MICROTEACHING

FOR SCIENCE TEACHERS

(BASED ON CURRENT TNTEU [Link].
SYLLABUS)

Dr. S. Prakash
P. Sophia Mesalina
S. Sundaresan
Title : Microteaching For Science Teachers
(Based on Current TNTEU [Link]., Syllabus)

Author : [Link]
P. Sophia Mesalina
S. Sundaresan

Edition : I

ISBN No. : 978-93-86712-05-9

Year : 2017

Rate : Rs. 180/-

Printed at : Laser Point, Madurai

Available at : PS Publishers, Thiruppalai,

Madurai - 625 014.
Cell : 8681976103
Email: pspublishersmadurai@[Link]

© All rights reserved

No part of this published book shouldn’t be

reproduced in any form of printed material without
proper permission in writing from the chief editor.
 Preface

Teaching is an art like cooking and drawing. It

has the space for individuality in exhibiting the skills. It
is a complicated process but it can be analyzed into
simple teaching tasks called teaching skill. Teaching skill
is the set of behaviours/acts of the teacher which
facilitates pupil’s [Link] should need practice
through training. Microteaching is a teacher training
technique which plays a significant role in developing
teaching skills among the student teachers.
This book is an attempt to give proper direction
to student teachers to practice micro teaching teachnique
in their colleges of education. I hope the book will be a
platform for young budding teachers to launch their
career in teaching.
My sincere thanks to my co authors Ms. P. Sophia
Mesalina, Assistant Professor in Education, Thiagarajar
College of Preceptors, Madurai and Mr. S. Sundaresan for
their compilation work. My heartfelt gratitude to my
team members for their valuable contribution in the
book. I am always grateful to my family members for
their constistent support and encouragement for the
completion and publication of this book.
Looking forward for your constructive feedback
about the book.
Dr. S. Prakash,
Principal,
Thiagarajar College of Preceptors,
Madurai - 625009
 CONTENTS

Unit Topic Page

I Introduction to 1
Microteaching
II Skill of Explaining 17
III Skill of Stimulus variation 30
IV Skill of Reinforcement 45
V Skill of Questioning 56
VI Skill of Blackboard Usage 66
VII Special skills 81
1. Biological Science &
Physical Science :
Demonstration
2. Mathematics :
Probing Questions

VIII Link Practice 96

 Unit - I
MICROTEACHING
Introduction

OVERVIEW:
Teaching is an art like cooking and drawing.
It has the space for individuality in exhibiting the
skills. It is a complicated process but it can be
analyzed into simple teaching tasks called teaching
skill. Teaching skill is the set of behaviours/acts of
the teacher which facilitates student’s learning.
It should need practice through training.
Microteaching is a teacher training technique which
plays a significant role in developing teaching skills
among the student teachers.

ORIGIN & DEVELOPMENT:

Microteaching is one of the most recent
innovations in teacher training programme. It was
first introduced at the Stanford University in 1961.
Allen and Ryan identified 20 teaching skills at
Stanford University in 1966. This list has now
increased to 37 teaching skills. These skills can be
assessed by means of an observation scale.
“Microteaching is a Vehicle of Teacher Training.”

1
PRINCIPLE UNDER LYING MICROTEACHING:
Microteaching seems to be based on
Skinner’s theory of shaping successive
approximations can be applied to explain the
acquisition of new patterns of behaviour in Teach –
Feedback – Re-teach pattern in Microteaching.

IMPORTANCE OR NEEDS OF
MICROTEACHING:
The teaching ability is largely dependent on
two modalities of self-training.
1. Observation of others.
2. Trial and error while actually teaching in
a class room situation.
Microteaching puts the student teacher
under the Micro-scope. All the faults of teachers
are observed. Observer gives a constructive feed-
back. It simplifies the complexities of the regular
teaching process.
Microteaching is like the simulation
technique for developing teaching skills. This
approach is used to shape the teacher’s behaviour
on an effective feedback mechanism. It provides
excellent opportunity to investigate the variables
which affect human learning.

2
CONCEPT OF MICROTEACHING:
Microteaching is a teacher training technique
which helps the teacher trainee to master the
teaching skills. It requires the teacher trainee:
1. to teach a single concept of contents.
2. using a specified teaching skill.
3. for a short time.
4. to a very small member of pupils.
In this way, the teacher trainee practices the
teaching skill in terms of definable, observable,
measurable, and controllable form with repeated
cycles till he attains mastery in the use of skill.

Definitions:
1. Microteaching is a scaled down teaching
encounter, in class side, and time – Allen
D.W.
2. Microteaching is a system of controlled
practice that makes it possible to concentrate
on specific teaching skills and to practice
under controlled conditions – Allens Eve.

3
Characteristics of Microteaching:
1. Microteaching is real teaching but it aims at
developing teaching skills in teachers and
not developing students’ ability.
2. It is a technique and not a method.
3. It is carried out under a non-complex
environment.
4. In microteaching, the trainee practices a skill
at a time, till s/he attains mastery over the
skill.
5. It is a highly individualized approach to
training.
6. It brings a high degree of control in
practicing teachers.
7. It operates on a predefined model.
8. It is a cyclic process. The pre-decided model
is repeated till the trainee achieves the
expected level of mastery.

Advantages:
1. It helps the trainees to gain more confidence.
2. It creates among the trainees an awareness
of various skills of which teaching is
composed of.
3. It is more effective in modifying teacher
behaviour.

4
 4. It helps in getting acquainted with class
room manners to a certain extent.
5. Feedbacks enable the trainees to consciously
concentrate on specific behavioural
modification.
6. Here, the activity of teaching as a whole is
broken-down for the learning purpose to its
individual components.
7. It focuses on sharpening the specific
teaching skills and eliminating the errors.
8. It provides for repeated practice without
adverse consequences to the teacher.

Limitations:
1. Microteaching is skill oriented and not
content oriented.
2. It covers only a few specific skills.
3. Integrating the skill is quite challenging one.
4. It provides homogenized standard robots
with set smiles and procedures.
5. Teaching is not just a summation of teaching
skill.
6. Sufficient literature on microteaching is not
yet available.

5
 7. It is said to be a form of play-acting
unnatural surrounding and the acquired
skill may not be internalized.
8. Lack of material resource like video-
recording facility and trained supervisors.

List of skills: by B.K. Passi

1. Skill of stimulus variation
2. Skill of questioning (probing)
3. Skill of explaining
4. Skill of demonstration
5. Skill of communication
6. Skill of re-inforcement
7. Skill of illustration with example
8. Skill of introduction
9. Skill of closure

Organizing Microteaching / Phases of

Microteaching:
 Clift (1976) described the following as the
phases of micro teaching.
1. Pre-active phase (knowledge acquisition
phase)
2. Interactive phase (skill acquisition phase)
3. Post-active phase (Transfer phase)

6
Phase-I - Pre-active phase
 It emphases the understanding of the
teaching skill that is to be learnt by the
teacher trainee. It envisages the following
steps.
1. Orientation to microteaching.
2. Discussion of teaching skills with their
components and teaching behaviour.
3. Presentation of modern demonstration
lesson by the teacher educator.
4. Observation of the model lesson and
criticism by the teacher trainee.
Phase-II - Interactive phase
 The main objective of this phase is to enable
the teacher trainee to practice the teaching
skill following microteaching cycle. The
steps are:
1. Preparation of microlesson plan for the
related teaching skill.
2. Creating microteaching settings.
3. Practice of teaching skill
4. Feedback
5. Re-planning
6. Re-teaching
7. Repetition of the microteaching cycle.

7
Phase-III - Post active phase
 The main objective of this phase is to enable
the teacher trainee to integrate the teaching
skill in real or normal class room situation.
 Integration of teaching skill may be defined
as process of selections organization and
utilization of different teaching skills to form
an effective pattern for realizing the
specified instructional objectives in a
teaching learning situation.

Phases of Microteaching

I – Knowledge Acquisition Phase

II – Skill Acquisition Phase

III – Transfer Phase

8
Steps of Microteaching
The Microteaching programme involves the
following steps:
Step I Particular skill to be practiced is
explained to the teacher trainees in
terms of the purpose and components
of the skill with suitable examples.
Step II The teacher trainer gives the
demonstration of the skill in
Microteaching in simulated
conditions to the teacher trainees.
Step III The teacher trainee plans a short
lesson plan on the basis of the
demonstrated skill for his/her
practice.
Step IV The teacher trainee teaches the lesson
to a small group of pupils. His lesson
is supervised by the supervisor and
peers.
Step V On the basis of the observation of a
lesson, the supervisor gives feedback
to the teacher trainee. The supervisor
reinforces the instances of effective
use of the skill and draws attention of
the teacher trainee to the points where
he could not do well.

9
Step VI In the light of the feed-back given by
the supervisor, the teacher trainee
replans the lesson plan in order to use
the skill in more effective manner in
the second trial.
Step VII The revised lesson is taught to
another comparable group of pupils.
Step VIII The supervisor observes the re-teach
lesson and gives re-feed back to the
teacher trainee with convincing
arguments and reasons.
Step IX The ‘teach – re-teach’ cycle may be
repeated several times till adequate
mastery level is achieved.

Microteaching Cycle
The six steps generally involved in
microteaching cycle are:
Plan Teach Feedback Replan
Reteach Refeedback. There can be variations as
per requirement of the objective of practice session.
These steps are diagrammatically represented in
the following figure.

10
Diagramatic representation of a Microteaching Cycle

Plan: This involves the selection of the topic

and related content of such a nature
in which the use of components of the
skill under practice may be made
easily and conveniently. The topic is
analysed into different activities of
the teacher and the pupils. The
activities are planned in such a logical
sequence where maximum
application of the components of a
skill is possible.
Teach: This involves the attempts of the
teacher trainee to use the components
of the skill in suitable situations

11
 coming up in the process of teaching-
learning as per his/her planning of
activities. If the situation is different
and not as visualised in the planing of
the activities, the teacher should
modify his/her behaviour as per the
demand of the situation in the class.
He should have the courage and
confidence to handle the situation
arising in the class effectively.
Feedback: This term refers to giving information
to the teacher trainee about his
performance. The information
includes the points of strength as well
as weakness relating to his/her
performance. This helps the teacher
trainee to improve upon his/her
performance in the desired direction.
Re-plan: The teacher trainee replans his lesson
incorporating the points of strength
and removing the points not skillfully
handled during teaching in the
previous attempt either on the same
topic or on another topic suiting to
the teacher trainee for improvement.

12
Re-teach: This involves teaching to the same
group of pupils if the topic is changed
or to a different group of pupils if the
topic is the same. This is done to
remove boredom or monotony of the
pupil. The teacher trainee teaches the
class with renewed courage and
confidence to perform better than the
previous attempt.
Re-feedback: This is the most important
component of Microteaching for
behaviour modification of teacher
trainee in the desired direction in each
and every skill practice.

