UNIT2:SELECTEDMICROTEACHINGSKILLS

STRUCTURE
1.
2.
3.

Introduction
Objectives
SkillofProbingQuestions
2.3.1 Introduction
1.
2.
3.
4.

2.4

SkillofExplaining
1.
2.
3.
4.
5.

2.5

Introduction
ComponentsofSkill
MicroLessonPlan
ObservationSchedule
Activity

SkillofClassroomManagement
1.
2.

Introduction
ComponentsofSkill
MicroLessonPlan
ObservationSchedule
Activity

SkillofStimulusVariation
1.
2.
3.
4.
5.

2.8

Introduction
ComponentsofSkill
MicroLessonPlan
ObservationSchedule
Activity

SkillofReinforcement
1.
2.
3.
4.
5.

2.7

Introduction
ComponentsofSkill
MicroLessonPlan
ObservationSchedule
Activity

SkillofIllustratingwithExamples
1.
2.
3.
4.
5.

2.6

ComponentsofSkill
MicroLessonPlan
ObservationSchedule
Activity

Introduction
ComponentsofSkill

3.
4.

2.9

SkillofUsingBlackBoard
1.
2.
3.
4.

2.10

ObservationSchedule
Activity
Introduction
ComponentsofSkill
ObservationSchedule
Activity

IntegrationofTeachingSkills
1.
2.
3.
4.
5.

Introduction
SkillstobeIntegrated
LessonPlan
ObservationSchedule
Activity

2.11

UnitSummary:ThingstoRemember

2.12

CheckYourProgress

1.
2.
3.

Assignment/Activity
PointsforDiscussion/Clarification
References/FurtherReadings

1.

INTRODUCTION

You have studied in Unit I the concept of microteaching and are aware of the significance of
microteaching in teacher training programmes. It is essential to practise theteachingskillsinorderto
becomebetterteachers.
A teaching skill is a set of teaching behaviours of the teacher which isespeciallyeffectiveinbringing
about desired changes in pupils behaviour. Allen and Ryan in 1966 identified 20 teaching skills at
Stanford University. This list has now increased to 37 teaching skills. These skills can be assessed by
meansofanobservationscales.
It is not possible to train all the pupil teachers in all these skillsinanytrainingprogrammebecauseof
the constraints of time and funds. Therefore a set of teachingskillswhichcutsacrossthesubjectareas
hasbeenidentified.Theyhavebeenfoundveryusefulforeveryteacher.Thesetoftheseskillsare:
1.
2.
3.
4.
5.
6.
7.

SkillofProbingQuestions,
SkillofExplaining,
SkillofIllustratingwithExamples,
SkillofReinforcement,
SkillofStimulusVariation,
SkillofClassroomManagementand
SkillofusingBlackboard.

Each of the skill has been discussed in terms of concept, components, microlesson plan, evaluation
andschedule.Studythemcarefullyandthenpractisetillyouachievethemasterylevel.

2.
2

OBJECTIVES

AftergoingthroughthisUnityouwillbeableto:

understandtheconceptofeachcoreteachingskill.
understandthecomponentsofeachcoreteachingskill.
preparemicrolessonplanforeachcoreteachingskill.
observethemicrolessonofeachcoreteachingskill.
givefeedbackforeachcoreteachingskill.
integrateallcoreteachingskillsinamacrolessontomakeiteffective.
becomebetterteachers.

In the following sections each of the core skill has been discussed in terms of concept, purpose,
components,lessonplanandobservationschedule.Studythemcarefullyandbecomebetterteacher.

3.

SKILLOFPROBINGQUESTIONS

1.

Introduction

Whentheteacherasksquestionsfromthepupilsinhisclassdifferentsituationsarise.Theyare:
1.
2.
3.
4.

Thepupilmaygivenoresponse,
Thepupilmaygiveincorrect,
Thepupilmaygivepartiallycorrectresponseand
Thepupilmaygivecorrectresponse.

How to deal with all these situations effectively is the main theme of this skill.Incaseofnoresponse
or incorrect responsetheteachergoesdeepintopupil'sresponsesbyaskingmanyquestionsaboutwhat
he alreadyknowsandtoleadhimtothecorrectresponse.Whentheresponseiscorrecttheteachermay
help the pupil to go deep into the content by asking questions of how, why and sometimes of what
typesalso.Theskillinvolvesaseriesofquestionstogodeepintopupilsresponses.
Whatarethequalitiesofagoodquestion.Writedownyourpointsinthespaceprovided:

You are correct if you say that the question should be well structured. Thismeansthequestionshould
be simple, concise, andgrammaticallycorrect. Itshouldbeaddressedtothewholeclassinsteadofone
pupil only. This is because the purpose of the question is to make the whole class think on the point
under discussion. The pupils should be given some time to think and then the teacher should point
towardsonepupiltorespond.
Howtodealoutwithdifferentsituationspointedoutinthebeginning?
Letusdiscussdifferenttechniquesfordifferentsituations

2.
ComponentsofSkill
1.
Promptingtechnique.
2.
Seekingfurtherinformationtechnique.
3

3.
4.
5.

Redirectiontechnique.
Refocusingtechnique.
Increasingcriticalawarenesstechnique.

Can you explain the meanings of these terms in the context of the skill ? Write your answer in the
spaceprovided:

Youarerightifyourviewscoincidewiththatgivenbelow.
Prompting technique : This techniquemeanstogodeepintothepupilsresponsewhenitisincorrect
or no response. Then a series ofhintsorpromptsaregiventopupilthroughstepbystepquestioningin
ordertoleadthepupiltothedesiredcorrectresponse.Letustakethefollowingexample:
Example:
T:

WhatarethefunctionsofMunicipality?

P:

Noresponse.

T:

Whosupplieswatertothecity?

P:

Municipality.

Seeking Further Information : This technique is used when the response of pupil is incomplete or
partially correct. The teacher helps the pupil to clarify or elaborate or explain his initial response by
askingmoresmallquestionsorcreatingsituationinwhichthepupilismadetothinkandrespond.
Example:
T:

WhatarethefunctionsofMunicipality?

P:

Tosupplywatertothewholecity.

T:

Whataretheotherfunctions?

Redirection : Thistechniqueinvolvesaskingthesamequestionfromanotherpupil.Themainpurpose
of this technique is to increasemoreandmorepupilparticipation.Whenthesituationisofnoresponse
orincorrectresponsepromptingshouldbepreferredtoredirection.
Example:
T:

Whatarethecharacteristicofoxygen?

