Micro Teaching
How to Approach Speaking
Learning demands intervention from the teacher to structure, direct and influence
the learning of the pupils. One of the best ways to do that in drama work is to be
inside the drama. Therefore, at the centre of the dramas that we include in this
book, is the key teaching technique that is used, namely teacher in role (TiR).
B. Teacher as storyteller
The teacher as a storyteller is something all primary school teachers will recog-
nise. Good teachers slip easily into it and use it frequently. In its most
observable guise it occurs when teaching the whole class and engaging them
with a piece of fiction.The teacher’s role will be to communicate the text in a
lively and interesting manner, holding their attention and engaging their imag-
ination.The relationship between story and drama in education is a complex and
dynamic one.
C. Preparation for the role
In preparing to be this kind of storyteller the teacher must have made particu-
lar decisions about this child.
Begin by asking the class out of role what they want to ask the child and the
order of those questions. This not only provides the teacher with some security
in knowing what is going to be asked, at least initially, but also allows some
minutes to refine the planning, so that the teacher can be specific in answering
their questions.
2. How To Begin Planning Drama
A. The drama conventions, strategies and techniques
There are many techniques for structuring the stages of a drama. Variety of
activity for the class is important but each chosen technique must fit the
moment and do a particular job. They may:
● create context
● build belief in the roles and therefore the drama
● focus learning
● help explore a situation and deepen understanding
● help to reflect on the meaning of the event.
3. Summary of points to consider
● How to begin a plan – facing the problems of starting from scratch
● The frame – the way the elements link together to provide viewpoint for the
class
● The elements of planning including: learning objectives, a stimulus to learning,
roles for the teacher and for the children, how to create tension points, building
context and belief in the drama, the decision-making for the class, the choice of
strategies and techniques
● Planning with someone else
● Road testing the first version
and Listening through Drama
1. How To Begin with Teacher in Role
A. Why use TIR?
The most important resource you have as a teacher when using drama is yourself.Learning demands intervention from the teacher to structure, direct and influence
the learning of the pupils. One of the best ways to do that in drama work is to be
inside the drama. Therefore, at the centre of the dramas that we include in this
book, is the key teaching technique that is used, namely teacher in role (TiR).
B. Teacher as storyteller
The teacher as a storyteller is something all primary school teachers will recog-
nise. Good teachers slip easily into it and use it frequently. In its most
observable guise it occurs when teaching the whole class and engaging them
with a piece of fiction.The teacher’s role will be to communicate the text in a
lively and interesting manner, holding their attention and engaging their imag-
ination.The relationship between story and drama in education is a complex and
dynamic one.
C. Preparation for the role
In preparing to be this kind of storyteller the teacher must have made particu-
lar decisions about this child.
Begin by asking the class out of role what they want to ask the child and the
order of those questions. This not only provides the teacher with some security
in knowing what is going to be asked, at least initially, but also allows some
minutes to refine the planning, so that the teacher can be specific in answering
their questions.
2. How To Begin Planning Drama
A. The drama conventions, strategies and techniques
There are many techniques for structuring the stages of a drama. Variety of
activity for the class is important but each chosen technique must fit the
moment and do a particular job. They may:
● create context
● build belief in the roles and therefore the drama
● focus learning
● help explore a situation and deepen understanding
● help to reflect on the meaning of the event.
3. Summary of points to consider
● How to begin a plan – facing the problems of starting from scratch
● The frame – the way the elements link together to provide viewpoint for the
class
● The elements of planning including: learning objectives, a stimulus to learning,
roles for the teacher and for the children, how to create tension points, building
context and belief in the drama, the decision-making for the class, the choice of
strategies and techniques
● Planning with someone else
● Road testing the first version
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