Rationale of Microteaching Procedure

The steps of the Microteaching procedure are based
on the sequence involved in behaviour
modification formulated by McDonald. The steps
are:
Step I: This involves stating the behaviour in
operational terms.
Step II: This refers to fixing of the criteria for
measuring behaviours.

13
Step III: In this step the entry behaviour of the
individual is measured to know the
point of initial start.
Step IV: This involves the actual treatment of
behaviour modification.
Step V: The post-treatment measures of
changed behaviour are obtained. The
difference between the measures of
pre and post treatments indicates the
extent of behaviour modification. The
cycle is repeated till desired level of
behaviour is obtained.
In the microteaching cycle, the same steps
are involved. Firstly the teacher trainee knows the
behaviours (components of skill) to be practiced.
Secondly he practices such a behaviour during
teach session. Thirdly he gets the feedback on the
basis of the observation of his performance made
by the supervisor. Finally the teacher trainee
improves upon his/her behaviour (performance) as
desired.

14
Settings of Microteaching:
For practicing teaching skill, the setting of
Microteaching involves:
1. A single skill for practice.
2. One concept of content for teaching.
3. A class of 5 to 10 pupils.
4. Time of practice only 5 or 6 minutes.
5. Lesson Plan.

The commonly practicesd skills are:

1. Skill of Explaining
2. Skill of Stimulus Variation
3. Skill of Reinforcement
4. Skill of Questioning
5. Skill of Black Board Usage
6. Link Practice

15
Apart from these 6 skills, each subject will be
practicing a special skill. The special skills that are
practiced for the different subjects are as follows.

Subject Special Skill

Biological Science &
Demonstration
Physical Science
Mathematics Probing Questions

16
 Unit - II
SKILL OF EXPLAINING

Introduction
You must have experienced that during the
teaching-learning process of some concepts,
principles and 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.

Components of the Skill

1. Statement of objectives (SO)
2. Cognitive links (CL)
3. Illustrating with Example (ILL)
4. Compare and Contrast (CC)
5. Meaningful Repetition (MR)

Statement of Objectives: The purpose of this

statement is to create readiness among the pupils to
pay attention to the point being explained. It is the
introductory statement to begin explanation.

Cognitive Links (CL): These are words and

phrases which are mostly conjunctions and

17
prepositions and are generally used by the teachers
to make his explanation effective.

Illustrating with Example(ILL):

A new concept is to be added adequately and
illustrated in terms of vital situations or life
experiences. Illustrations also include giving
examples from personal experiences, news, books
or from peer discussion. Illustration must serve the
purpose of concreting the abstract concept
concerned.

Compare and Contrast (CC):

Some concepts are so clearly inter-related that the
pupils may find it difficult to determinate between
them. There may be some difficulties for them.
There may be also some similarities and some
important dissimilarity between them. They should
be brought about effectively to the attention of the
learner. Besides the components serve the purpose
of the discrimination between two related but
different concepts.

Meaningful Repetition (MR):

A brief description of the concept, a term, or a
definition must be related in striking sentences of

18
regular intervals, so that the concept gets fixed in
the mind of the learner. Repetition must be
purposive and the concept should be repeated in
good sentences.

EPISODES
Mathematics

Name of the Microteacher:

Name of the Observer :
Name of the skill :
Subject : Mathematics-
Geometry
Concept : Basic concepts of
geometry
Class : VII
Duration : 5 minutes
Date :

Teacher: Good Morning students!!

Student: Good Morning madam.
Teacher: In this section, I am going to teach about some
basic concepts of geometry(SO)
Student: Ok madam.
Teacher: In Greek the word “Geometry “means
“Earth Measurement “. That’s why it

19
 deals with the shape, size, position and
other geometrical properties of
various objects.(CL)
Teacher: What does the word Geometry means
in Greek?
Student: Earth Measurement
Teacher: Very good. Let us move on to the
basic concepts of geometry.

1. Point – A fine dot made with a

sharp pencil this may be taken as
roughly representing point.
Teacher: It has a position but it has no length,
breadth or thickness. It is denoted
by capital letters. i.e A,B,..
Examples: Tip of a pen, needle. (ILL)
𝐴̇𝐵̇
Teacher: Next basic concept is line.
2. Line – A line is traced out by a
moving point. A line has length, but
it has no breadth. It has no end
⃡ .A
points. A line AB is written as𝐴𝐵
line may be named with small
letters l, m, ..
Examples: Railway track, orbits.
(ILL)

20
 . .
A m B
Teacher: Point has a position whereas line has length but
both does not have breadth. (CC)
Teacher: Next basic concept is ray.
3. Ray –A ray has a starting point but
has no end point. The starting point
is called initial point.
OC is called the ray and it is written
as 𝑂𝐶 .
Examples: Sun ray, Projector. (ILL)

O C
Teacher: Line has no end points but ray has
starting point but no end point. (CC)
Teacher: Next basic concept of geometry is line
segment.
4. Line segment – Let AB be a straight
line.
Two points C and D are taken on it.
CD is a part of AB. CD is called a
line segment and is written as𝐶𝐷. A
line segment has two end points.
Example: Pen, Piece of chalk (ILL)
A . . B
C D

21
Teacher: Ray has a starting point but no end point. Line
segment has two end points. (CC)
Teacher: What are the basic concepts of geometry
that we learnt today?
Student: Point, Line, Ray, Line segment.
Teacher: Line has no end points. Ray has
starting point but no end point. Line
segment has both end points. (MR)
Teacher: Thank You students
Student: Thank You madam.
***********************************************************
Physical Science
Name of the Microteacher :
Name of the Observer :
Standard : IX
Subject : Physics
Date :
Concept : Transference of Heat
Duration : 5 minutes

Teacher: Good morning students. Today we shall

see three methods of transfer of heat (SO).
You know already that ‘Sun’ is the natural
source of heat (CL). There are some
artificial sources of heat too. Can you tell
me what are they?

22
Pupil : Heat from fire, heat from electricity etc.

Teacher: If a metal rod is kept in fire for a longer

time, you will see that the other end is also
getting heated up. Here the particles in the
metal rod will not move but the heat is
transferred to the other end (ILL). This is
known as conduction.
When you pass on a ball to the last boy in
the class, the Students are not moving but
the ball is transferred. This is similar to the
heat transfer by conduction (ILL) (CC). Can
you give me some examples?
Student : Any spoon dipped in hot oil.
Teacher : Then what is conduction?
Student : It is the transformation of heat without
the movement of the particles (MR).
Teacher : Now let us see the second type namely
convection. When you heat water in a pot,
the water molecules at the bottom get
heated and come up. The molecules at the
top being cool and denser go down. Here
do the molecules move?
Student : Yes. Molecules move and give up their
heat (CL).

23
Teacher : This type is known as convection. This
type of transference takes place in gases
and liquids. Sea breeze and land breeze are
due to convection currents. Chimney
smoke goes up due to convection current
(ILL). This is similar to the ball carried by a
boy to the either ends. Now tell me the
differences between conduction and
convection.
Student : In conduction, molecules do not move.
But in convection molecules move (CC).
Teacher : The third method of transfer of heat is by
radiation. We get heat from the burning
fire. The heat we get from the sun is by
radiation. There is no medium in the
atmosphere after a certain height. This is
called as vacuum belt. There will be no
particles present in this area. But heat from
the sun travels through this vacuum and
reaches us. This type of heat transference
without the participation of particles is
known as radiation (CL). Now, what is the
difference between convection and
radiation?

24
Student : In convection, the particles move from one
place to another. In radiation, there need
not be any particles at all (CC).
Teacher : Now, define conduction.
Student : It is the heat transfer due to the particles
without movement of the particles (MR).
Teacher : What is convection?
Student : It is heat transfer with the movement of
the particles (MR).
Teacher : What is radiation?
Student : It is the transfer of heat directly from the
source without the participation
of particles (MR).
Teacher : This radiation is similar to the ball thrown
from one end to the other end
of the class (CC). Now we have seen three
types of heat transference.
We will meet in the next class. Thank you
students.
Student : Thank you sir.
*********************************************

25
 Biological Science
Name of the Microteacher :
Name of the Observer :
Name of the Skill : Skill of Explaining
Subject : Science - Biology
Concept : Respiration
Class : IX
Duration : 5 minutes
Date :

Teacher: Good morning students.

Student: Good morning sir.
Teacher: OK. What is the difference between a
living and a non-living thing?
Student: Living things can move from place to
place whereas non-living things do
not move.
Teacher: Yes! You are correct. But you have to tell
me the exact fact.
Student: Living things can respire where as non-
living things do not respire.
Teacher: Good. How do plants respire?
Student: Through leaves.
Teacher: Good. How do fishes respire?
Student: Through gills.
Teacher: Correct! How do human beings respire?

26
Student: Through lungs.
Teacher: Now all of you know how human beings
respire? What do we call that
process?
Student: Respiration.
Teacher: Yes. Today we are going to study about
respiration in humans (SO). What
is respiration?
Student: It is intake of oxygen.
Teacher: You are partially correct. Actually
respiration is the process of inhalation of
oxygen (O2) and exhalation of carbon
dioxide (Co2). The oxygen from the air is
taken into the lungs where it is exchanged
with carbon dioxide that is given out of
the body through exhalation.
Listen carefully students, respiration is the
process of breathing in O2and breathing
out of Co2(MR).
Can any one of you tell me what do you
mean by respiration?
Student: The process of inhalation of oxygen (O2)
and exhalation of carbon dioxide
(Co2) is known as respiration.
Teacher: Very good. What are the two events of
respiration? (CL)

27
Student: Inspiration and expiration.
Teacher: Ram come forward. Take a long breath
and relax slowly. (ILL)
Student: Student does.
Teacher: (Ram took a long breathe). He inhaled
oxygen (O2) and exhaled carbon
dioxide (Co2) (CL, CC, MR).
Student: Ok.
Teacher: Can any one name the organs involved in
respiration?
Student: Nostrils, pharynx, larynx, trachea, bronchi
and lungs.
Teacher: Since these organs take part in respiration,
they are known as organs of respiration
(showing the picture). Look at this
picture. Here we can see the organs of
respiration. The air enters through
nostrils and into the pharynx which
opens into the larynx or voice box and
then into trachea or windpipe which
divides into bronchi. The bronchi consist
of minute air sacs known as alveoli.
If we take two balloons and if we blow
air into balloon it will swell and when the
air is released, balloon comes to normal

28
 state (shows a model). This is similar to
our respiration.
When we intake air, our lungs will swell
and when we exhale, air releases and
lungs comes to normal state (CL, ILL,
MR). Have you understood? Do you
have any doubt?
Student: No sir.
Teacher: Rani, summarize the process of respiration.
Student: (Rani summarizes).
Teacher: Good. Today we have seen about the
process of respiration. In the next
class, we will see about circulatory
system. Thank you students.
Student: Thank you sir.
***********************************************************

29
 Unit – III
SKILL OF STIMULUS VARIATION

Introduction
For the success of any lesson it is essential to
secure and sustain the attention of the pupils-
learning is optimum when the pupils are fully
attentive to the teaching-learning process. How to
secure and sustain the attention is main theme of
this skill. It is known on the basis of psychological
experiments that attention of the individual tends
to shift from one stimulus to other very quickly. It
is very difficult 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. This is because attention
is the necessary pre-requisite for learning.