Ram:

Noresponse

Sohan:

Ithelpsburning(Redirection)

Refocusing : It is used when the pupils response is correct.Thisinvolvescomparingthephenomena

in his response with other phenomena either for similarity/difference or relationship between the two
situations. How one thing in point is different from the other thing ? Howoneresponseofthepupilis
related to any other point ? How one thing is similar to another thing ? Suchtypeofquestionsareput
tothepupil.
Increasing Critical Awareness : This technique is used when the pupils response is correct. The
teacher puts higher order questions to stimulate the pupil to think beyond what the pupil knows. This
involvesthehowandwhyandsometimeswhattypeofquestionsonthepointunderdiscussion.
Example:
1.
2.

Whyoxygenisnecessaryforlivingbeings?
Howoxygenhelpsinburning?etc.

Now you have understood the skill and its components. How to practise these components has been
illustratedbythefollowingmicrolessonplan.

2.3.3 MicroLessonPlan
Subject:

Science

Date:

Topic: SourcesofWater

Class:VIII

Sl. TeachersActivity
No.

PupilsActivity

ComponentsofSkill

Whatarethesourcesofwater?

Wellandrivers,Sea.

Namesomeothersources

Rainandmeltingofsnow

Seekingfurtherinformation

Howdowegetrain?

Noresponse

Increasingcriticalawareness

Wherefromdoyougetrain?

Fromclouds

Prompting

Howthecloudsareformed?

Noresponse

Increasingcriticalawareness

When you put the wet clothes to Itevaporates

dry,Whathappenstowater?

Can you give more examples of Evaporation takes place on the Refocusing
waterevaporation?
riversandthesea.

Where does the water go after Thewatergoesupintheskyin

evaporation?
theformsofvapours

Why do the water vapours go up Becausetheylight.

inthesky?

Increasingcriticalawareness

10

When we go high up on the Wefeelcoolandcool

mountain,Whatdowefeel?

Prompting

11

Howthecloudsareformed?

The clouds are formed by the Increasingcriticalawareness

watervapours

12

What happens to water vapours The vapours turn into water Increasingcriticalawareness
when they are cooled high up in and fall to earth in the form of
sky
rain

13

Where does the watergoafterthe It goes into rivers and finally

rainfall?
intothesea.

14

Can you compare the process of When weheatwaterinthepot,

rain to some instance of your it turns into vapours. If we put Refocusing
dailylife?
a lid on the pot and stop
heating, after sometimes the
drops of water would appear
on the inside of the lidandfall
backintothepot.

15

Sowhatarethesourcesofwater? Well, river, sea and rain and

meltingofsnow.

2.3.4

ObservationSchedule

Nameofpupilteacher:

Date:

Nameofsupervisor:

Class:

Subject:

Time:

Topic:

Teach/Reteach:

Instructions:Gradetheperformanceandindicateitbyencirclingtheletter.
Legend:
Ameans95to100percentcorrectuseofcomponent.
Bmeans85to94percentcorrectuseofcomponent.
Cmeans75to84percentcorrectuseofcomponent.
Dmeans65to74percentcorrectuseofcomponent.
Fmeansbelow65percentcorrectuseofcomponent.

S.No.
6

Components

Grading

Remarks

Prompting

A,B,C,D,F

Seekingfurtherinformation

A,B,C,D,F

Refocusing

A,B,C,D,F

Redirection

A,B,C,D,F

Increasingcriticalawareness

A,B,C,D,F

2.3.5

Activity

Select a topicfromyourteachingsubject.Planamicrolessononthetopicusingthecomponentsofthe
skillinappropriatesituations.

2.4

SKILLOFEXPLAINING

1.

Introduction

You must have experienced that during the teachinglearning processofsomeconcepts,principlesand

phenomena, mere description of theme does not make them understandable to the pupils. The teacher
has to give proper explanation and reasons to bring clarity and proper understanding of what is being
taught.
Howtogiveproperandeffectiveexplanation?Giveyourcommentsinthespaceprovided:

Letusdiscussthecomponentsoftheskill.

2.
1.
2.
3.
4.
5.
6.
7.

ComponentsoftheSkill
Beginningstatement
Explaininglinks
Concludingstatement
Questionstotestpupils'understanding
1.
Donts
Irrelevantstatement,
Lackingincontinuity,
Vaguewordsandphrases.

Doyouknowthemeaningsofthesetechnicalterms?

Letusdiscussthemonebyone.
Beginning Statement : The purpose of this statement is to create readiness among the pupils to pay
attentiontothepointbeingexplained.Itistheintroductorystatementtobeginexplanation.
Explaining Links : These are words andphraseswhicharemostlyconjunctionsandprepositionsand
aregenerallyusedbytheteacherstomakehisexplanationeffective.Theseare:

theresultof

thecauseof

suchthat

theconsequenceof

thefunctionof

hereafter

dueto

sothat

asaresultof

thisishow

therefore

before

inorderto

hence

after

since

but

thus

because

thepurposeof

next

Example:Thecauseofbodiesfallingtowardsearthisthegravitationalforce.
Concluding Statement : This is the statement made at the end of the explanation. It includes the
summaryofallthemainresultsoftheexplanation.
Questions to Test Pupils' Understanding : These are short questions put to the pupils to test their
understanding of the concept after the explanation. The main purpose is simply to judge whether the
pupilshaveunderstoodornot.
Irrelevant Statements : These are statements sometimes made by the teacher during explanation
which have nothing to do with the present concept. These statements do not contribute to
understandingrathercreateconfusioninthemindsofthestudents.
Lacking in Continuity : It happens when the sentences remainincompleteorarereformulatedinthe
middleofthestatementandthereareothercausesalsolike:

astatementisnotlogicallyrelatedtothepreviousstatement.
when a topic of previously taught content is referred without showing the relationship to what
isbeingexplained.
whenthereisnosequenceofspaceorplace.
useofinappropriatevocabularyoftechnicaltermswhicharequiteunknowntopupils.
useofvaguewordsandphrases.

Someofthesewordsandphrasesare:
some

much

seems

many

something

somewhat

things

probably

therest

alittle

perhaps

almost

might

may

typesof

few

infact

actually

In addition to thesewordstherearewordsandphraseslikeyousee,Okey,correctetc.whichare
partsofteachers'mannerism.
Now you have understoodthisskillanditscomponentsveryclearly. Letusdemonstratethemwiththe
followingmicrolessonplan.

2.4.3 MicroLessonPlan

Subject:

Geography

Date:

Topic: Earthquake

ClassVIII:

Sl.
No.

