Feedback with face

When using peer micro-teaching as a training technique with experienced teachers, the feedback stage is often difficult to handle, because of teacher sensitivity and a reluctance to comment. This article describes a procedure used in in-service training in Turkey, which encouraged feedback discussion that did not make individual teachers feel threatened. Individual 'micro-tasks ' were initially discussed in small groups. At a later stage, teachers gave their own comments on their micro-teaching tasks and on the small-group discussions. Plenary discussion and comment from the lecturer made up the final stage. This concentrated on areas of teaching, rather than individual performances. Micro-teaching, in one form or another, is by now used widely in both the pre-service and the in-service training of EFL teachers. The minimum ingredients of a micro-teaching session are simply that a teacher carries out a small but clearly defined task (e.g. introducing a reading passage using visual aids) in a short period of time (approximately five to ten minutes