Components of Skill
1. Teacher Movement (TM)
2. Teacher Gestures (TG)
3. Change in Speech Pattern (CSP)
4. Focusing (F)
5. Student Interaction (SI)
6. Pausing (P)
7. Change in Sensory Focus (CSF)
30
1. Teacher Movement (TM):
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 pay attention to the pupil who is
responding to some question etc.)

2. Teacher Gestures (TG):

These include movements of head, hand and
body parts to arrest attention, to express emotions
or to indicate shapes, sizes and movements. All
theseacts are performed to become more
expressive.

3. Change in Speech Pattern (CSP):

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.

4. Focusing (F):
The teacher draws the attention of the pupils to
the particular point in the lesson either by using
verbal or gestural focusing. In verbalfocusing the
teacher makes statements like, “look here” “listen
to me” “note it carefully”. In gestural focusing

31
pointing towards some object with fingers or
underlining the important words on the black
board.

5. Student Interaction (SI):

When two or more persons communicate their
views with each other, they are said to be
interacting.
In the classroom the following three styles
of interaction are possible:
1. Teacher ↔ Class (Teacher talks to class
and vice versa)
2. Teacher ↔ Pupil (Teacher talks to pupil
and vice versa)
3. Pupil ↔ Pupil (Pupil talks to pupil)
All types of interaction should go side by side to
secure and sustain pupils’ attention.

6. Pausing (P):
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 message
given at this point is easily received by the pupils.
7. Change in Sensory Focus (CSF):
The teacher gives information to the class
verbally about something. This is called oral

32
medium. When the teacher is showing maps, charts
and object without saying something. This is called
visual medium. If the teacher is giving information
to the pupils through any one medium (oral, visual,
oral visual) for a long time, it is possible that the
students may lose attention to what the teacher is
conveying to them. Therefore it is essential for the
teacher to change medium rapidly in order to
secure and sustain pupils’ attention to what he
says. There are three types’ media:
1. Oral ⇄ oral –visual - when the teacher while
speaking shows objects, charts and models
and explains their various parts. It is
switching from oral to oral-visual.
2. Oral ⇄ visual - when the teacher while
speaking, shows objects, maps, charts, globe
etc. It is switching form oral to visual.
3. Visual ⇄ oral – visual when the teacher
demonstrates the experiment silently and
then explains the phenomenon with the help
of charts, maps, diagram etc. It is visual-oral
switching.
These devices are used interchangeably to secure
and sustain pupils’ attention to the lesson.

33
 EPISODES
Mathematics
Name of the Microteacher :
Name of the Observer :
Name of the skill : Skill of Stimulus Variation
Subject : Mathematics – Measurements
Concept : Perimeter of a rectangle
Class : VI
Duration : 5 minutes
Date :

Teacher: Good morning Students!

Student: Good morning madam!
Teacher: Are you ready to learn a new topic
today? (CSP)
Student: Yes madam!
Teacher: So today, we are going to see about
perimeter. (CSP) (Writes on board)
(TM) Does this sound familiar to you?
Student: No madam!
Teacher: That’s okay we’ll learn. Now look
here.(F)(CSF)(shows a card). Suppose
this is a farm and the farmer wants to
fence it. (TG)(TM). What length of
wire should he buy if the
measurements are 1, 2, 1, 2m? (SI)

34
Student: 6!
Teacher: How did you say it?
Student: I added it madam.
Teacher: Very good! The length of each side is
given right?(SI)
Student: Yes madam.
Teacher: Now, if we add all these sides what
do we get? (SI)(TG)(F)
Student: Boundary
Teacher: Good! This boundary is called as
perimeter. (CSP) So listen carefully
(F) (P). The perimeter of a closed
figure is the total measure of the
boundary. Are you clear?
Student: Yes madam!
Teacher: (Calls a student) Can you say what is
a perimeter? (SI)
Student: The total measure of the boundary.
Teacher: Good! Now how to derive the
formula of a rectangle? (P)… We’ll
see that. Shall we?
Student: Yes madam!
Teacher: So, this is a rectangle (F) (CSF). We
have to sum up the sides (TG). Can
you all say it?
Student: b+l+b+l (SI).

35
Teacher: Very good. That is equal to 2l+2b =
2(l+b). So this is the formula for the
perimeter of a rectangle. Clear?
Student: Yes madam!
Teacher: Can anyone say what a perimeter is?
(SI)
Student: Total measure of boundaries.
Teacher: Good! What is the formula for the
perimeter of a rectangle? (CSP)(SI)
Student: 2(l+b)
Teacher: Good. That’s it for today. See you
tomorrow Students.
Student: Thank you madam.
***************************************************

36
 Physical Science
Name of the Microteacher :
Name of the Observer :
Name of the skill: Skill of Stimulus Variation
Subject : Physics
Concept : Sound wave propagation
Class : IX
Duration : 5 minutes
Date :

Teacher: Good morning students. Today we are

going to discuss the concept sound and its
relevant aspects. Do you all hear
me?(CSP)
Student: Yes sir.
Teacher: When I talk something starts from my
mouth and reaches you ears
(T.G.) (F). This we call as sound waves
(writes the term on black
board) (CSF). So sound waves make you
hear what I say. Is it not?
Student: Yes sir.
Teacher: How do sound waves reach you from
me?(CSP)
Student: Through air sir (SI)

37
Teacher: So you mean that a medium is required
for sound waves to travel (F). Is
it not?
Student: Yes sir.
Teacher: Come and write on the black board.
Student: (writing on the black board for the passage
of sound waves the presence of a medium
is essential’)
Teacher: All of you note down this. (Teacher walks
along to supervise the
students writing) (T.M.)
Student: No sir.
Teacher: Come here. Drop this pebble into this dish
of water.
Student: (Does as said by the teacher) (CSF)
Teacher: Listen what happens. From the point
where the pebble was dropped
water appears to move away in concertic
circle. (CSP). Come on Rajal
Tell me what I said now.
Student: ………(Teacher comes near and pats him)
(T.M.) From one point when
something moves in an alternatively up
and down curvy form, it is wave
propagation sir.(SI)
Teacher: Radha! Can you say?

38
Radha: Yes sir. (says)
Teacher: Come on ! Write it on the black
board.(CSP)
Student: (Writes on the black board) (CSP)
Teacher: How many types of waves are there in
sound?
Student: Two sir. (SI)
Teacher: They are ….(P) Transverse waves and
longitudinal waves. What are
they?
Student: Transverse and longitudinal. (SI)
Teacher: All of you write down. (CSP).
(Supervises the work) (T.M) What is the
type of wave formed when a pebble was
dropped into water? (Teacher goes near
and pats) (T.M.)
Student: It is either this or that (SI)(CSP)
Teacher: Give me the name of the wave.
Student: It is transverse wave.
Teacher: Good. Waves are propagated only through
a medium. They are of two
types. One transverse where waves
proceed in a direction perpendicular to
the direction of movement of the wave
producer. The other longitudinal where
the direction of the wave propagation and

39
 the direction of movement of the wave
producer are the same. This is what we
have studied today.
Student: Thankyou sir.
***********************************************************
Biological Science
Name of Microteacher :
Name of the Observer :
Name of the Skill : Skill of Stimulus Variation
Subject : Biology
Concept : Parts of a Flower
Class : IX
Duration : 5 minutes
Date :

Teacher: Good morning students. (Showing shoe

flower) ……….. (P). Have you seen this
flower (CSF, F) already?
Student: Yes sir (SI)
Teacher: What is the name of the flower? (Lowering
the tone) (CSP) (Pointing the flower)
(CSF, F)
Student: Hibiscus (SI)
Teacher: Good (Writes on the black board) (TM).
Write the name of the flower in
your note book (CSF, F)

40
Student: (Writes in the note book)
Teacher: Do you know the scientific name of this
flower? (Lowers the voice) (CSP)
Student: No sir. (SI)
Teacher: I shall tell you. It is Hibiscus rosa sinensis
(Write on the Blackboard) (TM) (repeats
the name by lowering the voice) (CSP).
(Moves to table) (TM). (Pointing the
flower) What is the colour of the flower?
(CSF, F)
Student: Red (SI)
Teacher: Good. This is red in colour. What about
the size? (Raises the voice) (CSP)
Student: Big (SI)
Teacher: Yes, very big (shows by hand) (TG). Now
look at this outer part (shows by action)
(TG). ………… (P). What is the colour of
this part? (Pointing the calyx) (CSF, F)
(lowers the voice) (CSP)
Student: Green (SI)
Teacher: Very good. This is called calyx (writes on
the board) (TM) come here (pointing a
pupil) show me the calyx.
Student: (comes and shows) (SI)

41
Teacher: You are correct. Can you count these?
(pointing another pupil) (CSF, F)
(Separates parts of the calyx)
Student: (comes and counts) (SI) Five (SI)
Teacher: Yes there are five (shows fingers) (TG).
(Calling a student) Come and write the
number.
Student: (Writes) SI
Teacher: Now, all of you write in your notebook.
(CSF, F) (raises the voice) (CSF, F) calyx 5
members.
Student: (Writes) (SI)
Teacher: These five members are called Sepals
(Repeats lowering the voice) (CSP) (Writes
on the board) (TM). What are those
members called? (Pointing the calyx)
(CSF, F)
Student: Sepals (SI)
Teacher: Very good (Underlines the word on the
board) (TM). All of you, write in your
notebook (raising the voice) (CSF, F)
(CSP).
Student: (writes)

42
Teacher: (Moves to the table) (TM). Look at these
red parts (Shows by action) (CSF, F) (TG).
…………. (P). They form corolla (writes
on the board) (CSP). What is the red
coloured part called? (CSF, F) (lowers the
voice) (CSP)
Student: Corolla (SI)
Teacher: (Pointing a student) Show me corolla in
this flower and tell me the name of this
part.
Student: (Shows) corolla (SI)
Teacher: (Pointing a student) (TG) Come here.
Count the number of the members of
Corolla (CSP).
Student: (moves and counts) (SI) Five (SI).
Teacher: Good. There are five members (shows the
fingers) (TG). They are called petals.
(Repeats at lower voice) (CSP). (Writes the
name petals on the board) (TG) (Pointing
a student) Come and write it on the
blackboard.
Student: (Writes) (SI)
Teacher: All of you write in your notebook (CSP)
(CSF, F)
Student: (writes) (SI).