TeachersActivity

PupilsActivity

Components
ofskills

You know about the devastation caused by earth

quake in Gujarat this year. Thousands of people Listenattentively
diedandlacsbecamehomeless.

Whatisanearthquake?

Beginning
statement

Noresponse

An earthquakeisthesuddenandviolentshakingof Listenattentively
earthssurface.

Whatarethecausesofearthquake?

Noresponse

There are many causes of earth quake. Let us

discusssomeofthem.
3

Beginning
statement

You know rain water goes into the interior of the Listenattentively
earth through some cracks andcrevices.Asthereis
extreme heat intheenterioroftheearthitturnsinto
water vapours. These vapours shoot out violently,
as a resulttheearth'ssurfaceshakes.Thus,wehave
earthquake.

Explaining
links

WhatisanothercauseofEarthquake?

Noresponse

Explaining
links

As you go deep and deep into the surface of earth

youfeelmoreandmorehot.
Listenattentively
Because of this heat the pressure also goes on
increasing proportionately. Because of the heatand
high pressure there is movement inside the earth.
This movement makes the earths surface shake
violently.Thiscausesearthquake.

Explaining
links

Therearetwocausesofearthquake.Theyare:

i.
ii.

greaterheatandpressureinsidetheearth
movement of water vapours due to high
temperatureandpressure.

Concluding
statement

Whatisanearthquake?

Sudden and violent Testing

shakingofearth
understanding
ofconcept.

Namethecausesofearthquake.

The two causes of Testing

earthquakeare
understanding
i.
ii.

10

water vapours
movement
shaking due to
high heat and
pressure.

2.4.4

ObservationSchedule

Nameofpupilteacher:

Date:

Nameofsupervisor:

Class:

Subject:

Time:

Topic:

Teach/Reteach

Instructions:Gradetheperformanceandindicateitbyencirclingtheletter.

Legend:

Ameans95to100percentcorrectuseofcomponent.
Bmeans85to94percentcorrectuseofcomponent.
Cmeans75to84percentcorrectuseofcomponent.
Dmeans65to74percentcorrectuseofcomponent.
Fmeansbelow65percentcorrectuseofcomponent.

S.No.

Components

Grading

Remarks

Beginningstatement

A,B,C,D,F

Explaininglinks

A,B,C,D,F

Concludingstatement

A,B,C,D,F

Questionstotestpupilsunderstanding

A,B,C,D,F

Questionsfollowedbycorrectresponses

A,B,C,D,F

Noirrelevantstatement

A,B,C,D,F

Nolackingincontinuity

A,B,C,D,F

Noinappropriatevocabulary

A,B,C,D,F

Nolackinginfluency

A,B,C,D,F

10

Novaguewordsandphrases

A,B,C,D,F

11

12

2.4.5

Activity

Prepare a microlesson plan on the skill of explaining on any topic of your teaching subject. Practise
theskillinMicroteachingcycle.

2.5

SKILLOFILLUSTRATINGWITHEXAMPLES

1.

Introduction

You must have observed that some abstract ideas or concepts are very difficult to teach. In spite of
their best efforts of explaining the concepts, the teachers are unable to convey the true sense and
meaning of the concepts. This difficulty of the teacher can be solved easily if they are able to master
theskillofillustratingwithexamples.
Whatarecomponentsoftheskillofillustratingwithexamples?Letusthinkonthem.

2.
ComponentsofSkill
1. FormulatingSimpleExample.
2. FormulatingRelevantExample.
3. FormulatingInterestingExample.
4. UsingAppropriateMediaforExample.
5.
UsingExamplesbyInductoDeductiveApproach.
Doyouknowwhataremeaningsofthesecomponents?Pleaseexplaintheminthespaceprovided.
1.

2.

3.

4.

5.

Letuscompareyourviewswiththefollowing:
Formulating Simple Example : A simple exampleisonewhichisrelatedtothepreviousknowledge
ofpupils.Itshouldbeaccordingtotheagelevel,gradelevelandthebackgroundofpupils.
Formulating Relevant Example : An example is relevant to the concept, when the concept or the
rulecanbeappliedtoit.Thismeanstosaythattheruleisexplainedbytheexample.
Formulating Interesting Example : An example is interesting if it can arouse curiosity and interest
of pupils. This can be judged by the attending behaviour of students. If thepupilskeenlyattendtothe
example,itisreallyinteresting.
Using Appropriate Media for Examples : Appropriateness of media refers to its suitability to age
level, grade level, maturity and to the unit taught. The decision about the nature of media, whether
verbalornonverbaldependsonthenatureofconcept.

13

Using Examples by InductoDeductive Approach : This involves the teacher giving examples
relating to the concept or ruletoclarifyit.Thepupilsonthebasisoftheexamplesgiven,formulatethe
rule. After this the teacher asks the pupils to give examples to test whether the pupils have rightly
understoodtheconceptornot.
Haveyouunderstoodtheskillofillustratingwithexamples?
Letusdiscussthesecomponentsbyactuallyusingtheminamicrolesson.

2.5.3 MicroLessonPlan
Subject:Physics

Date:

Topic:Vibratingbodiesproducesound

Class:IX

S.No. TeachersActivity

PupilsActivity

ComponentsofSkill

How do you knowthatthe schoolhasbegin The ringing of the school Simplee xample.
when you are late andonthe waytoschool bell
indicates
the
?
beginning of the school
withitssound

Have you ever touched the school bell Yes.

whenitwasbeingrung?

What did you feel, when you touched the

Feltvibrations.
bell?

Relevante xample.

If you strike the steel glass with spoon and Ifeelvibrations.

touchitwithyourhand,whatdoyoufeel

Interestinge xample.

If you touch Harmonium when it is being Ifeelvibrations.

played? Whatdoyoufeel?

Inductivea pproach.

What do youconclude fromthese examples All vibrating

?
producesound

Can you give another example toshowthat In drum beating the Deductivea pproach.
vibratingbodiesproducesound?
leathervibrates.

Give one more example of vibrating body, If the wires of Tambura

producingsound
are plucked it produces

sound

Give one more example of vibrating body When we pluckthe wires

producingsound
of Sitar it produces

vibration

Give one more example of vibrating body When

we
touch
producingsound
loudspeaker we feel
vibrations

14

bodies

2.5.4

ObservationSchedule

Nameofpupilteacher:

Date:

Nameofsupervisor:

Class:

Subject:

Time:

Topic:

Teach/Reteach

Instructions:Gradetheperformanceandindicateitbyencirclingtheletter.

