In micro-teaching the lesson is scaled down in length of class time as also in terms of teaching tasks which include the practicing and mastering of a specific teaching skill such as lecturing, questioning, discussion etc., or teaching strategies such as flexibility, discussion making etc. Micro-teaching helps in both how to teach and what to teach.

Allen and Ryan has given the following main propositions of micro-teaching

1. Micro-teaching is real teaching, although a teaching situa­tion is constructed in which the student-teacher and pupil’s work together in a practice situation. Bonafide teaching does take place.

2. Micro-teaching lessens the complexities of normal class-room teaching class size, scope of content and time are all reduced.

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3. Micro-teaching focuses on training for the accomplishment of specific tasks. These tasks may be the practice of instructional skills, the practice of techniques of teaching, the mastery of certain curricular material or the demonstration of teaching methods.

4. Micro-teaching allows for the increased control of practice. In a micro-teaching setting, the time number of pupils, methods of feedback and supervision etc. may be manipulated.

5. Micro-teaching greatly expands the normal knowledge of results of feedback dimensions in teaching. Immediately after teach­ing a brief micro-lesson, the trainee is engaged in a critique of his performance. All this feedback can be immediately translated into practice when the trainee retouches shortly after the critique confer­ence.

The related areas can be pointed out where there are clear advantage – (i) training in teaching skill, (ii) research in teacher- training.