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Summary

This video script discusses six key points to avoid during microteaching sessions. It emphasizes the importance of selecting manageable materials, keeping the introduction concise, and not dominating the learning process. It also advises against staying in one position, overthinking, and frequently checking the time, which can disrupt the flow of teaching. The goal is to ensure effective and engaging microteaching sessions.

Takeaways

• 📚 Avoid choosing overly difficult material for microteaching as it requires a long time to prepare and execute, and it's crucial to master the content.
• 🕒 Keep the introductory learning activities brief and clear to avoid wasting time, but ensure they stimulate students' perception and engagement in learning.
• 🙅‍♂️ Refrain from dominating the learning activities; give students the opportunity to ask questions, share opinions, and explain what they know.
• 🚫 Avoid staying in one position throughout the microteaching session as it shows a lack of classroom control.
• 🤔 Be prepared for quick thinking during microteaching, adapting to various conditions without being overly fixated on one thought.
• ⏰ While time management is important in microteaching, constantly checking the time can disrupt the flow of the session.
• 👉 Select simple and basic materials that you can convey effectively to ensure a successful microteaching session.
• 📉 Avoid long-winded explanations; concise and clear communication is key to an efficient learning environment.
• 🔄 Do not repeat the same points excessively during the session, as it can detract from the overall learning experience.
• 👥 Encourage student participation by creating an interactive and inclusive atmosphere.
• 🔄 Be mindful of not overusing certain words or phrases, which can make the teaching seem monotonous.
• 👀 Maintain eye contact with the audience to establish rapport and ensure engagement throughout the session.

Q & A

What are the six things to avoid when conducting microteaching?

The six things to avoid are: 1) Choosing material that is too difficult, 2) Having a lengthy opening activity, 3) Dominating the learning activity, 4) Staying in one position throughout the microteaching, 5) Thinking too long during the activity, and 6) Frequently checking the time.

Why should the material chosen for microteaching not be too difficult?

Choosing difficult material requires a long time to prepare and can lead to difficulties in mastering the content, which may affect the quality of the microteaching session.

What is the recommended approach for the opening activity in microteaching?

The opening activity should be short and clear, avoiding being too long or drawn out, as this can waste time.

How should a teacher avoid dominating the learning activity during microteaching?

The teacher should allow students to ask questions, give opinions, and explain what they know, rather than excessively explaining themselves.

What is the potential issue with staying in one position during the entire microteaching session?

Staying in one position may indicate a lack of classroom control and can make the teaching appear less dynamic.

Why is it important for a teacher to think quickly during microteaching?

Quick thinking is important to adapt to various conditions that may arise during the microteaching session and to maintain the flow of the lesson.

What is the significance of managing time effectively in microteaching?

Effective time management ensures that the microteaching session is well-paced and covers all intended content without rushing or dragging on.

How often should a teacher check the time during a microteaching session?

Frequent time-checking should be avoided as it can disrupt the flow of the microteaching and distract both the teacher and the students.

What is the purpose of the opening activity in microteaching?

The opening activity is meant to stimulate students' interest and prepare them for the learning activity, making it easier to engage in the lesson.

How can a teacher ensure they are not dominating the learning activity?

A teacher can ensure they are not dominating by actively encouraging student participation, asking open-ended questions, and creating a space for dialogue.

What does it mean to 'master the material' when preparing for microteaching?

Mastering the material means having a deep understanding of the content, being able to explain it clearly, and being prepared to address any questions or misunderstandings that may arise.