Legend:

Ameans95to100percentcorrectuseofcomponent.
Bmeans85to94percentcorrectuseofcomponent.
Cmeans75to84percentcorrectuseofcomponent.
Dmeans65to74percentcorrectuseofcomponent.
Fmeansbelow65percentcorrectuseofcomponent.

S.No. Components

Grading

Remarks

Simpleexamples

A,B,C,D,F

Relevantexamples

A,B,C,D,F

Interestingexamples

A,B,C,D,F

Mediaforexampleappropriate

A,B,C,D,F

Pupilsexampletoshowunderstanding

A,B,C,D,F

Inductodeductiveapproach

A,B,C,D,F

No.ofexamplesbeforeformulationrulewasadequate

A,B,C,D,F

Exampletotestpupilsunderstandingwereadequate

A,B,C,D,F

Pupilshaveclearlyunderstoodtheconcept

A,B,C,D,F

15

16

2.5.5

Activity

Prepareamicrolessonplanonanytopicofyourteachingsubjectandpractisetheskill.

2.6

SKILLOFREINFORCEMENT

1.

Introduction

Every responding pupil of the class needs social approval of hisbehaviour.Tosatisfyhisthisneed,he

is always eager to answer each question known to him. If the teacher is encouraging the pupils by
statements like, good that is very good and certain nonverbal expressions, as smiling, nodding the
head and paying attention to the responding pupil, the pupil participation in the class is maximised.
The main theme of the skill is that encouraging remarks of the teacher increases and discouraging
remarksdecreasesthepupilparticipationinthedevelopmentofthelearningprocess.
If you have understood the spirit of the skill of reinforcement, suggest your own ways of increasing
pupilparticipation:

Youarerightifyourwaysareinaccordancewiththefollowingcomponentsoftheskill.

2.
ComponentsofSkill
1.
PositiveVerbalReinforcement.
2.
PositiveNonVerbalReinforcement.
3.
NegativeVerbalReinforcement.
4.
NegativeNonVerbalReinforcement.
5.
WronguseofReinforcement.
6.
InappropriateuseofReinforcement.

Canyouexplainthemeaningsoftheseexpressionsinyourownwords?Ifso,writedown.

Letusdiscusstheseexpressions.
Positive Verbal Reinforcement : These are the positive comments given by the teacher on the
correctresponseofthepupil.Theyare:

17

i.
ii.
iii.
iv.
v.

Usingwordsandphraseslike,good,verygoodandexcellent.
Repeatingandrephrasingpupilsresponse.
Usingpupilsideainthedevelopmentofthelesson.
Usingextraverbalcues,likeum,um,ahatoencouragepupils.
Usingpromptslikecarryon,thinkagainetc.tohelpthepupilgivecorrectresponse.

Positive Non Verbal Reinforcement : The teacher gives comments to pupils on their correct
response without using words : This he does by : nodding the head, smiling, patting, looking
attentively at the responding pupil, writingpupilsanswerontheblackboards.Theteacherencourages
thepupilstoparticipatemaximallyinthedevelopmentofthelesson.
Negative Verbal Reinforcement : The teacher gives comments ontheincorrectorpartiallyincorrect
response by telling that the pupils response is incorrect or making sarcastic remarks like idiots,
stupidetc.Suchbehaviouroftheteacherdiscouragespupilparticipationandshouldnotbeused.
Negative Non VerbalReinforcement: Theteachershowshisdisapprovalwithoutusingwords.This
involves, frowning, staring, looking angrily at the responding pupil, when he gives wrong response.
This type of behaviour of the teacher creates fear in the minds of the pupil and decreases
pupilparticipation.
Wrong use of Reinforcement : This is the situation, where the teacher does not give reinforcement
whenthesituationisdemandingencouragement.
Inappropriate use of Reinforcement : This is the situation when theteacherdoesnotencouragethe
pupilwithrespecttoqualityofhisresponse.Heusessametypeofcommentforeveryresponse.
After going through above components and the skill, you have understood it well. Let us use them in
thefollowingMicrolessonplan.

3.
MicroLessonPlan
Subject:Physics

Date:

Topic:TransmissionofHeat

SkillofReinforcement.

Class:VIII

S.No.

TeachersActivity

PupilsActivity

Components
Skill

Howdoestheheatflowinsolids?

Itflowsbyconduction

Good.CanyoudefineConduction?

When heat flows from one Positive

Verbal
particle to another in solid it is Reinforcement
calledConduction

Smiles. Is there any othermethodof Noresponse

18

of

PositiveNonverbal

heattransmission?
4

Thinkagain.

Thinking.

There is one method in which

particlesmovetotakeheat.
5

Nodsthehead.

Itsnameisconvection.

Positive Nonverbal
Reinforcement

Canyounamethismethod?
6

In which state of matter the Intheliquidstateofmatter

transmission of heat takes place by
convection

Patting. Is thereanyothermethodof Yessir,itisradiation.

heattransmission?

Positive Nonverbal
reinforcement.

Canyoudefineradiation?

Correct.Isthereanyothermethodof Thereisnoanyothermethod.
heattransmission?

The flow of heat takes place in

anymediumbyradiation.
Positiveverbal
reinforcement

10

Well, then in how many ways heat There are three ways of heat Positiveverbal
cantransferfromoneplace
transmission from one place to
reinforcement
another.

11

There arethreewaysoftransmission They are conduction, convection Repeatingand

ofheat.Canyounamethem?
andradiation.
rephrasing

2.6.4

ObservationSchedule

Nameofpupilteacher:

Date:

Nameofsupervisor:

Class:

Subject:

Time:

Topic:

Teach/Reteach

Instructions:Gradetheperformanceandindicateitbyencirclingtheletter.

Legend:
Ameans95to100percentcorrectuseofcomponent.
19

Bmeans85to94percentcorrectuseofcomponent.
Cmeans75to84percentcorrectuseofcomponent.
Dmeans65to74percentcorrectuseofcomponent.
Fmeansbelow65percentcorrectuseofcomponent.

S.No.

Components

Grading

Remarks

PositiveVerbalreinforces

A,B,C,D,F

RepeatingandRephrasing

A,B,C,D,F

ExtraVerbalCues

A,B,C,D,F

PositiveNonverbalCues

A,B,C,D,F

WritingpupilsansweronBlackBoard

A,B,C,D,F

NegativeverbalReinforcement

A,B,C,D,F

NegativeNonverbalReinforcement

A,B,C,D,F

WronguseofReinforcement

A,B,C,D,F

InappropriateuseofReinforcement

A,B,C,D,F

2.6.5

Activity

Prepareamicrolessonofthisskillonanytopicofyourteachingsubject.Practicetheskill.

