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Teaching Demonstration - Observation Form

The document outlines an observation form for evaluating teaching demonstrations with criteria in four areas: preparation, lesson organization and activities, teacher's competence, and classroom management. The form includes detailed criteria for each area to assess elements like lesson planning, activity design, language use, rapport with students, engagement, and handling of classroom dynamics. Observers are to check off criteria and provide summary comments on the teacher's performance in these key areas of delivering an effective reading or writing lesson.

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Huỳnh Lê Hương Kiều
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217 views2 pages

Teaching Demonstration - Observation Form

The document outlines an observation form for evaluating teaching demonstrations with criteria in four areas: preparation, lesson organization and activities, teacher's competence, and classroom management. The form includes detailed criteria for each area to assess elements like lesson planning, activity design, language use, rapport with students, engagement, and handling of classroom dynamics. Observers are to check off criteria and provide summary comments on the teacher's performance in these key areas of delivering an effective reading or writing lesson.

Uploaded by

Huỳnh Lê Hương Kiều
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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INTERNATIONAL UNIVERSITY – VNU


DEPARTMENT OF ENGLISH
ELT METHODS AND TECHNIQUES: TEACHING READING AND WRITING

TEACHING DEMONSTRATION – OBSERVATION FORM


N0. Criteria Details criteria checklists Summary comments
A. Preparation - Post classroom rules for students to
follow before demonstration
- Have an organized and detailed lesson
plan with well-prepared activities
- Prepare adequate instructional materials
and visual aids
B. Lesson organization and - Set appropriate aims for each stage
activities - Employ a classroom approach and
teaching methods appropriate to lesson
aims, learner needs and learner styles
- Include all teaching stages with smooth
transitions among stages
- Activate students schemata
- Give clear and logical instructions which
followed by checking understanding and
modelling the activity
- Have a smart choice of target language/
interesting activities
- Use activities that encourage students as
active learners
- Minimize TTT and maximize STT
- Provide adequate time for students to
think and response/ work collaboratively
- Achieve the aims/ learning outcomes in
time frame
C. Teacher’s competence - Show mastery of the subject matter
- Show creativeness in designing the
activities
- Exhibit fluency of language and have good
voicing techniques
- Have effective eye contact with students,
enthusiastic facial expression and
appropriate body language
- Show confidence, care, flexibility and
enthusiasm
- Be able to maintain cooperation and
interaction of students throughout the
lesson

D. Classroom management - Build good rapport with students and


create a positive learning environment
- Monitor the class at various intervals and
provide sufficient scaffolding to students
- Engage students in the activities and/ or
motivate students to complete activities
- Use the white board, power point slides
and/ or other interactive platform
appropriately
- Offer suitable compliments and
encouragement
- Have the back-up plan/ extension
activities for students who finish the task
early and provide suitable support to the
less-able students
- Have suitable grouping
- Treat students equally – NOT show
obvious favouritism to any particular
students

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