To reduce the pressure on the teacher, the role of the supervisors should be minimized. They should not interfere with the microlesson in any way. Observation during the microlesson is a learning experience. Fellow teachers should prepare for this task by selecting a focus and purpose, and a method of data collection and by cooperating with those involved. Following up the microlesson The follow-up should include analyzing, discussing, and interpreting the data and the experiences acquired, and reflecting on the new experiences.
Some people argue that microteaching is both a risky and costly procedure.
There are also costs involved both in the resources that may be used and the amount of time the microteaching absorbs. However, microteaching should be considered a positive experience because it aids in the gradual development of professional expertise and minimizes the risk of failure in the classroom. Bibliography Richards, J. and C. Lockhart. Reflective teaching in second language classrooms. Wallace, M. 1991.