2.7

SKILLOFSTIMULUSVARIATION

1.

Introduction

For the success of any lesson it is essential to secure and sustain theattentionofthepupilslearningis
optimum when the pupils are fully attentive to the teachinglearning process. How to secure and
sustain the attention is main theme of this skill. It is known on thebasisofpsychologicalexperiments
that attention of the individual tendstoshiftfromonestimulustootherveryquickly.Itisverydifficult
for an individual to attend to the same stimulus for more than a few seconds. Therefore, for securing
and sustaining the attention of the pupils to the lesson it is imperative to make variations in the
stimulus.Thisisbecauseattentionisthenecessaryprerequisiteforlearning.
Howcanyousecureandsustainattentionofpupils?Pleasegiveyourcomments.

20


Letuscompareyourcommentswiththecomponentsoftheskill.

2.
ComponentsofSkill
1.
Movements.
2.
Gestures.
3.
ChangeinSpeechPattern.
4.
ChangeinInteractionsStyle.
5.
Focusing.
6.
Pausing.
7.
OralvisualSwitching.
Do you know the meaning and purpose of these components in the context of the skill of stimulus
variation?
Letusdiscuss.
Movements : Making movements from one place to another with some purpose. (For writing on the
black board to conduct experiment to explain the chart or model to payattentiontothepupilwhois
respondingtosomequestionetc.)
Gestures : These include movements of head, hand and body parts to arrest attention, to express
emotions or to indicate shapes, sizes and movements. All these acts are performed to become more
expressive.
Change in Speech Pattern : When the teacher wants show emotions or to put emphasis on a
particular point, sudden or radical changes in tone, volume or speed of the verbal presentation are
brought out. The change in the speech pattern makes the pupils attentive and creates interest in the
lesson.
Change in Interaction Style : When two or more persons communicate their viewswitheachother,
theyaresaidtobeinteracting.
Intheclassroomthefollowingthreestylesofinteractionarepossible:
1.

Teacherclass(Teachertalkstoclassandviceversa)

2.

TeacherP
upil(Teachertalkstopupilandviceversa)

3.

Pupil
pupil(Pupiltalkstopupil)

Alltypesofinteractionshouldgosidebysidetosecureandsustainpupilsattention.
Focusing : The teacher draws the attention of the pupils to the particularpointinthelessoneitherby
using verbal or gestural focusing. In verbal focusing the teacher makes statements like, look here
listen to me note it carefully. In gestural focusing pointing towards some object with fingers or
underliningtheimportantwordsontheblackboard.
21


Pausing : This means stop talking by the teacher for a moment. When the teacher becomes silent
during teaching, it at once draws the attention of the pupils with curiosity towards the teacher. The
messagegivenatthispointiseasilyreceivedbythepupils.
OralVisual Switching : The teacher gives information totheclassverballyaboutsomething.Thisis
called oral medium. When the teacher is showing maps, charts and object without saying something.
Thisiscalledvisualmedium.Iftheteacherisgivinginformationtothepupilsthroughanyonemedium
(oral, visual, oral visual) for a long time., it is possible thatthestudentsmayloseattentiontowhatthe
teacher is conveying to them. Therefore it is essential for the teacher to change medium rapidly in
ordertosecureandsustainpupilsattentiontowhathesays.Therearethreetypesmedia:
1.
2.
3.

Oral oral visual : when the teacher while speaking showsobjects,chartsandmodelsand

explainstheirvariousparts.Itisswitchingfromoraltooralvisual.
Oral visual : when the teacher while speaking, shows objects, maps,charts,globeetc.Itis
switchingformoraltovisual.
Visualoralvisual whentheteacherdemonstratestheexperimentsilentlyandthenexplains
thephenomenonwiththehelpofcharts,maps,diagrametc.Itisvisualoralswitching.

Thesedevicesareusedinterchangeablytosecureandsustainpupilsattentiontothelesson.
Let us use these components of the skill of stimulus variation in the following microlesson to attract
andfocuspupilsattention.

3.
Microlessonplan
Subject:History

Date:

Topic:RaniLaxmiBai

Class:IX

S.No.

TeachersActivity

I shall tell you a story. Try to be Whatisthestory?

attentive

VerbalFocussing

ForwhatJhansiisfamousfor?

Yes, I shalltellyouthestoryofRani They become very curious to VerbalFocussing

of Jhansi. It is very interesting. know.
Listencarefully.

She was born in Kashi on June, 16, Listeningcarefully

1835.

Pausing

Do you know ? She was married to Listeningattentively

Shri Gangadhar Rao, a ruler of
Jhansiin1842.

Nonverbal cues to
show size of child,
Pausing.

22

PupilsActivity

ForRaniLaxmiBai

Components of the
Skill

Shri Gangadhar Rao died in 1853 Listeningattentively.

and she became the queen of Jhansi

atthesmallageof18years.
..

Change in speech
Pattern,

Though the span of her reign was Attendingwithamazement

very short but she proved herself
veryefficientandjustrulerandgreat
administrator(showstheportrait)

Change
pattern

She fought against the Britishers for Enthusiasticallyattentive.

the independence of the country in
1858

Oralvisual
switching

Showing her Portrait and changing

thetoneofspeech.

Pausing

Oralvisual
switchingpausing

Change of speech
pattern

(The teacher writesbravestonBlack Listening with full attention and Pausing

Board) She was accepted as the interest
bravest soldier of the battle field by
theEnglishGenerals

10

Listentome

11

Pausing

Do you know what was her age at

thattime?Shewassimply22years. Feelingamazed.

Verbalfocusing

She fought the last battle inGwalior Feltsorrowfulandsad.

onJune,17,1858.

Change in speech
patterngestures.

She had to cut through the enemy

ranks but was overtaken by stream
where she died fighting. (The
changes his speech pattern facial
expressionwiththemovinghands)

4.

ObservationSchedule

Nameofpupilteacher:

Date:

Nameofsupervisor:

Class:

Subject:

Time:

Topic:
23

speech

Teach/Reteach


Instructions:Gradetheperformanceandindicateitbyencirclingtheletter.
Legend:
Ameans95to100percentcorrectuseofcomponent.
Bmeans85to94percentcorrectuseofcomponent.
Cmeans75to84percentcorrectuseofcomponent.
Dmeans65to74percentcorrectuseofcomponent.
Fmeansbelow65percentcorrectuseofcomponent.