43
Teacher: So (shows by action) (TG) the outermost
part of a flower is called Calyx and the
next one is called (shows by action)
Corolla (lowers the voice) (CSF, F). Today
you have learnt about calyx and corolla.
We will see the remaining parts in the
next class.
Student: Thank you sir.
***********************************************************

44
 Unit - IV
SKILL OF REINFORCEMENT

Introduction:
Reinforcement is a term taken from the
theory of learning. The term implies the use of the
technique for influencing the behaviour of
individuals in the desired direction. The concept of
reinforcement is based on the operant principle
which envisages that an individual tends to repeat
the pleasant experiences and avoids the unpleasant
ones. Reinforcement therefore constitutes one of
the essential conditions for learning.

Components of Skill:
1. Positive Verbal Reinforcement (PVR)
2. Positive Non-Verbal Reinforcement (PNVR)
3. Negative Verbal Reinforcement (NVR)
4. Negative Non-Verbal Reinforcement (NNVR)

1. Positive Verbal Reinforcement (PVR):-

Positive Verbal Reinforcers are the words of
praise such as ‘good’, ‘very good’, ‘excellent’,
‘fantastic’, ‘splendid’, ‘right’, ‘yes’, ‘fine’, ‘correct’,
‘continue’, ‘go ahead’, etc. The teacher’s verbal
statements accepting student feelings, repeating

45
and rephrasing student responses, summarizing
student ideas etc. fall in this category of positive
verbal reinforcers.

2. Positive Non-Verbal Reinforcement (PNVR):-

Positive Non-Verbal Reinforcers are
teacher’s gestures conveying pleasant feeling or
approval of student responses. Smiling, nodding of
head, delighted laugh, clapping, keeping eyes on
the responding student, giving ear to the student
indicating that attention is being paid to him fall in
this category of Positive Non-Verbal Reinforces.
(PNVR)

3. Negative Verbal Reinforcement (NVR):-

Teacher’s behaviour corresponding to
negative verbal reinforces can be classified as the
use of discouraging words like ‘wrong’, ‘incorrect’,
‘stop it’, etc. Teacher statements such as “I do not
like what you are doing”, “that is not good”, “I do
not like this”, also come under this category.

4. Negative Non-Verbal Reinforcement (NNVR):-

Sometimes, a teacher makes use of non-
verbal expressions to indicate his/her disapproval
of a student’s inappropriate behaviour or incorrect

46
response to his/her questions. These non-verbal
negative reinforcers can be frowning, raising the
eyebrow, harsh and disapproving stares.
The first two components of reinforcement
are desirable ones. As such the frequency of their
use is to be increased. The use of the last two
components should be minimum.

EPISODES
Mathematics
Name of the Microteacher :
Name of the Observer :
Name of the skill : Skill of Reinforcement
Subject : Mathematics –
Measurements
Concept : Perimeter, area
Class : VIII
Duration : 5 minutes
Date :

Teacher: Good morning Students!

Student: Good morning madam!
Teacher: So today we’ll have a recap of
some of the mensuration formula
that we have already learnt. So
now what is a square?

47
Student: A shape in which all four sides
are equal.
Teacher: Good! (PVR) What is the formula
we’ve learnt for a square?
Student: a2
Teacher: What does ‘a’ represents in that?
Student: Side of the square
Teacher: Very good! (PVR) (claps for the
student)(PNVR). Can you say the
formula for perimeter of a
square?
Student: 4a madam.
Teacher: Very good. (PVR) so can anyone
say what is a rectangle?
Student: opposite sides are equal in length.
Teacher: Good (PVR). What is the formula
for area of a rectangle?
Student: l×b
Teacher: Good! (PVR) What is the formula
for perimeter of a rectangle?
Student: 2(l+b)
Teacher: Very good! (PVR) Clap hands for
both of them (claps along with
Student) (PVR, PNVR). Now can
anyone say the four formulas we
said just now?

48
Student: Area of square is a2, perimeter of
square is 4a. Area of a rectangle -
l×b, perimeter of square – 2(l+b).
Teacher: Good! (PVR) (Shakes hand with
Student)(PNVR) clap hands for
her! (PVR, PNVR) Okay! Thank
you students. See you in the next
class.
Student: Thank you madam!
**************************************************
Physical Science
Name of the Microteacher :
Name of the Observer :
Subject : Chemistry
Concepts : Test for Hydrogen
Standard : IX
Date :
Duration : 5 minutes

Teacher: Good morning students. Today we are

going to lean a new concept. We are going
to prepare hydrogen gas and test its
property. What are the gases present in
the atmospheric air?
Students: Nitrogen, Oxygen, carbon dioxide etc.
Teacher: Very good (PVR). What are the elements
present in water?

49
Student: Hydrogen and oxygen.
Teacher: Excellent (PVR). We will see the method of
preparing this hydrogen today. (The
teacher takes zinc graduates in a test tube
and pours dilute sulphuric acid.) What
istaken in test tube?
Student: Sulpuric acid.
Teacher: No (NVR). Observe carefully the label.
Student: Dilute sulphuric acid.
Teacher: Correct (PVR). What happens when dilute
sulphuric acid is poured on Zinc?
Student: Brisk effervescence is noted.
Teacher: (Nods) (PNVR) Can you notice any gas
coming out?
Student: Colourless gas sir.
Teacher: Exactly (PVR) Now let us test this gas. The
teacher collects the gas in a
test tube and asks one of the student to
light a match stick and introduce it
intothe test tube. What do you see?
Student: A ‘pop’ sound is heard.
Teacher: Correct (PVR). What happened to the
match stick?
Student: It was put off sir.
Teacher: V. Good. (PVR). What happened to the
gas inside? Did it burn?

50
Student: Silent.
Teacher: Observe carefully again (PVR). (The teacher
performs the experiment again).
Student: The gas burns with a blue flame.
Teacher: (Pats the child)-Very good- (PNVR/PNR).
Can you tell me what should be the gas
with its property of putting off the flame
with pop sound?
Student: Carbandioxide.
Teacher: Wrong (NVR) Think and tell me.
Student: Oxygen
Teacher: (Shakes his head in negative response)
(NNVR). It is hydrogen. Now can you
tell me the test for hydrogen?
Students: It puts off the flame with pop sound. And
……
Teacher: Yes, proceed (PVR)
Student: And the gas burns with blue flame.
Teacher: (Claps his hands) (PNVR) Anybody else?
What is the test for hydrogen?
Students: It puts off the flame with ‘pop’ sound and
burns itself with blueflame.
Teacher: (Smiles) – [Link]. (PVR/PNVR) We shall
see the method ofpreparation
of hydrogen in the laboratory.
***************************************************

51
 Biological Science
Name of the Microteacher :
Name of the Observer :
Name of the Skill : Skill of Reinforcement
Subject : Biology
Concept : Leaves
Class : IX
Duration : 5 minutes
Date :
Teacher: Good morning students. Now one of you
tell me the parts of a plant.
Student: Stem, root, leaves, flowers, buds.
Teacher: Yes. That is correct (PVR). Now we shall
study about the external parts of a leaf.
(Shows a hibiscus leaf) what is the colour
of the leaf?
Student: It is green in colour.
Teacher: Yes. It is green in colour, (PVR) which is
due to the presence of a green colour
pigment called, chlorophyll. How the leaf
uses the chlorophyll pigment?
Student: The leaf prepares starch with the help of
chlorophyll pigment in the presence of
sunlight by the process of photosynthesis.
Teacher: (Teacher claps her/his hands – PNVR).
Very good (PVR). Can anybody tell me

52
 about the nature of the surface of this leaf?
See the upper surface.
Student: It is dark green in colour.
Teacher: (Frowning, then with smile – NNVR) I am
not asking about the colour, but the
nature of the upper surface (NVR).
Student: It is flat and smooth.
Teacher: Yes correct. Give him a big hand (PVR,
PNVR). You have observed well. The
leaves are usually flattened structures.
This flattened part is called leaf blade or
lamina. (Writes the term lamina on the
black board).
Teacher: How is the lamina attached to the stem?
Student: A long green structure connects the leaf to
the stem.
Teacher: That is right (PVR). This elongated
structure is called leaf stalk or petiole. It
connects the leaf with the plant body.
How many surfaces do you see in the
leaf?
Student: Two surfaces.
Teacher: Good (PVR). There are two surfaces,
which are called upper and lower
surfaces. Is there any difference in these
two layers?

53
Student 1: The upper surface is dark in colour than
the lower surface.
Teacher: Fine (PVR). You are very good in noting
the minute details. In the leaf, the upper
surface receives more sunlight than the
lower surface. Such leaves are called
bifacial leaves. What else are there in the
lamina?
Student: Some small tube like structures forming a
network.
Teacher: Yes that is right (PVR). The main tube like
structure extending to the tip of the leaf is
called mid rib and the small network is
called veins. What must be the function of
these veins?
Student: These veins seem to be connected in
structure. Hence it may be involved in the
conduction of food materials.
Teacher: Excellent. You’re guessing is perfect
(PVR). (Patting - PNVR). The mid rib and
veins are involved in conduction and also
in giving support to the lamina.
Teacher: Can you say all the parts of a leaf?
Student: Petiole, lamina, mid rib, veins.
Teacher: Well Said (PVR). You have listened well
and listed All The Parts Correctly. (Writes

54
 the answer on the board). What are the
functions of a leaf?
Student: Photosynthesis and conduction.
Teacher: Excellent (PVR). (With exclamatory
expression) you have a good memory
power; keep it up (PVR).
Student: Thank you sir.
Teacher: Now we have studied about the external
parts of a leaf. In the next class we will see
about the internal structures of the leaf.
Thank you students.
Student: Thank you sir.
***********************************************************

55
 Unit - V
SKILL OF QUESTIONNING

Introduction
A good teaching technique employs a
different questioning levels, techniques and
direction.

Components of skill:
 Low Level Questions (LLQ)
 Middle Level Questions (MLQ)
 High Level Question (HLQ)

1. Low Level Questions (LLQ): It is the lowest

or preliminary knowledge level question,
which requires the student to recall
information that he has stored.
2. Middle Level Questions (MLQ): This type
of questions involves interpretation of facts
i.e. facts means compare, contrast,
differentiate, explain and relate. They are
mostly application level questions.
3. High Level Questions (HLQ): This requires
a degree of intellectual processing on the
part of the student-comprehension,
application, analogy, synthesis and
evaluation.

56
 EPISODES
Mathematics
Name of the Microteacher:
Name of the Observer:
Name of the skill: Skill of Questioning
Subject: Mathematics
Concept:Fundamental Geometrical concepts
Class : VI
Duration: 5 minutes
Date:

Teacher: Good morning, students.

Student: Good morning madam.
Teacher: Today I am going to deal with basic
concept and terms in geometry.
Student: Ok madam.
Teacher: First of all, what is meant by a point?
(LLQ)
Student: It is a dot, madam.
Teacher: Yes, A small dot marked by a sharp
pencil on a sheet of paper or a hole
made by a fine needle on a
[Link]: A .B. Can you able to
give me some examples for point?
(MLQ)
Student: Bindhi.

