Discuss the common errors committed by students during micro teaching

PDE711
A teacher from one of the centers in Kaduna asked us this question
*Discuss the common errors committed by students during micro teaching*

A Attempt to replace micro teaching with teaching practice: Teachers are expected to micro-teach lessons and learn teaching skills in the micro-teaching process before they go on a teaching practice in any school they are posted. PDE711 Pg 131
B Failure to follow the sequence of steps of the micro teaching processes: Micro-teaching involves a set of activities which teacher-trainees undergo to acquire teaching skills. They are: PDE711 Pg 124
1. Modelling
2. Planning teaching
3. Teach – Re-card stage
4. Play back critique stage (feedback)
5. Re-planning to re-teach
6. Re-teach
7. Re-observation of teaching
C. When the instructional task for a lesson is not well defined. PDE711 Pg 123
D. When a teacher attempts to spend more than the alloted time for presentation which is about 10 to 30 minutes. PDE711 Pg 123
E. When a teacher allows panic to take over his her presentation.
ETC
*NTI made a drastic deviation from their old trend. We are also working on something now to match with the NEW TREND*
*Please let’s see how we can adjust to cover beyond Past Questions and Answers*

1. Incorporate Technology: Integrate modern teaching tools and technologies into micro-teaching sessions. This can enhance engagement and prepare teachers for the tech-driven classroom environment.
2. Inclusive Teaching: Focus on methods to ensure diverse learning styles and needs are addressed during micro-teaching. This can include strategies to engage all types of learners effectively.
3. Real-world Scenarios: Create micro-teaching scenarios that mirror real classroom challenges and situations, helping future teachers develop practical problem-solving skills.
4. Collaborative Learning: Encourage collaborative lesson planning and teaching among trainees. This approach promotes teamwork and shared insights.
5. Reflective Practice: Emphasize the importance of self-reflection after each micro-teaching session. Trainees should analyze their performance, identify areas for improvement, and set goals for their teaching practice.
6. Student-Centered Approach: Train teachers to design lessons that prioritize student engagement and active participation. This can lead to more effective learning outcomes.
7. Feedback Culture: Foster a culture of constructive feedback, where peers and mentors provide insights and suggestions for improvement after each micro-teaching session.
8. Adaptive Teaching: Teach trainees to adapt their teaching methods based on the needs and reactions of their students, rather than adhering rigidly to a predetermined plan.
9. Cultural Sensitivity: Equip teachers to be culturally sensitive and aware of diverse backgrounds and perspectives in the classroom.
10. Authentic Assessment: Integrate authentic assessment methods into micro-teaching, allowing trainees to gauge the effectiveness of their lessons through real-world evaluations.

Remember, the goal is to prepare teachers for the evolving educational landscape by providing them with a holistic and adaptable teaching experience that goes beyond simply memorizing past questions and answers.

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Evaluation

1. Attempting to replace micro teaching with teaching practice is a mistake because teachers should ________________ lessons and learn teaching skills through micro-teaching. (A) a) ignore b) skip c) micro-teach

2. According to PDE711, micro-teaching involves a sequence of steps to acquire teaching skills. Which step involves teaching the lesson to peers? (B) a) Modelling b) Teach – Re-card stage c) Re-observation of teaching

3. When the instructional task for a lesson is not well defined, it can lead to ________________ in micro-teaching. (C) a) confusion b) excellence c) improvement

4. PDE711 suggests that a teacher should not exceed the allotted time of ________________ minutes for presentation during micro-teaching. (D) a) 5 to 10 b) 10 to 30 c) 30 to 60

5. Allowing panic to take over during a presentation is a common error that can affect the quality of ________________ in micro-teaching. (E) a) evaluation b) enthusiasm c) entertainment

6. In the micro-teaching process, the step where feedback is provided after the teaching session is called the ________________ stage. (B) a) Re-planning to re-teach b) Play back critique stage c) Re-teach

7. One of the consequences of attempting to replace micro teaching with teaching practice is the lack of ________________ skills development. (A) a) teaching b) communication c) assessment

8. When the sequence of steps in micro-teaching is not followed, it can hinder the acquisition of effective teaching ________________. (B) a) materials b) skills c) resources

9. The recommended time frame for presentation during micro-teaching, as mentioned in PDE711, is between ________________ minutes. (D) a) 1 to 5 b) 5 to 10 c) 30 to 60

10. A common error in micro-teaching is when the instructional task for a lesson is ________________, leading to confusion. (C) a) well defined b) creatively designed c) not well defined

11. Exceeding the allotted presentation time in micro-teaching can lead to ________________ learning experiences for trainees. (D) a) immersive b) efficient c) negative

12. Panic during presentation can affect a teacher’s ________________ and hinder effective communication. (E) a) confidence b) creativity c) content

13. During micro-teaching, the step where teachers receive feedback and suggestions for improvement is the ________________ stage. (B) a) Modelling b) Play back critique stage c) Re-observation of teaching

14. Failing to follow the sequence of steps in micro-teaching can result in the absence of ________________ in the learning process. (B) a) structure b) feedback c) motivation

15. Micro-teaching aims to help teachers acquire essential ________________ skills for effective classroom instruction. (B) a) technical b) teaching c) administrative