S.No.

Components

Grading

Remarks

Movements

A,B,C,D,F

Gestures

A,B,C,D,F

ChangeinspeechPattern

A,B,C,D,F

ChangeininteractionStyle

A,B,C,D,F

Pausing

A,B,C,D,F

Focusing

A,B,C,D,F

Oralvisualswitching

A,B,C,D,F

5.

Activity

Prepareamicrolessonofthisskillonanytopicofyourteachingsubject.Practisetheskill.

2.8

SKILLOFCLASSROOMMANAGEMENT

2.8.1

Introduction

You must be aware thatlearningiseffectiveifthechildrenactivelyparticipateinthelearningactivities

of the class. The main purpose of the skill is to achieve the maximum participation of pupils in the
developmentofthelesson.
Howtoachievepupilsparticipationinthelearningactivitiesoftheclass,listyoursuggestions.

24


Youareright,ifyoursuggestioncoincideswiththefollowing:

2.8.2 ComponentsofSkill
1.
2.
3.
4.
5.
6.
7.
8.

Callingpupilsbytheirnames.
MakingNormsofclassroombehaviours.
GivingclearDirections.
Ensuringsufficientworkforeachchild.
KeepingpupilsinEyeSpan.
ShiftingfromoneActivitytoanotherActivitysmoothly.
RecognizingandReinforcingAttendingBehaviourofPupils.
CheckingInappropriateBehaviourofPupils.

Calling by Pupils by Their Names : Pupils are attentive when they are calledbytheirnamesbythe
teacher. Though this seems to be simple but has great significance in obtaining pupil participation.
Goodpupilparticipationcontrolsthelearningactivities.
Making Norms of Class Room Behaviour : This includethepinpointedinstructionoftheteacherto
thepupils:
i.
ii.
iii.
iv.

Standupandanswerwhenyouareaskedquestion.
Raisehandsifyouknowanswertothequestion.
Nevergivegroupresponse.
Listentotheteacherattentivelywhentheteacheristeaching.

Giving Clear Directions : Heretheteachergiverscleardirectionstothepupilstofollowthenormsof

the class room behaviour. They should not be engaged in any other activity when the teacher is
teaching.Thedirectionsprovidegoodclassroommanagement.
Ensuring Sufficient work for each Child : The teacher should allot work to each child keeping in
view the individual differences. This act of the teacher will prepare each child for active
pupilparticipation.
Keeping Pupils in Eye Span : After teaching the concept the teacher should check theeffectsofhis
teaching. We may assign some activity like drawing the diagram and leveling its parts. The teacher
should go to each pupil to check his work. If needed he should give instruction for further
improvement.
Shifting from one Teaching Activity to the other Smoothly : When teaching some concept in the
class the teacher is engaged in many academic activities such as explaining, illustrating, questioning,
he should smoothly change from one activity to another, when teaching to draw the circle, he should
ask his pupils to draw circle in theirnotebooks.Thischangeintheteachersbehaviouristheshiftone
activity to other. Before shifting activity the teacher must ensure him selfthattheconceptunderstudy
hasbeenfollowedbythepupils.
Recognizing and Reinforcing Attending Behaviour : In order to ensure attending behaviour of
25

pupils. The teacher should use verbal and nonverbal smiling nodding headforthecorrectresponseof
the pupil. This type of the behaviour of the teacher is very effective to stimulate classroom learning
environment.
Checking Inappropriate Behaviour Immediately : This involves that if the pupil is not behaving
properly in the learning situation ormaynotbeattentivementally,Heshouldbeimmediatelychecked
. He should be directed to behave properly to the needs of situation . This will increase the attending
behaviourofthepupilleadinghimtobettermanagementofclass.
The practice of this skill does not need any sort of lesson planning .it may be practiced simply by
keeping the above components in view. The following proforma should be used to assess the
performanceintheskill.

2.8.3 ObservationSchedule
Nameofpupilteacher:

Date:

Nameofsupervisor:

Class:

Subject:

Time:

Topic:

Teach/Reteach

Instructions:Gradetheperformanceandindicateitbyencirclingtheletter.
Legend:
Ameans95to100percentcorrectuseofcomponent.
Bmeans85to94percentcorrectuseofcomponent.
Cmeans75to84percentcorrectuseofcomponent.
Dmeans65to74percentcorrectuseofcomponent.
Fmeansbelow65percentcorrectuseofcomponent.

S.No. Components

Grading

Remarks

Callingpupilsbynames

A,B,C,D,F

Makesnormofclassroombehaviour

A,B,C,D,F

Givescleardirections

A,B,C,D,F

Ensuresufficientworkforeachchild

A,B,C,D,F

KeepingpupilsinEyeSpan

A,B,C,D,F

RecognizesandReinforces

A,B,C,D,F

Checksinappropriatebehaviourimmediately

A,B,C,D,F

26

2.8.4

Activity

Practisethisskilldailywhenteachingyourclass.

2.9

SKILLOFUSINGBLACKBOARD

2.9.1

Introduction

You are aware of the black board as a visual teaching aid and its significance intheteachinglearning
process.
Can you suggest the ways to make the black board work attractive, instructive and effective ? Please
givesuggestionsinthespaceprovided:

Compareyoursuggestionswiththefollowingcomponentsoftheskill.

2.9.2 ComponentsofSkill
1.
2.
3.

LegibilityofHandwriting
NeatnessofBlackBoardWork
AppropriatenessofBlackBoardWork

Legibility of Handwriting : How will you increase the legibility of your handwriting on the black
board?
Youarerightifyousuggestthefollowingpoints:
1.

2.
3.
4.
5.
6.
7.

Each letter should be distinct : There should be no confusionintheshapeoftheletterssuch

as
1.
c,e,l,t.
Adequatespacingbetweentwolettersandtwowords.
Theslantnessofeachlettershouldbenearlyvertical.
Sizeofthelettersshouldbesuchthattheyarelegiblefromtheendoftheclass.
Thesizeofsmalllettersshouldbesameandsizeofthecapitallettersshouldalsobesame.
Thesizeofthecapitallettersshouldbeslightlygreaterthanthatofthesmallletters.
Thicknessofthelinesshouldbeofsamewidth.

Neatness in Black Board Works : You can make your Black Board neatandcleanifyoufollowthe
followingpoints:
(1)
27

Straightness of lines : The neatness of the black board increases if you writeinstraightlines
paralleltothebaseoftheblackboard.