57
Teacher: Good. An easy example for point that
every human being has, Any guess?
(HLQ)
Student: It is mole.
Teacher: Exactly, very good.
 A point determines a location.
 It has neither length nor width nor
thickness.
 It is denoted by a single capital
letter of any alphabet such as P, A,
B etc. Clear students?
Student: Yes madam.
Teacher: “Ram” get up and say, any one of the
characteristics of point. (LLQ)
Ram: A point determines a location.
Teacher: Very [Link], we move on to
“line”. How the line looks like? (LLQ)
Student: It is straight.
Teacher: Anyone come and draw a line on the
board.
Student: (Draws on the board)
Teacher: I am going to give you the practical
example for a line.
Student: Ok madam.
Teacher: Take a piece of paper and press the
two parts together. On unfolding the

58
 two parts,we find the straight line is
[Link] is an example of a
portion of a [Link] you clear?
Student: Yes madam.
Teacher: The basic concept of a line is its
straightness and it extends
indefinitely in both directions.
 A line has no end points
A B is a line.
Here what are “A” and “B”?
(MLQ)
Can you correlate with previous
definition?
Student: It is a point.
Teacher: Yes. The point A (or B) lie on the line
or the line passes through the point A
(or B).Is line has end points? (LLQ)
Student: [Link] has no end points.
Teacher: Good. With this, we will wind up. See
you in the next class students.
Thank you.
Student: Thank you madam
***********************************************************

59
 Physical Science
Name of the Microteacher :
Name of the Observer :
Standard : IX
Subject : Physics
Date :
Concept : Sound
Duration : 5 minutes
Teacher: Good morning, Student.
Student: Good morning, Madam.
Teacher: Already we have seen sound in previous
class.
Student: Yes madam.
Teacher: Let me ask you few questions on this
topic. Are you ready?
Student: Yes madam.
Teacher: What is importance of sound when it is
used? (MLQ)
Student: It is used for communication.
Teacher: Which type of sound gives us pleasure?
(LLQ)
Student: Musical sounds madam.
Teacher: Can you illustrate with example (MLQ)
Student: Sound by veena madam. It is music.
Teacher: Anybody list out types of sound? (LLQ)
Student: Pleasant and unpleasant sound madam.

60
Teacher: Differentiate pleasant and unpleasant
sound. (MLQ)
Student: Sounds which we like to have are called
pleasant sound.
Teacher: Good. What about unpleasant sounds
(MLQ)
Student: Sounds which produce disturbance are
called unpleasant sound.
Teacher: Excellent. Give an example for a Pleasant
sound? (LLQ)
Student: Musical Instrument, communication.
Teacher: Very good. Give an example for an
unpleasant sound (LLQ)
Student: Horn, Loud speakers.
Teacher: How the sounds are produced? (MLQ)
Student: By stricking, blowing, plucking and
rubbing.
Teacher: Very good. Give example for striking
(MLQ)
Student: Drums.
Teacher: Very good. Striking, blowing, plucking
will vibrate [Link] are called
vibrations? (LLQ)
Student: Vibrations are repeated to and fro motion.
Teacher: Very good answer. Can we call the
vibrations as sounds?(HLQ)

61
Student: No madam, it is not possible. Because
Vibration is differ from sounds as the
motion.
Teacher: Yes, Very [Link] do we sense sounds?
(MLQ)
Student: By hearing.
Teacher: Very good. Compare light and sound.
(MLQ)
Student: Light travels faster than sound.
Teacher: How will you substantiate your
answer?(HLQ)
Student: Lightning comes first than we hear
thunder.
Teacher: Good. Tomorrow we will see a new
concept. Thank you Student
Student: Thank you madam.
**************************************************

62
 Biological Science
Name of Microteacher :
Name of the Observer :
Name of the Skill : Skill of Questioning
Subject : Biology
Concept : Animal cell
Class : IX
Duration : 5 minutes
Date :
Teacher: Good morning students.
Student: Good morning sir.
Teacher: Last class we discussed about the
structure of plant cell. This class
we will discuss about the animal cell.
Before going in to the topic,
can anyone say what is the name of the
outer rigid structure in a
plant cell? (LLQ)
Student: Cell wall.
Teacher: Yes. It is cell wall. But this cell wall is
absent in the animal cell. Then
what may the outer layer of the animal
cell? (MLQ)
Student: Cell membrane.
Teacher: Good. Which is larger? A Plant cell or an
Animal cell? (MLQ)

63
Student: Plant cell.
Teacher: What are the parts of an animal cell?
(MLQ)
Student: Cell membrane, nucleus, endoplasmic
reticulum, lysosomes, golgi apparatus,
mitochondria.
Teacher: Good. What is the other name of cell
membrane? (LLQ)
Student: Plasma membrane.
Teacher: What is the role played by plasma
membrane? (MLQ)
Student: It protects the cell from injury.
Teacher: Very good. What are the two types of
endoplasmic reticulum found in animal
cell? (LLQ)
Student: Rough and smooth endoplasmic
reticulum.
Teacher: Why it is called as rough ER? (MLQ)
Student: Since it posses ribosome.
Teacher: Good. Which is the power house of the
cell? (LLQ)
Student: Mitochondria.
Teacher: Nice. Why mitochondrion is called as power
house of the cell? (HLQ)
Student: Because they are the site of ATP synthesis.

64
Teacher: The lysosomes are called as suicidal bags.
Can anyone know the reason for calling
them as suicidal bags? (HLQ)
Student: As they are involved in intracellular
digestion and destroy the pathogens, they
are called as suicidal bags.
Teacher: Excellent. How the genetic information is
carried over to next
generation? (MLQ)
Student: Through DNA.
Teacher: Marvelous. Where the DNA is located in
the cell? (HLQ)
Student: In the chromatin fibers.
Teacher: Fine. We will see the remaining things in
the next class.
Student: Thank you sir.
**************************************************

65
 Unit - VI
SKILL OF BLACK BOARD USAGE

Introduction:
Blackboard is one of the most widely used visual
aids in a classroom. This explains how the teacher
can use the blackboard effectively, with eligible and
relevant handwriting in order to explain the
concept.

Components of Skill:
1. Legibility in writing (LW)
2. Neatness in writing (NW)
3. Relevance in writing (RW)
4. Orderliness in writing (OW)
5. Variation in writing (VW)
6. Usage of chart, picture, table (UC/UP/UT)

1. Legibility in Writing (LW):

Writing should be legible enough for the last
bench even. It should have adequate space in
between the letters. Each letter should be distinct.
There should be no confusion in the shape of the
letters such as c, e, l, t. Adequate spacing between
two letters and two words. The slantness of each
letter should be nearly vertical. Size of the letters

66
should be such that they are legible from the end of
the class. The size of small letters should be same
and size of the capital letters should also be same.
The size of the capital letters should be slightly
greater than that of the small letters. Thickness of
the lines should be of same width.

2. Neatness in Writing (NW):

Neatness in writing can be achieved by
writing only the relevant matters on the board.
There should not be over writing. The neatness of
the black board increases if you write in straight
lines parallel to the base of the black board. There
should be adequate spacing between the lines. In
order to keep the black board work neat and clean
there should be no over writing.

3. Relevance in Writing (RW):

There should be appropriateness of writing
works. In respect of meaning briefly, simplicity and
should be present in points. Erase the unrelated
and irrelevant work and work not required. Retain
the relevant matter.

67
4. Orderliness in Writing (OW):
There should be continuity in the points
presented and what ever written on the board
should be in an order. The points of the lesson
should be logically arranged one after the other in a
sequence. Write only the salient points in a simple
and clear language.

5. Variation in Writing (VW):

There must be variation in writing like bold
letters, capital letter, usage of colors chalks,
different styles of writing, underlining the
important terms.

6. Usage of Chart, Picture and Table (UC/UP/UT):

 Using diagrams
 Charts or tables along with lesson.

68
 EPISODES
Mathematics
Name of the Microteacher :
Name of the Observer :
Name of the skill : Skill of
Blackboard Usage
Subject : Mathematics
Concept : Probability
Class : IX
Duration : 5 minutes
Date :

Teacher: Good Morning students.

Student: Good Morning madam.
Teacher: In this class, I am going to teach you about
probability.
PROBABILITY

(LW,NW,RW)
Teacher: From that word what do you think it
would be?
Student: Probably.

69
Teacher: Yes correct, to measure “the lack of
certainty or uncertainty”, there is no
perfect yardstick. But based on
assumption uncertainty can be measured
mathematically. This numerical measure
is referred to as probability.

PROBABILITY

 Measure lack of certainty or

uncertainty.

(LW,OW,NW,RW,VW)

Teacher: Next we move on about basic concepts

and definition relating on it.
PROBABILITY

 Basic concepts
 Definition

(LW,OW,NW,RW,VW)
Teacher: Basic concepts are trial,sample space,
sample point and event.

70
 Probability
Basic Concepts
 Trial
 Sample space
 Sample point
 Event

(LW,OW,NW,RW,VW)
Teacher: A trial is an action which results in one or
several outcomes.
Example: Flipping a coin, rolling a die.
Probability

Trial- Flipping a coin

(LW,OW,NW,RW,VW)

Teacher: A sample space S is the set of all possible

outcomes of a random experiment.
Example: Flipping coin => S={Head, Tail}

71
 Probability

Sample Space – Flipping a coin S={Head, Tail}

(LW,OW,NW,RW,VW)
Teacher: What are the basic concepts we learnt so
far?
Student: Trial and Sample Space.
Teacher: Good. Remaining we will see in next class.
Student: Ok madam.
Teacher: Thank you students.
Student: Thank You madam.
***********************************************************
Physical Science
Name of the Microteacher :
Name of the Observer :
Standard : IX
Subject : Chemistry
Date :
Concept : Matter in our
surroundings
Duration : 5 minutes

72
Students: Good morning madam……
Teacher: Good morning students. Today we are
going to see about matter in our
surroundings.
(Teacher writes in black board)
MATTER IN OUR SURROUNDINGS

(LW) (NW)

Students: Yes madam.

Teacher: Do you know what is matter?
In the world of science, matter is anything
that has mass and occupies Space.
(Teacher writes in black board)

MATTER IN OUR SURROUNDINGS

Mattermeaning – it is anything that has mass and

occupies space

73
Students: Yes madam.
Teacher: There are different types of matter based
on their physical properties. (Teacher
writes on black board)

MATTER IN OUR SURROUNDINGS

Mattermeaning – it is anything that has mass and

occupies space

Matter

Solid Liquid Gas Plasma

(LW, NW, RW)

Can you give example for each state of
matter?
Students: Solid-Stone; Liquid-water; Gas-air.
Teacher: (Teacher writes on black board)
MATTER IN OUR SURROUNDINGS
Mattermeaning – it is anything that has mass and
occupies space
Matter
Solid Liquid Gas Plasma

Ex:- Stone Ex:- water Ex:- air Ex:- sun

(LW) (NW) (RW)

74
 MATTER IN OUR SURROUNDINGS

Solid Liquid Gas

0000 0 0 0 0
0000 000 0 0
0000 0 0 0 0
0000 0 0

Molecules are loosely packed very loosely

closely packed packed

(LW, NW, RW)

(Teacher draws the diagram on the black board)

Students: Yes madam.
Teacher: (Teacher write the tabular column on
black board)

Matter in our surroundings

Solid Liquid Gas

Have definite No definite shape Have neither
shape and but it has volume. shape (or)
volume . volume.

