Guide to Microteaching

Guide to Microteaching Microteaching is a teacher training technique that allows student teachers to practice and refine their teaching skills in a low-risk, simulated classroom environment. The method,  also used for retraining or fine-tuning the skills of practicing teachers,  was developed in the late 1950s and early 1960s by Dwight Allen at Stanford University. How Microteaching Works Microteaching sessions involve one student teacher, the class instructor (or school supervisor), and a small group of peers. These sessions allow student teachers to practice and polish their teaching techniques in a simulated environment  before putting them into practice with students. Using the teaching method, which was revised and simplified in the late 1980s and early 1990s, student teachers conduct a short lesson (usually 5-20 minutes in length). Microteaching  sessions focus on one teaching skill at a time. This singular focus provides the opportunity for student teachers to master each  technique by  planning and teaching the same lesson multiple times, making  adjustments based on peer and instructor  feedback.   Benefits of Microteaching Microteaching provides ongoing training for student teachers and retraining for classroom teachers in a simulated environment. These practice sessions enable student teachers to perfect their teaching techniques before applying them in the classroom. Microteaching sessions also allow student teachers to prepare for a variety of classroom scenarios, including working with students of different skill levels and socioeconomic backgrounds. Lastly, microteaching provides valuable opportunities for self-evaluation and peer feedback. Disadvantages of Microteaching Microteaching is considered one of the most effective techniques for teacher training, but it does have a few drawbacks. Most significantly, microteaching requires the presence of an instructor and a group of peers, which means that not all student teachers (or current teachers) can consistently complete microteaching sessions. Ideally, microteaching sessions are repeated multiple times so that the student teacher can refine his or her skills. However, in larger education programs, there may not be time for all student teachers to complete multiple sessions. The Microteaching Cycle Microteaching is accomplished cyclically, allowing teachers to practice new skills in order to attain mastery. Classroom Instruction First, student teachers learn the basics of  an individual through lectures,  textbooks, and demonstration (via an instructor or video lessons). Skills studied include communication, explanation, lecturing, and engaging students. They may also include organization, illustrating lessons with examples, and answering student questions. Lesson Planning Next, the student teacher plans a short lesson that will enable her to practice these new skills in a mock classroom situation. Though the classroom environment is simulated, teachers should consider their presentation an actual lesson and present it in an engaging, logical, and understandable manner. Teaching and Feedback The teacher conducts the lesson for her instructor and peer group. The session is recorded so that the student can watch it later for self-evaluation. Immediately following the microteaching session, the teacher receives feedback from her instructor and peers. Peer  feedback should be specific and balanced (include  observations on strengths as well as weaknesses)  with the goal of helping the student teacher improve. It’s helpful for peers to focus on their personal experience using â€Å"I† statements and to provide specific detail in their feedback. For example, when providing constructive criticism, I had trouble hearing you at times is more helpful than â€Å"You need to speak louder.† When offering praise, â€Å"I felt confident commenting because you made eye contact with me† is more helpful than You engage well with students.† Re-plan and Reteach Based on peer feedback and self-evaluation, the student teacher plans the same lesson and teaches it a  second time. The goal is to incorporate feedback from the first  microteaching  session to  master the  skill being practiced. The second teaching session is recorded just like the first. At the conclusion, the instructor and peers offer feedback, and the student teacher can watch the recording for self-evaluation. Microteaching often results in better-prepared, more confident teachers with a strong working understanding of the skills they need in the classroom.

9 Powerful Grammar Tips to Strengthen Workplace Communication

9 Powerful Grammar Tips to Strengthen Workplace Communication Grammar is not as outdated an institution as you might think. Just because many people might  not hold much stock in it doesn’t mean you shouldn’t pay attention to good grammar. It might just make the difference between getting hired or promoted and being overlooked. The way you use language is part of your presentation. Make sure you’re making the right impression by avoiding these nine common mistakes:1. â€Å"Fewer† vs. â€Å"Less†You only use less when you’re talking about concepts, rather than countable things. â€Å"I want to be under less stress this year,† is fine, but be careful. â€Å"I want to take on less clients† is incorrect. You want to take on fewer clients.SEE ALSO:  Ban These 15 Words From Your Writing2. â€Å"It’s† and â€Å"its†The most embarrassing. Remember it’s is a contraction for â€Å"it is,† much like â€Å"can’t† for is a contraction for â€Å"cann ot.† The apostrophe is holding the place of the missing letter. Its is a possessive term. The cat ate its dinner.If you’re having a hard time, try to never use the contraction version it’s and just make a habit of always spelling out â€Å"it is† instead.3. Dangling modifiersThis is a toughie. Just try to remember that what comes after a comma usually describes  the clause immediately before it. â€Å"Smelling like a wet dog, I removed my sweater.† That’s you smelling like a wet dog, when you meant to say the sweater smelled. Try instead, â€Å"I removed my sweater, which smelled like a wet dog.†4. â€Å"Who† vs â€Å"Whom†An easy rule to remember- simply try completing the sentence in your head. â€Å"For whom are the flowers?† (â€Å"The flowers are for him.†) â€Å"Whom did you ask to the prom?† (â€Å"I asked her to the prom.†) You wouldn’t say â€Å"I asked she to the prom,† would you? But you would say, â€Å"Who did that?† (She or he did it.)5. Me, Myself IMyself is a reflexive pronoun. Use it only when you’ve already referred to yourself earlier in the sentence. â€Å"I made myself a sandwich† is okay, but â€Å"My mom and myself made a cake† is not. That would be â€Å"My mom and I made a cake.† And careful with me and I, as well. â€Å"My mom and me† did not make a cake, but â€Å"My dad is taking my mom and me to the park† works great.6. â€Å"Lie† vs â€Å"Lay†You’re not â€Å"going to lay down.† Lay always requires an object. You lay a book on the coffee table, but you lie down. Careful though, because lay  is also the past tense of lie. So you â€Å"lay down on the couch yesterday† though you will â€Å"lie on it† today. The past tense of lay, for reference, is â€Å"laid.†7. Irregular verbsThese sneak in all the time. For example, lended and upseted are not words (it’s left and upset). English is tricky that way. Especially with terminology in your career, be careful to be precise and not make these errors. A quick Google can usually sort you out if you’re in doubt.8. â€Å"Nor† vs â€Å"or†Only use nor when you’re already expressing a negative. â€Å"Neither my boss nor I understood the memo.† Or â€Å"my boss didn’t understand the memo- nor did I.† Otherwise, use or.9. â€Å"Then† vs â€Å"than†Just assume hiring managers will shred your resume on sight if you commit this sin. Remember,  than  is comparative: â€Å"I would rather be a hammer than a nail.† Then tells time: â€Å"We did this, then that.†