(2)

AdequateSpacingbetweentheLines:
(i)

The words/sentences should be written in straight lines parallel to the baseoftheblack

board.

(ii)

Thereshouldbeadequatespacingbetweenthelines.

(3)

Avoidance ofOverwriting: Inordertokeeptheblackboardworkneatandcleanthereshould

benooverwriting.

(4)

FocusingtheRelevantMatter:Inordertokeeptheblackboardneatandclean:
i.
ii.

(5)

Appropriateness of Black Board Work : The appropriateness of black board work includes
thefollowingpoints:
i.
ii.
iii.
iv.

2.9.3

Erasetheunrelatedandirrelevantworkandworknotrequired.
Retaintherelevantmatter.

Continuity in points : The points of the lesson should be logically arrangedoneafter

theotherinasequence.
Brevityandsimplicity:Writeonlythesalientpointsinasimpleandclearlanguage.
Drawing attention and Focusing : Underline the important points or use coloured
chalkfordrawingthepupilsattention.
Illustrations and Diagrams : Illustrations and diagrams should be simple, large and
clear to convey the idea easily and conveniently. As this skill needs long practice to
achievethegoalandsonomicrolessonplanisgiven.

ObservationSchedule

Nameofpupilteacher:

Date:

Nameofsupervisor:

Class:

Subject:

Time:

Topic:

Teach/Reteach

Instructions:Gradetheperformanceandindicateitbyencirclingtheletter.
Legend:
Ameans95to100percentcorrectuseofcomponent.
Bmeans85to94percentcorrectuseofcomponent.
Cmeans75to84percentcorrectuseofcomponent.
Dmeans65to74percentcorrectuseofcomponent.
Fmeansbelow65percentcorrectuseofcomponent.
S.No Components
.

Grading

Remarks

A,B,C,D,F

28

Lettersdistinct

Adequatespacingbetweentwolines

A,B,C,D,F

Adequatespacingbetweentwowords

A,B,C,D,F

Adequatesizeofletters

A,B,C,D,F

Adequatesizeofsmallandcapitalletter A,B,C,D,F

Adequatethicknessoflines

A,B,C,D,F

Adequatespacingbetweenlines

A,B,C,D,F

Words/sentencesinstraightlines

A,B,C,D,F

Nooverwritingonblackboard

A,B,C,D,F

10

NoirrelevantwordsonBlackBoard

A,B,C,D,F

11

Novaguewords/phrases

A,B,C,D,F

12

Continuityinpoints

A,B,C,D,F

13

Colouredchalksusedforfocusing

A,B,C,D,F

14

Blackboardworksimple

A,B,C,D,F

15

Blackboardworkbrief

A,B,C,D,F

16

Blackboardworksystematic

A,B,C,D,F

2.9.4

Activity

Practisethisskilldailywhenteachingyourclass.

2.10 INTEGRATIONOFTEACHINGSKILLS

1.

Introduction

In the foregoing sections of this Unit you have learnt the use of teaching skills and their components
individually taken one by one in the simulated, simplified and controlled situation. This must have
significantly contributed to the qualitative improvement in your teaching.Youarenowinapositionto
integrate all these skills and use them properly to make your teaching effective and interesting in the
naturalsetting.
Some experts advice that integration of the teaching skills if done through some trials under
supervision of experienced supervisors it will be better in smoothing the transition from laboratory
trainingsituationtoactualteachingsituation.
Canyoudefinetheintegrationprocessofteachingskillsinyourownwords?Pleasewritehere.

29

Youarerightifyoudefineitasaprocesswhichinvolvesthefollowingsteps:
1.
2.

Perceiveandanalysetheteachingsituation.
Selectandorganiseappropriateskillsineffectivesequencetoproducebestresults.

A lesson plan on integration ofteachingskillsisgiveninthefollowingpagesforyourguidance.Study

itcarefullyandplanyourownforthepracticeoftheintegrationofteachingskills.

1.
SkillstobeIntegrated
Inordertopractisetheintegration,thefollowingskillsarechosenforthelessonplan:
1.
2.
3.
4.
5.

SkillofProbingQuestions.
SkillofReinforcement.
SkillofExplaining.
SkillofIllustratingwithExamples.
SkillofStimulusVariation

A combined lesson plan is prepared for practice, using appropriate skills in different situations of
classroomteaching.

2.
LessonPlan

Sub:Geography
Date:

Topic:Sourcesofwater
Class:

IntegrationoftheSkills
ProbingQuestions+Reinforcement+Explaining+Illustratewithexamples+StimulusVariation:

TeachersActivity
SN.

PupilsActivity

Skill

Whatarethesourcesofwater?

Well,riverandsea

Probingquestions

GoodNametheothersourceofwater.

Noresponse

Reinforcement+
Probingquestions

Howdotheriverandseagetwater?

Meltingofsnowandrain

Verygood.Howdowegetrain?

Noresponse

Reinforcement+
Probingquestions

30

The water of pond, river and sea Noresponse

changes into water vapours due to the
heat of the Sun. Because the water
vapours are light, thereforetheygohigh
up in the sky.Weknowthataswegoup
higher and higher we feel cooler and
cooler due to low temperature.
Therefore, when the water vapours go
high up in the sky they get condensed
and form cloud. On further cooling
downofwatervapours,theycomedown
in the form of rain. (Makes movements
ofhands)

Whatisevaporation?

Due to heat the water from Probingquestion.

river sea andpondschanges
into water vapours. This is
calledevaporation.

Smiles,andsayscorrect.

Feelhappy.

Can you give an example from your When we prepare tea in a

daily life which is similar totheprocess teapot the water changes
ofrain?
into water vapours. If we
put the lid ontheteapotand
allow it to cool, we see the
drops of water ontheinside
of the lid whichfallintothe
pot. It is similar to rain
process.
8

Excellent. What happenstowaterwhich Noresponse

goes into the inside of earth through
cracksandcrevices?
When you cook pulse in the pressure
cooker you see the water vapours
coming out with force with a big noise.
Similarly, the water which goes into
inside of earth crust changes into
vapours because of heat and pressure
inside the earth. The vapours come out
with such a strong force that earthcrust
beginstoshake.

3.