Can not flow. Can flow from Can flow easily

higher level to and quickly.
lower level.

75
Students: Ok madam.
Teacher: We shall see about effect of temperature in
our next class. Thank you.
Students: Thank you madam.
***************************************************
Biological Science
Name of the Microteacher :
Name of Observer :
Name of the Skill : Skill of Black Board
Usage
Subject : Biology
Concept : Structure of Mushroom
Class : IX
Duration : 5 minutes
Date :

Teacher: Good morning students.

Student: Good morning sir.
Teacher: Today we are going to see about the
Structure of Mushroom
Student: Ok, Sir.
Teacher: (Writes on the blackboard in the centre
“Structure of Mushroom”). Mushroom
is a group of fungi (Writes relevant

76
 point “Group of fungi” on the board).
What is a mushroom?
Structure of Mushroom

 Group of fungi

(L.W, V.M, R.T, L.W)

Student:Mushroom is a group of fungi.
Teacher:Good. Fruit body is fleecy and umbrella
shaped. A mushroom fruit body
grows from the mycelium (writes the
relevant point “Mycelium” on the black
board). What is a mycelium?

Structure of Mushroom

 Group of fungi
 Mycelium

(L.W, R.T)
Student: Mycelium is the vegetative filament.

77
Teacher: Good. (Writes the relevant point
“Vegetative filament” on the board). They
are thread like. So they are called hyphae
(Writes relevant point “Hyphae” on the
board). The mycelium produces the fruit
body called, mushroom. (Writes
Mushroom on the board).
Structure of Mushroom

 Group of fungi
 Mycelium
 Vegetative filament
 Hyphae
 Mushroom

(R.T, R.T, N.W, V.W )

Teacher: What is the other name of vegetative
filament?
Student: Hyphae.
Teacher: The fruit body has a short stalk and a top
expanded portion. The short stalk
is the stipe. What is the other name of
short stalk?
Student: Stipe.
Teacher: (Writes stipe on the black board). The
expanded portion is umbrella

78
 shaped. It is called Pileus. What is the
name of top portion?

Structure of Mushroom

 Stipe

(L.W)
Student: Pileus.
Teacher: Good. (Write pileus on the board).
Beneath the pileus there are
several plate-like structures called the
gills. What is the structure of gills?
Structure of Mushroom

 Stipe
 Pileus

(N.W)

79
Student: Plate-like structure.
Teacher: Good. A ring like structure is seen on the
stipe closer, to the pileus called as
Annulus. (Marks out Annulus on the
diagram). What is the ring like structure
called? Annulus.

Structure of Mushroom

(R.W, L.W, U.C)

Teacher: Fine. We will see the remaining things in

the next class.
Student: Thank you sir.
***********************************************************

80
 Unit - VII
SPECIAL SKILL
a) SKILL OF PROBING QUESTIONS – Mathematics

Introduction:
When the teacher asks questions from the pupils in
his class different situations arise. They are:
1. The pupil may give no response,
2. The pupil may give incorrect,
3. The pupil may give partially correct
response and
4. The pupil may give correct response.
How to deal with all these situations effectively is
the main theme of this skill. In case of no response
or incorrect response the teacher goes deep into
pupil's responses by asking many questions about
what he already knows and to lead him to the
correct response. When the response is correct the
teacher may help the pupil to go deep into the
content by asking questions of how, why and
sometimes of what types also. The skill involves a
series of questions to go deep into pupil’s
responses.

81
Components of Skill:
1. Prompting technique (PT)
2. Seeking further information technique (SFI)
3. Redirection technique (RD)
4. Refocusing technique (RF)
5. Developing critical awareness technique
(DCA)

Prompting technique (PT): This technique means

to go deep into the pupil’s response when it is
incorrect or no response. Then a series of hints or
prompts are given to pupil through step by step
questioning in order to lead the pupil to the desired
correct response. Let us take the following example:

Seeking Further Information (SFI): 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
asking more small questions or creating situation in
which the pupil is made to think and respond.

Redirection (RD): This technique involves asking

the same question from another pupil. The main
purpose of this technique is to increase more and
more pupil participation. When the situation is of

82
no response or incorrect response prompting
should be preferred to redirection.
Refocusing (RF): It is used when the pupil’s
response is correct. This involves comparing the
phenomena 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? How one response
of the pupil is related to any other point? How one
thing is similar to another thing? Such types of
questions are put to the pupil.

Developing Critical Awareness (DCA): This

technique is used when the pupil’s response is
correct. The teacher puts higher order questions to
stimulate the pupil to think beyond what the pupil
knows. This involves the ‘how’ and ‘why’ and
sometimes ‘what’ type of questions on the point
under discussion.
Now you have understood the skill and its
components. How to practice these components has
been illustrated by the following micro-lesson plan.

83
 EPISODE
Mathematics
Name of the Microteacher :
Name of the Observer :
Name of the skill: Skill of Probing Questions
Subject: Mathematics
Concept: Types of triangles
Class : VII
Duration: 5 minutes
Date:

Teacher: Good morning students!

Students: Good morning madam!
Teacher: So, before we start today, we’ll do a
recap of what we learnt. What are
we learning now?
Students: About triangles and their types (PT)
Teacher: Good! How many types are there?
Students: 3 types
Teacher: 3 types based on what? (SFI)
Students: Sides!
Teacher: Very good! The other classification?
(SFI)
Students: based on angles.
Teacher: Very good. What are the 3 types
based on sides?

84
Student: Equilateral, isosceles and scalene.
Teacher: Good. Can you explain it? (SFI)
Student: Equilateral has 3 sides equal.
Isosceles has 2 sides equal.
Scalene has no sides equal.
Teacher: Good! Can anyone say about the
types of angles? (PT)
Students: Right angles, acute angles and obtuse
angled triangles.
Teacher: Very good! Now if a triangle has
measurements as 2, 3, 4 cm , what
type it is? (DCA)
Students: Don’t know madam.
Teacher: Is it classified based on sides or
angles? (RD)
Student: sides madam.
Teacher: How many types are there in that?
(RF)
Student: 3 madam.
Teacher: What is the first one? (SFI)
Student: Equilateral.
Teacher: Does this belong to that type? (DCA)
Student: No.
Teacher: Why? (DCA)
Student: Because all three sides are not equal.
Teacher: Good. Next what type is there? (RF)

85
Student: Isosceles. It doesn’t belong to it either.
Teacher: Good. Then what type it is?
Student: Scalene!
Teacher: Very good. Do you understand now?
Student: Yes madam.
Teacher: Thank you students.
Student: Thank you madam.

***********************************************************
b) SKILL OF DEMONSTRATION - Science
1. Introduction
This is an important skill which is very
useful when used while teaching Science
subjects. When a Science teacher uses the
skill of demonstration some basic skills like
objectives, explaining, measuring, and its
current use for the students are clearly
reached. So this skill helps in higher order
thinking of the students.
2. Components of Skill
a. Aim of the experiment (AE)
b. Relevant Equipments (RE)
c. Visibility of demonstration (VD)
d. Orderly arrangement of apparatus (OA)
e. Handling of apparatus and materials (HA)
f. Pupil Participation (PP)

86
g. Use of Black Board (UB)
h. Drawing relevant inferences (DI)
i. Emphasizing cause and effect relationship
(CE)
a. Aim of the experiment (AE): The reason
why the experiment is conducted or the
objective of the demonstration should be
very clearly defined. E.g. How O2 is
prepared in the laboratory?
b. Relevant Equipments (RE): The various
materials and equipment required to
perform the experiment should be listed and
kept ready. Materials like chalk and colour
chalk should be ready.
c. Visibility of demonstration (VD): The
materials used to demonstrate should be
clearly visible by all the students. The
equipment used should be large for the
students to see or it should be placed on
higher tables so it can be seen by all
students. Well spaced, displace place and
ventilation should be in the area of
demonstration or experiment.
d. Orderly arrangement of apparatus (OAA):
The equipment should be arranged
according the usage of the experiment,

87
 materials should be kept either on the right
or left side according to the method which is
being used for demonstration. The materials
should be easily accessible to the teacher
while conducting the experiment or
demonstration.
e. Handling of apparatus and materials
(HAM): The equipment should be properly
used for instance the acids should be taken
only with the help of glass equipment,
grinding or mixing of salts or solids to be
done in a mortar. Pipettes and burettes
should be used appropriately.
f. Pupil Participation (PP): While
demonstrating the experiment questions
should be asked to the students to check
whether they understand the procedure of
the experiment. We can ask students to
record the findings or procedure on the
black board. The students can also help the
teacher while performing the experiment.
g. Use of Black Board (UBB): Drawings,
recording of values, calculations and results
can be written on the board.
h. Drawing relevant inferences (DI): From the
observation of the experiment, relevant

88
 inferences should be drawn and results
should be arrived.
i. Emphasizing cause and effect relationship
(CE): The caue and effect of the experiment
to be clearly explained and the objective of
the demonstration to be achieved.

EPISODES
Physical Science
Name of the Microteacher :
Name of the Observer :
Standard : IX
Subject : Chemistry
Date :
Concept : Test for Nitrates
Duration : 5 minutes
Teacher: Good morning Students. Today I have
asked you to bring different salt
from your home have anyone brought it?
Student: Yes madam. Here I have one salt. (shows
and keeps it on the table)
Student: (keeps another salt on the table)
Teacher: All of you come and see the salts. What
are the differences between these
salts?
Student: Salt 1 is powdery and white in color.

