The art of teaching is a set of teaching behaviors of a teacher. which is seems to be effective in bringing desired changes in student’s behavior. Micro teaching is a teacher training technique that employs real teaching environment for developing the art of teaching and helps to get deeper knowledge regarding teaching as compare to traditional teaching training approach. Micro teaching training technique currently practiced worldwide, provides teachers an opportunity to perk up their teaching skills by improving the various simple tasks. The approach can be practiced with small class size, a small goal or a single concept and it helps scaling down the complexities of real teaching, as the trainee teacher get immediate feedback as a result the trainee teacher can sought the lesson after each practice session. This outstanding teacher training approach involved the following steps, “plan --- teach --- observe --- re plan --- re teach --- re observe” In early 1960’s, this new technique of teaching was introduced by Allan et al (allen, 1969) for the first time at Stanford University in USA, In the summer of 1963 this technique was first applied as a combined training and diagnostic tool in Stanford's faculty members (Bush, Allen, McDonald Acheson and many others) intern program. Hence micro teaching was coined as a new training/learning technique to vanquish the limitations of conventional teaching methods and therefore improve the performance of potential teachers. Micro teaching is essentially a constructed technique, but real teaching, this technique allows teachers to implement well defined teaching skills, it is to carefully prepared lessons in a designed series of ten to 30 minutes to sessions with a small group of real students. It provides an` immediate and individual diagnostic evaluation of teacher performance by colleagues, supervisors and participating students and in addition it gives a measurement of specific teaching techniques. Cut long story short, this new approach of teaching has been used successfully for several decades now, in such a way to help teachers amass and indulge new skills. The unprecedented development in teaching education technology took place during last decades. Education has undergone a specific paradigm levels, from-centric system of learning to student-centric system of learning. today educational technology plays a productive and relevant learning role. In this sense, it is vital to appreciate the importance of educational technology. (Pathak, 2012) Definition of micro teaching: Micro-teaching is a system of controlled teaching approach that makes it possible to focus on specified teaching behavior and provides teaching practice under controlled conditions. Allen and Rayen (1969) defined micro teaching as “Micro-teaching is to be found in five essential propositions, the first of which is that micro teaching is real teaching but the complexities of normal classroom teaching are lessened. That there is a focus on training for the accomplishment of specific tasks, that allowance is made for increased control of practice and that the control knowledge of results or feedback dimensions is greatly expanded.” Objective of the essay: The main objective of the essay is to describe the dynamic approach to teacher development and overall validity of the microteaching experience and look at possible alternatives. Furthermore, the integration of technology in micro-teaching together with a fact that the use of technology positively improves the results of faculty and students. Discussion It is a believe that the quality of education depends on the quality of teacher and the quality of teacher mainly depends on the way that they receive there teaching qualification from their educational institutions. Prior to micro teaching approach has been introduced the prospective teachers had no special, prior, pre -service or in-service stages in professional development. Under these circumstances, the teacher’s abilities were mainly relaying on two strategies first one is, a simple observation of other teacher and second, the process of trial and error while actually teaching in a class room situation (Sujatha, 2008). The observation technique mainly has a disadvantage that it is a passive process of learning by imitation. In addition, it is a time-consuming technique always with the possibility of bad role models. As long as learning on the job concerns, the main complication arises with the lack of discrimination between the various teaching skills, along with a fact that 1. Sujatha, K. S. (2008), ‘Micro Teaching  A vehicle of teacher training’, [Online], Available: http://www.similima.com, [2010, February, 21]. the teacher does not benefit from constructive feedbacks. As a result, the trainee teacher does not get the opportunity to re- teach the lesson and cannot implement what he could gain from the feedback. That’s way they say ‘’Measures of teachers’ effectiveness as expressed through improvements in pupils’’ ( (Christopher Day [1], 2006 )The entire teaching training technique was subject of criticism. The conventional class- room teaching seemed to be exactly like exposing a newlywed bride to a stranger audience, who never experienced the familiarity of the place nor the competence. So is the case of a trainee teacher who have never exposed to a size of class of 75 to 80 students. Neither are able to show the competency over the content of the lesson not nor adequate methodology of teaching. Indeed, the result are disastrous. The frustrated trainee teacher left with the option of either withdraw of remain frustrated for a long term to come. On the basis of the stated fact some major defects arose of the entire teaching technique. (dr. y k singh, 2010)Which are: • Classroom instruct ruction were general more than specific. • The trainee teacher was restricted to deliver arbitrarily fixed lesson not ability based. • There was not any continues or integrate assessment of the trainee teacher. • There was existence of relationship between theoretical and practical teaching skills. • The senior educationist themselves were not clear about the pupil training objective and Evaluation procedures in order to clarify the extent of their achievement. Some o the trainee teacher, after such traumatic experiences, found a fear for teaching that they become reluctant to the face of class. in few words, the trainee teacher not supervised properly. Micro teaching is a way to cover the defects of conventional teaching training methods and encourage the teaching training program. Micro teaching is a scale down encounter in which the trainee teacher teaches for a short time, to a small group of 5 to 7 student on a specific topic in his teaching discipline (cooper and stround 1966). According to Dr. D Kalaimtha micro teaching generally classified into three phases and further sub classified as components are knowledge acquisition phase (pre-active phase), Skill acquisition phase (inter-active phase), and Transfer phase (post-active phase). Diagrammatically these phases can be shown as: (Dr. D. hemaltha kalaimathi, 2015) (Dr. D. hemaltha kalaimathi, 2015) First phase, knowledge acquisition phase involves learning about teaching skills and its component through conversation, illustration and demonstration of the skills given by the specialists. The trainee teacher clarifies and exchange views about every aspect of the lesson. In the second phase, the trainee teacher plans a micro-lesson and practice the teaching skill on the bases, the trainee teacher continues the effort till achieve of significant mystery level. In post-active phase a trainee teacher integrates the teaching skills and finally transfer it to the real classroom teaching. To counteract the drawbacks of conventional teaching approaches Allen (1960) introduced the concept of micro teaching, which was extremely simple together with some complexities. A prospective trainee teacher would teach an initial 5 to 10 minutes small element of the lesson under critiqued supervision. A trainee teacher would have a short time for revision and then re-teach the same lesson to a different group. This teaching technique remains such a valuable learning opportunity for the prospective teachers and supposed as a core component of most teacher education programs under such circumstances, the size of class should remain reasonably low for students not to become passive learners for large numbers of lessons, as each of them consider it in turn to teach. Therefore, large size of class would equate to trainee teaching very infrequently, with a possibility of no opportunity to re-teach. In later, decades teaching training sessions were mainly videotaped. This optimal practice allowed the trainee teacher to re-watch which their own performance and on top of this receiving feedbacks from their supervisor. The microteaching technique was soon adopted by many teacher training education programmers’ as it provides prospective teachers with a number of benefits (i) it provide trainees the reality of teaching, therefore introduce them to their role as a teacher; s(ii) it makes them to realize the importance of planning, decision making, and implementation of instructions; (iii) it , it helps Education and enables