31

Skill of Explaining +
StimulusVariation

Reinforcement
+
Probingquestions

Reinforcement
Illustrating
examples.

with

ObservationSchedule
Nameofpupilteacher:

Date:

Nameofsupervisor:

Class:

Subject:

Time:

Topic:

Teach/Reteach

Skills:ProbingQuestions,Reinforcement,StimulusVariation,Explaining,IllustratingwithExamples.
Legend:
Ameans95to100percentcorrectuseofcomponent.
Bmeans85to94percentcorrectuseofcomponent.
Cmeans75to84percentcorrectuseofcomponent.
Dmeans65to74percentcorrectuseofcomponent.
Fmeansbelow65percentcorrectuseofcomponent.
S.No. Components

Grading

Remarks

Promptingquestion.

A,B,C,D,F

Seekingfurtherinformation.

A,B,C,D,F

Thoughtprovokingquestions.

A,B,C,D,F

PositiveverbalReinforcement.

A,B,C,D,F

PositivenonverbalReinforcement.

A,B,C,D,F

Extraverbalcues.

A,B,C,D,F

Correctanswerwrittenonblackboard.

A,B,C,D,F

RepeatingRephrasing.

A,B,C,D,F

Explaininglinks.

A,B,C,D,F

10

Examples,simple,relevant,interesting.

A,B,C,D,F

11

Inductodeductiveapproach.

A,B,C,D,F

12

Bodymovements.

A,B,C,D,F

13

Gestures.

A,B,C,D,F

14

Speechpattern.

A,B,C,D,F

15

Oralvisualswitching.

A,B,C,D,F

4.

Activity

Preparealessoninwhichallthecoreskillsareintegrated.Practiseintegrationwiththis.
32

2.11 UNITSUMMARY:THINGSTOREMEMBER

Core skills are those teaching skill which cut across the subject areas. These are useful for
everyteacherteachinganysubject.
Teachingskillisasetofteachingbehavioursoftheteacherwhichfacilitateslearningofpupils.
Probing question skill involves going deep into pupils responses. Its components are :
Prompting seeking further information, redirection, refocusing and increasing critical
awareness.
Skill of explaining is used to bringclarityandproperunderstandingofconcepts,principlesand
phenomena.Itscomponentsare:Beginningstatement,explaininglinks,concludingstatement.
Skill of illustrating withexamplesisusedtobringclarityandunderstandingofabstractideasor
concepts. Its components are : simple, relevant, and interesting examples, appropriateness
medium,inductodeductiveapproachtogiveexamples.
Skill of reinforcement is used to increase pupilparticipation. Its components are : Positive
verbal reinforcement, positive nonverbal reinforcement, repeating and rephrasing extraverbal
cues, negative verbal reinforcement, negative nonverbal reinforcement, wrong use of
reinforcement,inappropriateuseofreinforcement.
Skill of stimulus variation is used to secure and sustain pupils attention. Its components are :
movements, gestures, change in speech pattern, change in interaction style, focusing, pausing,
oralvisualswitching.
Skill of classroom management is used to achievement maximum pupilparticipation. Its
components are : calling pupils by their names, making norms of class behaviour, givingclear
directions, ensuring sufficient work for each child, keep the pupils in Eyespan, shifting from
one activity toanotheractivitysmoothly,recognizeandreinforceattendingbehaviourofpupils,
andcheckinappropriatebehaviourimmediately.
Skill of using black board is a very significant teaching aid. Its components are : Legibility of
handwriting,neatnessofblackboardwork,andappropriatenessofblackboardwork.
Alltheseteachingskillscanbeintegratedtomaketeachingveryeffectiveandinteresting.

2.12 CHECKYOURPROGRESS
1.

Matchthefollowingtechniquesandstatements:

ColumnI

ColumnII

1.

Techniques

Statements

i.
ii.

Prompting
Seekingfurtherinformation

(i)
(ii)

askrelatedquestions
directionquestionstomanypupils

(iii)

Redirection

(iii)

getmoreinformation

(iv)

Refocusing

(iv)

givereasonsfortheresponse

(v)

Increasingcriticalawareness

(v)

givehintstopupils.

2.

33

Classifythefollowingreinforcersindifferentcategories:
i.
Writingpupilsanswerontheblackboard.
ii.
Carryon,thinkagain.

Frowningattheincorrectresponseofthepupil.
Useideasofpupilforthedevelopmentoflesson.
SayUm,Um,aha.
Youranswerisincorrect.
Smilingonpupilsresponse.
Howtomaketheblackboardworkneatandclean?
Howcanyousecureandsustainpupilsattention?
WhatarethecomponentsoftheskillofclassroomManagement?
Howcanyoubringclarityandunderstandingofabstractconcept?
Whatarethecomponentsoftheskillofexplaining?
iii.
iv.
v.
vi.
vii.

3.
4.
5.
6.
7.

2.13 ASSIGNMENT/ACTIVITY

Taking a topic from one of your teaching subjects, plan a lesson on the integrationofteaching
skillsthatyouhaveacquiredandmasteredinthisUnit.

2.14 POINTSFORDISCUSSION/CLARIFICATION
After goingthroughtheUnityoumayliketohavediscussiononsomepointsandclarificationonother.
Notedownthepointsbelow:

2.14.1 PointsforDiscussion
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
1.

PointsforClarification

__________________________________________________________________________________
__________________________________________________________________________________
34

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2.15 REFERENCES/FURTHERREADING
1.
2.
3.

4.
5.
6.
7.
8.

35

ALLEN,D.W.et.al.MicroteachingADescription.,StanfordUniversityPress,1969.
ALLEN,D.W,RYAN,K.A.MicroteachingReadingMass.,AddisonWesley,1969.
GREWAL, J.S., R. P. SINGH. A Comparative Study of the Effects of Standard MT With
Varied Set of Skills Upon General Teaching Competence and Attitudes of Preservice
Secondary School Teachers. In R.C. DAS, et.al. Differential Effectiveness of MT
Components,NewDelhi,NCERT,1979.
PASSI, B.K., Becoming Better Teachers. Baroda : Centre for Advanced Study in Education,
M.S.UniversityofBaroda,1976.
SINGH, L. C. et.al. MicroteachingTheoryandPractice,Agra:PsychologicalCorporation,
1987.
SHAH,G.B.M
icroteachingWithoutTelevision,N
utanShikshan,1970.
SHARMA, N. L., Microteaching : Integration of Teaching Skills in Sahitya Paricharya,
VinodPustakMandir,Agra,1984.
VAIDYA,N.M
icroteaching:AnExperimentinTeacherTraining.ThePolytechnicTeacher,
TechnicalTeacher,TechnicalTrainingInstitute,Chandigarh,1970.