nize their own teaching in order to dis- Although the lesson is short, it should

Microteaching cover their strengths and weaknesses. Re- generate useful discussions. During the
flecting on their own teaching styles en- teaching, fellow trainees take notes that
ables teachers to focus on certain areas of they can use during reflective discus-
teaching and to view them from different sions. This is especially useful if the stu-
perspectives. dents are also trainees because the expe-
It also makes teachers conscious of de- rience provides insights into learning
veloping their own skills and strategies in problems. To reduce the pressure on the
Although microteaching has long been order to understand their teaching. teacher, the role of the supervisors should
used as a professional development tool in Through microteaching teachers are able be minimized. They should not interfere
inservice teacher training programs, to pursue self-initiated, self-directed, and with the microlesson in any way.
teacher trainees seldom take this training self-observed growth. This growth comes Observation during the microlesson is
seriously. At least this is the situation in about because teachers are able to criti- a learning experience. Fellow teachers
Egypt. This attitude greatly diminishes cize, either positively or negatively, their should prepare for this task by selecting a
the usefulness of microteaching, which own work. focus and purpose, and a method of data
can be beneficial. collection and by cooperating with those
Microteaching helps teachers to better Stages of microteaching involved.
understand the processes of teaching and There are four distinct stages of mi- Following up the microlesson
learning. It provides teachers with ample croteaching. In the briefing, teachers re- The follow-up should include analyz-
opportunities to explore and reflect on ceive information on the skill to be prac- ing, discussing, and interpreting the data
their own and others’ teaching styles and ticed and the method to be used. During and the experiences acquired, and reflect-
to acquire new teaching techniques. the teaching stage, the trainee teaches the ing on the new experiences.
Microteaching can be defined as a train- microlesson, and if possible, the micro-
ing context in which a teacher’s situation lesson is videotaped or audiorecorded. In Conclusion
has been reduced in scope or simplified in the analysis and discussion period, the Some people argue that microteaching
some systematic ways. There are three ways trainee’s microlesson is reviewed, dis- is both a risky and costly procedure. It is
in which teaching may be scaled down: cussed, analyzed, and evaluated. Finally, risky in that trainees or inservice teachers
1. The teacher’s task may be simpli- in the reteaching stage, the trainee may be exposed to criticism by their col-
fied and made very specific. reteaches the microlesson, applying those leagues and/or supervisors. There are also
2. The length of the lesson may be points raised during the discussion and costs involved both in the resources that
shortened. analysis. may be used and the amount of time the
3. The size of class may be reduced. Preparing a microlesson microteaching absorbs. However, mi-
This article addresses microteaching The microlesson can be prepared by croteaching should be considered a posi-
as an inservice tool, and how school- an individual or a group of teacher tive experience because it aids in the
based microteaching can be beneficial to trainees. The objective and procedures of gradual development of professional ex-
all involved in the learning and teaching the microlessons should be clear. A vari- pertise and minimizes the risk of failure
processes. ety of aids may be used to facilitate teach- in the classroom.
ing the microlessons. These may include
Origin and development cards, actions, gestures, and drawings on
Microteaching, as a training tech- the board. The lesson should last from Bibliography
nique, began at Stanford University in the five to ten minutes. Richards, J. and C. Lockhart. 1994. Reflective
early 1970s. It was first applied to teach- Teaching a microlesson teaching in second language classrooms.
ing science, but later it was introduced to This is the interactive stage of mi- Cambridge: Cambridge University Press.
Wallace, M. 1991. Training foreign language
language teaching. The theoretical basis croteaching where the trainee puts into
teachers. Cambridge: Cambridge University
for the Stanford approach was initially re- practice what the group has planned. The Press.
lated to the psychological theory of behav- teacher’s task in microteaching is to prac- Wajnryb, R. 1992. Classroom observation
iorism. However, it is more valid to see tice one skill at a time. The size of the tasks. Cambridge: Cambridge University
microteaching as a technique for profes- class is usually fewer than ten students, Press.
sional reflection than as a technique for sometimes only four or five. Students may
shaping behavior. be real students or fellow trainees.
Microteaching should be in a school
Why microteaching setting, because it allows teachers to use This article was originally published in
the October 1999 issue.
Besides being an effective technique real students. Also, school-based mi-
for professional growth, microteaching, as croteaching creates a positive atmosphere
a tool for reflection, helps teachers scruti- among participants.

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