Major Skills of Micro-Teaching in B.ed

In any career, having talents is a requirement. A professional’s ability to apply theory to practice is aided by their skills. Effective instructors should be distinguished from both ineffective teachers and non-professionals, or non-teachers, by their abilities and competence. Effective educators are able to do things in the classroom that others are unable to do, and they are also aware of the connection between their actions and the impact they have on the pupils. Today, our goal is to educate everyone. The right education and training can make the teacher we require available. In a nutshell, education and training may be used to gain these abilities. The following are some of the key microteaching abilities:

  • Skill of questioning: The ability to ask questions enhances the teaching-learning process and encourages student participation. Students’ thinking might be stimulated through questions. Making good questions is a difficult endeavour. A good question is one that makes pupils think and tries to explain it, not one that can be answered with a simple yes or no. The query gives the pupil a direction to carry on with his studies. The questions must be properly constructed, which means that they must be brief, unambiguous, detailed, and grammatically accurate.
  • Skill of response management: The student’s response serves as a tool for the teacher to convey knowledge and skills to the learner. In order to get the pupils’ replies right, the instructor employs a variety of strategies, to advance their level of understanding. Students’ understanding is reinforced when they provide accurate replies. The ability to handle student responses is sometimes referred to as response management.
  • Skill of reinforcement: Students are more encouraged to participate in class activities with excitement and initiative when they get reinforcement, which not only helps to boost learning but also secures their attention. The ability to reinforce consists of four main parts:
  1. Positive verbal reinforcement: It involves the use of verbal expressions which reinforce learning, just saying Good, Yes, Well done after the student has answered.
  2. Positive non-verbal reinforcement: It involves the use of teachers’ gestures to reinforce the student’s behaviour. Nodding, smiling, moving toward the student, giving him an encouraging look, etc, are examples of positive non-verbal reinforcements.
  3. Negative verbal reinforcement: The use of certain undesirable reinforcers can strengthen the occurrence of a particular behaviour. Expressions like the look, taunt etc.
  4. Negative non-verbal reinforcement: The teacher uses the type of reinforcers to make students aware of certain undesirable behaviours like Frowning, nodding the head disapprovingly, moving away from the students etc.
  • Skill of explaining: Students who can explain concepts, principles, or phenomena are better able to comprehend them. The pupils are capable of understanding a solid explanation. To make the lecture more engaging, the explanation should be filled with relevant examples from everyday life.
  • Skill of illustrating: Some ideas are too esoteric to be understood by pupils even after explanation. In these cases, the knowledgeable instructor gives a few instances to clarify the concept, idea, or principle.
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