Skill

1. Positive verbal reinforcement

Students can be encouraged through verbal expressions like Good, Well done, Excellent, Carry on, Go ahead, etc. Right, Fine.

Using extra verbal cues like 'um', 'aha', etc. also will encourage pupils to progress

2. Positive non-verbal reinforcement

Teacher uses gestures or some other behaviour to reinforce pupil's responses.

Nodding of the head, smiling, Patting, friendly look, etc. are examples. Writing pupil's answer on the board for others to watch also can be an effective reinforcer.

3. Negative verbal reinforcement

Words like Not right, Not upto the mark, Try again, etc., can be considered as negative reinforcers.

4. Negative non-verbal reinforcement Disapproval without using words has the effect of negative reinforcement.

Gestures such as frowning, staring, shaking the head, etc. also have the same effect

5. Denial of reinforcement

Certain teachers do not attempt reinforcement in situations that warrant it. This is likely to discourage pupils. Such teachers are really losing an opportunity to inspire pupils for active participation in the learning process,

Micro-Teaching Lesson Plan Template

 

Name of the teacher – trainee : X                                                                Std : IX

Name of the school : Y                                                                                  Date :

Subject : Social Science                                                                                 Duaration : 7 mts

Topic : The Sun: Ultimate source of Energy

Sub topic : Rotation of earth

Topic: Rotation of earth

Skill : skill of reinforcement

Teacher Activity	Correspondent Components of the Skill
Introduction
Teacher greets the students warmly and says: “Good morning, everyone! Today, we will explore an exciting topic—the rotation of Earth. Can anyone guess what this means?”	Positive Verbal Reinforcement: “Good guess!”, “That’s correct!”, “Well done!”
Smiles and nods encouragingly when a student attempts to answer, regardless of correctness.	Positive Non-Verbal Reinforcement: Smiling, nodding, maintaining a friendly expression.
Writes the correct term "Rotation" on the blackboard after a student answers it.	Positive Non-Verbal Reinforcement: Writing the answer on the board for emphasis.
Discussion Phase
Asks: “How many hours does it take for the Earth to complete one rotation?”	Positive Verbal Reinforcement: “That’s right!” “Excellent!”
If a student hesitates, says: “Try again, you’re almost there!”	Negative Verbal Reinforcement: Encouraging re-attempt with constructive feedback.
Frowns gently or shakes head slightly if a student provides an incorrect answer but says: “Not quite, think about how long a day lasts.”	Negative Non-Verbal Reinforcement: Subtle disapproval while guiding towards correct answer.
Explains: “It takes 24 hours for the Earth to complete one rotation.”	Denial of Reinforcement: Avoids reinforcing incorrect answers to maintain accuracy.
Continues: “Now, can someone explain what happens because of the Earth’s rotation?”
Praises: “Exactly! Day and night are caused by Earth’s rotation!”	Positive Verbal Reinforcement: Enthusiastic approval for correct answers.
Visual and Kinesthetic Reinforcement
Displays a globe and rotates it slowly: “This is how the Earth spins around its axis. Can you see how one side faces the Sun while the other is in darkness?”	Positive Non-Verbal Reinforcement: Visual aid reinforces understanding.
Invites a student to demonstrate the rotation using the globe: “Would you like to try spinning the globe?”	Positive Non-Verbal Reinforcement: Engages student physically to reinforce learning.
Nods encouragingly as the student completes the demonstration.	Positive Non-Verbal Reinforcement: Acknowledging effort with gestures.
Critical Thinking Questions
Asks: “What would happen if the Earth stopped rotating?”	Increasing Critical Awareness: Encouraging deep thinking.
Praises responses: “Interesting thought!”, “That’s a great point to consider!”	Positive Verbal Reinforcement: Builds confidence in expressing ideas.
Gently corrects misconceptions: “Not quite, but you're close. Let’s think about gravity and the day-night cycle.”	Negative Verbal Reinforcement: Redirects student thinking positively.
Concluding Activity
Summarizes: “The Earth’s rotation gives us day and night. It spins on its axis once every 24 hours. Isn’t that fascinating?”	Positive Verbal Reinforcement: Uses a strong, confident conclusion to reinforce learning.
Smiles warmly and says: “Great participation, everyone! Keep exploring the wonders of science!”	Positive Non-Verbal Reinforcement: Smiling, maintaining a positive and encouraging tone.