89
Teacher: This nature of salt is noted as amorphous.
Student: Salt 2 is white shining crystals. It is
sodium chloride.
Teacher: Good, usually the amorphous salts are
carbonates. Here the crystalline salt
is sodium chloride. So from the
appearance itself, we can differentiate the
salts. Now, I will show you another salt
you describe its external
appearance.
Student: It is crystalline white.
Teacher: Yes it is nitrate salt. Now let us see how
can we identify and confirm a
nitrate salt. For this demonstration, you
need a watch glass, Sulphuric acid,
ferric chloride, burner, test tubes, test tube
holder and match box.(AE, RE)
Raj, you take a spatulaof saltin a watch
glass. Sundar you light the burner
and Priya you take another watch glass,
put drop of acid and make the salt
into pasteand heat directly on flame see
what happens.(VD, OA, HA)
Student : There is a cracking sound and evaluation
of brown fumes.(PP, DI)

90
Teacher: Now, let me heat the test tube containing
one pinch of salt and concentrated
sulphuric acid. See it carefully. Give your
observation.
Student: (With amazement) Oh, evolution of a
brown color gas.(PP, DI)
Teacher: Very good. This brown color is due to
evolution of nitrogen peroxide. But
this is not a confirmatory test. Raj, you
take one spatula of ferrous sulphate
crystals in a test tube. Pour 5 ml of water
and shake it. (CE)
(Raj prepares a saturated solution)
Now see this freshly prepared ferrous
sulphate solution. Add nitrate salt and
concentrated sulphuric acid carefully.
What do you see?
Student: I could see a brown color ring
formation.(PP, DI)
Teacher: Correct here the concentrated sulphuric
acid being heavier settle down and the
ferrous sulphate remains at top resulting
in the formation of a brown ring junction.
This compound is called nitrogen ferrous
sulphate. So how can we name the
test?(HA, CE, DI)

91
Student: It can be named as brown ring test.(PP,
DI)
Teacher: Very good. Now refer your book and
write the chemical equation. Thank you.
***********************************************************
Biological Science
Name of the Microteacher :
Name of Observer :
Subject : Biology
Concept : Transpiration
Class : IX
Duration : 5 minutes
Date :
Teacher: Good morning students. Do you have any
potted plant in your home?
Student 1: Yes sir. We have plenty of potted plants.
Student 2: Teacher, I have three plants in my home.
Teacher: Well. How much water will you pour to a
single pot?
Student 1: One or two cups of water. I mean nearly
1 liter.
Student 2: I used to pour nearly 500 ml every day.
Teacher: Do you think the amount of water you
pour is correct or excess?
Student: Usually we pour excess of water. But it
will not affect the plant. (PP)

92
Teacher: Good. Your observation is correct. To get
rid of the excess water absorbed,
the plant uses a very useful process called
transpiration. Now to show
this process, let us do one interesting
experiment. (AE)
Teacher:The aim of our experiment is to
demonstrate the process of transpiration
from a plant. For this we need a well
watered small potted plant, a transparent
polythene bag and sunlight. (Now teacher
demonstrates the experiment) See here.
Cover this watered potted plant with a
transparent polythene bag. Tie its mouth
around the base of the stem; keep this
plant in sunlight for half an hour. (After
half-an hour) Bring the plant back to the
classroom. (The students help the teacher
in managing the experimental set up and
keeping it in the light). (RE, VD, OA, HA,
PP) (The teacher writes the following
questions on the black board) (UB).
Name the process which is being
demonstrated.
Why the pot and its soil were left
uncovered by the polythene bag?

93
 What changes do you see in the
polythene bag?
Student: Teacher, I know the answer for the first
question. It is transpiration. The excess of
water absorbed by the plant is given out
in the form of water vapour in this
process. (PP)
Teacher: Very good. Your answer is
correct. What about the second one?
Student: We could see many water droplets on the
inner side of the polythene bag.
That may be from the plant or leaves. (PP)
Teacher: I doubt the water droplets may be from
the soil.
Student: Not at all. We have left the soil uncovered.
There is no possibility of water
coming from the soil.
Teacher: There you are. Good observation. This is
the answer for the third question. Now we
shall test the droplets with dry cobalt
chloride paper. (The teacher introduces a
dry cobalt chloride paper and touches the
water drops in the polythene bag). (CE)

94
Student: The colour changes (Shouting with zeal).
The droplets are definitely due to
water vapour. They are water droplets.
(DI)
Teacher: Dear students, have all seen the colour
change? O.K. now one of you
describe the experiment.
Student: (The student describes)
Teacher: Explain the reason for the droplet.
Student: The water droplets appear when the plant
is placed in the sun light, on the
inner side of the bag due to the saturation
of water vapour given out by
leaves. (CE)
Teacher: Very good. It is correct. You all should
repeat this experiment in your home
and bring the result to the class tomorrow.
Thank you.
***********************************************************

95
 Unit - VII
LINK PRACTICE

Skills practiced in isolation have no meaning

unless they are integrated in teaching. Hence, after
attaining mastery in various skills, opportunity
should be given to the student teacher to teach in a
real situation integrating the skills mastered
already. So a separate training programme is
necessary for this purpose. This programme is
called Link Practice.
Link Practice is a bridge between
microteaching and full-class teaching where
microteaching skills are effectively integrated and
transferred. In link practice, the student teacher is
given chance of teaching real pupils. Link practice
sessions are arranged with about 20 pupils for
about half the normal class period i.e., 20 minutes.
The number of lessons used in link practice is
flexible but the selected topic should be adequately
covered. The teaching skills namely ‘introduction’
and ‘closure’ cannot be practiced in microteaching
session in isolation. So in link practice the student
teacher include these skills also. At the end of each
lesson, the student teacher should get feedback
about the lessons.

96
 EPISODES
MATHEMATICS
Name of the Microteacher:
Name of the Observer:
Name of the skill: Link Practice
Subject: Mathematics
Concept: Matrices
Class: X
Duration: 20 minutes
Date:

Teacher: Good Morning Students.

Student: Good Morning madam.
Teacher: Today we are going to see about Matrices
(SO).What isit? Read it. (Shows
a chart) (C.S.F)(L.O)(TM)
Matrices

(LW,NW,RW)
Student: (Reads the chart)
Teacher: Very good.(PVR). How are they
arranged?. (CSP) (L.O)
Student: They are arranged in tabularform(SI)(TG)

97
Teacher: Very Good.(PVR) .Now we can arrange it
in rectangular array. (CL)(CSP)(ILL)

10 7
8 4
6 5

(shows a chart) can you arrange in

rectangular array?(MO)
Student: (comes and writes on the board)(SI)
Teacher: In the first entry the first column represent
the number of pens of Kumar,
Raju, and Gopu and the second column
represent the number of pencils
owned by Kumar, Raju and Gopu.
(CC)Can you tell for the second entry?
(MO)(F)
Student: (answers)
Teacher: Ok, very good. Now coming to matrix. A
matrix is rectangular array of
elements arranged in rows and columns
and within paranthesis and it
should be denoted in capital letters. Come
and write some example.
(TM)(PVR)(TG)(CSF)

98
Student: 123
456 (SI)

Teacher: Very good.

A= 123
4 5 6 (CL) (PVR)
What is the horizontal arrangement
known as? (CSP)(MO)
Student: Rows (SI)
Teacher: Very good. What is the vertical
arrangement known as?
(CSP)(MO)(NVR)(CC)
Matrices
Column

(NW, OR)
Student: Column
Teacher: Very good. Thus the above matrix has 2
rows and 3 columns. Therefore A
matrix is rectangular array of elements
arranged in rows and columns.
(Repeat it)(MR)
Student: (Repeats it)

99
Teacher: Good. Now what is a order of your
class?(PVR)(CL)(CSP)(LO)
Student: The number of rows and columns we sit is
the order of class.(SI)
Teacher: Yes, very good. If a matrix A has m rows
and n columns then we say the
order of A is m x n. Can you tell the order
of this matrix?

A= 123
456 (HO)

Student: Number of rows is 2 and Number of

columns is 3. So its order is 2 and 3(SI)
Teacher: Very good. But have to tell as (2 ×3)
(Repeat it)
Student: (Repeats it)
Teacher: Very good. Now one of you come and
write the order of this matrix (come
and write it on the board) (CSF)(HO)

B= 1 2
3 4
Student: 2×2(SI)

100
Teacher: Listen me that the number inside it called
element and it is denoted by
suffixes.(F)

A= a11 a12 a11

a21 a22 a23

for an example A= 1 2 3
456

(i.e.) a11=1 a12=2 a13=3 a21=4 a25=5 a23=6

(CL) (F) (TM)

Now tell what are the elements in the
previous matrix? (HO)
Student: a11=1 a12=2 a13=3 a21=4 (SI)

Teacher: Very good. In general a matrix is order

(m×n) and is denoted as A=(aij)m×n
where aijdenotes the element in the ith row
and jth column. Can you construct 2×2
matrix whose elements are given by
aij=i-j.(HO)

101
Student: A= a11 a12
a21 a22

A= 0 -1
1 0

Teacher: Very good. What is a matrix?

Student: A matrix is a rectangular array of elements
arranged in rows and columns.
Teacher: Very good. We will see the types of
matrices tomorrow. Thank you
Student: Thank you madam.
***********************************************************
PHYSICAL SCIENCE
Name of the Microteacher :
Name of the Observer :
Subject : Chemistry
Concept : Chemical Bonding
Sandard : X std
Duration : 20 minutes
Date :
Teacher : Good morning, students!
Student: Good morning sir.
Teacher : Today, we will discuss about chemical
bonding. Do you know something about

102
 bonding? (T.G). Have you heard this
word already?(CSP)
Student : No sir . (SI)

CHEMICAL BONDING

(LW, NW, VW)

Teacher : I see. I will explain. Listen to me (TG).
(Teacher points a chair) (CE,CSE)
Look at this chair. If this wooden chair
breaks, what will we do?
Student : We will repair it. (SI)
Teacher: Good (PVR). How will you repait it?
(CSP)
Student : We apply some adhesives such as
Fevicol, Fevigum, etc., (SI)
Teacher : (Nods head) (PNVR). Yes, we bind them.
The legs of the chair are bonded
with flat wooden portion. So, a bond is
one which is associated or which
gets attached.
What is a bond?(SI)

103
Student : A bond means to associate or to
join.(PI)
Teacher: Correct (PVR).

CHEMICAL BONDING
Bond – To associate or to join

(RW)
Have you seen the film Trimuthi? The three
brothers join together, associate themselves
to kill the enemy. They form a selection bond
to thirst their vengenance. Aren’t they?(IE)
Student: Yes sir.
Teacher: Similarly, a compound is formed by the
combination of two or more
elements. The linkage which writes the
atoms in the compound is called a bond
(CL) (Teacher writes it in the
blackboard) (TM,CSF).

104
 CHEMICAL BONDING
Bond – To associate or to join
The linkage which writes the atoms in
the compound is called a bond.

(OW, VW, RW)

Ram give the definition of a bond.(RE)
Student: The linkage of atom is called a bond.
Teacher: No (NVR). Any one?(RO)
Student: The linkage which writes the atoms in the
compound is called a bond (PI)
Teacher: Very good (PVR). Now, we shall
study about types of bonds. There are four
types of bonds. They are (i) Ionic bond, (ii)
Covalent bond, (iii) Metallic bond, (iv)
vanderwal’s forces. Come on, Raj, come
and write the types of bonds in the black
board (PM,CSF).
(Raj writes)

105
 CHEMICAL BONDING
Types of bonds
i. Ionic bond
ii. Covalent bond
iii. Metallic bond
iv. Vandervaal’s forces

(OW, VW, RW)

Good (PVR). In this class, we will study
about Ionic bonding. There are some
students in our class who will not listen to
me, disobey my orders and will not do
their home works. These people are
unreactive (CL). They are called inert
gases. What are inert gases?
Student: Those gases whichs are highly unreactive
are called inert gases. (SI)
Teacher: Good (PVR). Now look at this chart
(AM,ILL)
(Teacher shows a chart consisting periodic
table).What is this chart? (CSF)
Student: This is the long form of the periodic table
(SI)

106
Teacher: Correct. (PVR). In this periodic table,
elements are classified according to
their increasing atomic numbers. The
horizontal column represents the
periods and vertical columns representthe
groups. The inert gases are
present in (VIII) group of periodic table.
Raj, what are the elements present
in group (VIII).
Student : He, Ar, Ne, Kr,Xe, Sir (SI)
Teacher: Gopi, you come here, write the names of
the elements which act as inert
gases in black board (PM)
(Student writes)

CHEMICAL BONDING
Inert gases
Helium (He)
Argon (Ar)
Neon (Ne)
Krypton(Kr)
Xenon (Xe)

(OW, NW, RW)

Teacher: Good (PVR). Go to your place. The inert
gases are helium, Neon, Argon,

107
 Krypton,and Xenon. Do you know the
reason for it? (HLQ)
Student : No sir.
Teacher: Inert gases are filled in electronic
configuration. The Shells will be filled
completely and they will show
compounds. They have an other name
too.(LLQ)
Student : Ideal gases sir.
Teacher: uh! Hum. (NNVR)
Student : Noble gases sir
Teacher: (Nods head) (PNVR). Certain elements
will be one electron short or excess
of noble gas configuration (TG). They
tend to get it or lose it by accepting
or donating to other element to form a
compound. This is the cause for
ionic bond. Raj (PM,CSF). Write thee
electronic configuration of sodium,
in the black boar. I hope all of you know
to write the electronic
configuration. (Raj comes and writes)

108
 CHEMICAL BONDING
Ionic bond
Electronic configuration of Na
---2,8,1

(OW, VW, RW)

Good (PVR). The electronic configuration
of sodium atom is (2,8,1). Now,
Ramesh, you write the configuration of
fluorine atom (PM,CSF)
(Student writes in the black board)
CHEMICAL BONDING
Ionic bond
Electroni configuration of Na – 2,8,1
Electronic configuration of F-2,7

(OW, RW)
Teacher: Yes (PVR). The electronic configuration of
fluorine atom is (2,7), Sodium
which has one excess electron will oose
one and get into Na+ ion. Similarly,
Fluorine atom which has come electron
short will get it, accept it from
sodium and becomes fluorine ion (FI). As,
unike charges attract each

109
 others, just as a boy is attracted by a girl
(IE), these two form a bond because of
electrostatic attraction. As both atoms
combines to form a compound, a bond is
formed (MR).
Since its nature is ionic, an ionic bond is
formed. Are you clear now?
Student: yes sir
Teacher: Take down this explanation as a
diagrammatic representation in your note
book(ILL)
(Teacher draws in the black board)(TM,CSF)

CHEMICAL BONDING
Ionic bond

Na X Na + F --
F

(OW, UP, RW)

(Pats student)(+Kr,Tm) Draw neatly my
boy. These is also on another
name for ionic bond. It is called as
electrovalent bond.
(Writes in the black board)

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 CHEMICAL BONDING
Ionic bond
The another name for Ionic bond is
electro valent bond

(OW, VW, RW)

The elements which give electrons are called
as electropositive elements and the elements
which accept electrons are called as
electronegative elements. In the NaF
molecule. Which is the electropositive
element? (LLQ)
Student : Sodium sir (SI)
Teacher: Fine (PVR) , which is the electronegative
element? (LLQ)
Student : Fluorine sir.
Teacher : That’s correct. You have answered the
question well. Take atom yourhome
work. Explain the ionic bonding in
calcium bormide molecule. Submit this
home work tomorrow. We will Stop her.
Student : Thank you sir.
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111
 Biological Science
Name of the Microteacher :
Name of the Observer :
Name of the Skill : Link Practice
Subject : Biology
Concept : Digestive system
Class : IX
Duration : 20 minutes
Date :
Teacher: Good morning students.
Student: Good morning sir.
Teacher: Today we are going to learn the “Organs
of Digestion”. (Writes the topic on the
centre of the board legibly) (SO, NW,
CSF, F). Name some processes that take
place in our body? (RF)
Organs of Digestion

(OW, VW, RW)

Student: Respiration, Circulation
Teacher: Good. Say some more (PVR, RD)
Student: Digestion, Excretion, Reproduction

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Teacher: Good (PVR). (Writes the response on
the board) (TM, F, CSF) . Among these

Organs of Digestion

Respiration, Circulation, Digestion,

Excretion, Reproduction

(OW, RW)
processes today we are going to learn
about the digestive organs that help in
the digestion.
The digestive organs include
alimentary canal and associated glands.
The alimentary canal is muscular
membranous tube which is about 8
meters in length (Shows by action – TG)
(Writes the relevant point on the board
– RW, TM).
Organs of Digestion
DIGESTION
Alimentary canal and Associated
glands
Muscular membranous tube – 8
meters in length

(VW, RW)

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 The alimentary canal is made of 3
layers of tissues namely Mucosa, sub
mucosa and serosa (Shows by action –
TG) (Writes the 3 layers on the board
neatly – CSF, OW). Name some of the
digestive organs.
Student: Stomach, intestine, oesophagus, mouth.
Teacher: Good. That’s right (PVR). Now let us
see about the digestive organs. The
organs are mouth, pharynx,
oesophagus, stomach, small intestine
and large intestine (MR) (Writes neatly
and legibly on the board one by one in
order) (Display the digestive organ
chart on the wall) (CSF, UC). Digestion
is a process of breakdown of complex
insoluble substance into simpler soluble
substance for absorption. Now let us
see the mouth parts (Call a student to
show the mouth region on the chart).
Student: (Shows the mouth region on the chart)
(PI)
Teacher: That’s good! (Patting on the pupil
shoulder) (PVR, PNVR). (Shows a
mouth parts model to students) (F). The
mouth is oval shaped cavity bounded

114
 in front by lips and laterally by the
jaws. (Writes relevant point on the
board) (TM, TG, CSF). The roof of the
buccal cavity is lined by palate. (Writes
the word palate on the board neatly
using colour chalk piece).
Which form the roof of buccal cavity?
Student: Palate sir. (CL)
Teacher: Correct. Now listen (CSF). Now (CL)
we shall see the next organ. In the floor
of the mouth, tongue is present. The
jaws are lined by teeth. The lips are
fleshy folds and inner surface of the lips
is connected in the middle line to the
gum of jaw by a mucous membrane.
Can you name the parts in the mouth
region?
Student: Teeth, tongue (PT)
Teacher: Good! What else? (SFI)
Student: Lips, jaws
Teacher: Correct (PVR) (Pointing a student) (TG)
Can you show me the parts in this chart
(CSP)
Student: (Shows) (PM)
Teacher: Correct (PVR). Next let us see about the
teeth (CL). These are a set of teeth in

115
 human beings. They appear in different
period of life. The first set appears in
child hood. They are called as
temporary/deciduous or milk teeth.
The first formed teeth are temporary.
(MR). Name the first set of teeth in
childhood? (R)
Student: Milk teeth (PT).
Teacher: Correct (PVR). What is the other name
for milk teeth? (Points out another
student) (RD)
Student: Deciduous teeth (PT).
Teacher: Correct (PVR). The first set of tooth is
20 in number. They are 4 incisors, 2
canines and 4 molars in each jaw.
(Writes the teeth name on the board
neatly and orderly – OW, NW). Name
the three set of teeth. (Shows figure)
(TG)
Student: Incisors (PT)
Teacher: Correct (PVR). Name the other two?
(Points out another student) (SFI)
Student: Canines and molars (PT)
Teacher: That’s right (PVR). (Nods the head
positively) (PNVR). Show the teeth in
the chart (CSP).

116
Student: (Shows the teeth in the chart)
Teacher: Listen (CSP). Then the second set starts
at early period and old age. they are
named as permanent teeth. The
permanent teeth are 32 in number.
They are 4 incisors, 2 canines, 4 pre
molars and 6 molars in each jaw.
(Writes the name one by one in order
and neatly) (OW).
Like the mathematics formula, the
dental formula is (Ill) (Writes on the
board) (RW). The last set of molar teeth
grows at the age of 20. They are called
as wisdom teeth. So, wisdom teeth
appear at the age of 20 (MR).
sometimes even at later age.
Write the dental formula. (Asks a
student to write on the board)
Student: (Writes on the board)
Teacher: Good! (PVR). Ok. We have learnt about
three set of teeth namely temporary,
permanent and wisdom teeth. Name
the four tooth name (P)
Student: Canines, premolars, molars and
incisors. (PT)

117
Teacher: Good! Next let us see about the
structure of tooth. (CL). (Writes the
topic with colour chalk) (LW).
(Displays the OHP sheet having tooth
diagram on the OHP projection). Each
tooth consists of three regions namely
crown, neck and the root. (Writes the
name on the board in left side neatly)
(NW). Name the three regions of tooth
(P)
Student: Crown, neck and root. (PT)
Teacher: You are correct! (PVR). Now let’s see
the crown structure. The crown is made
up of dentine or ivory (tooth bone). It is
covered by enamel. The enamel is a
hardest material in our body. (Draws
the structure and writes the relevant
point on the board) (RW). Name the
hardest material in our body? (P)

(OW, VW, RW)

118
Student: Enamel (PT)
Teacher: Good! (PVR). Next (CL) Look at this
(CSF) the root contains central pulp
made up of connective tissue, blood
vessels and nerves. (Explains using the
OHP sheet). Therefore, the tooth has
crown, neck and root region and the
crown is covered by enamel (MR).
(Calls one student) Come and show the
enamel region (CSP)
Student: Comes and shows the enamel.
Teacher: (Pats the student on the shoulder) Good
(PVR, PNVR). We have seen about the
teeth and its structure. Now let us see
about the tongue. (CL). Name the organ
responsible for sense of taste? (RF)
Student: Tongue (PT)
Teacher: Fine! (PVR). The tongue is the organ for
sense of taste. It is attached to the floor
of mouth. Its (explains by action) (TG)
tip is thin and narrow. The
undersurface is connected to the lower
jaw by muscle. The upper surface of the
tongue has several papillae or sensory
buds. (Writes relevant point on the
board) (RW).

119
 The upper surface of the tongue has
…….. (P)
Student: Sensory buds (PT)
Teacher: Good! (PVR) What is the other name for
sensory buds? (P)
Student: Papillae (PT)
Teacher: Fine! (PVR) Each papillae is like an
inverted cup (shows by action) (TG)
being attached to fine nerve ending.
How the papillae look like? (CSP)
Student: Like a cup.
Teacher: (NNVR) The papillae look like an
inverted cup (CSP).
These are the regions present in tongue.
Therefore today we have learnt about
the mouth parts (i.e) teeth, tongue.
There are 32 numbers of teeth and one
tongue with many sensory buds. Let us
see the remaining things in the next
class.
***********************************************************

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