Classroom Observation Form
Instructor Date
Observer observed class
0 = Unacceptable, 1 = Needs Improvement, 2 = Satisfactory, or 3 = Excellent
I. Content and Organization
Criteria
Began and ended class at the scheduled time.
Checked daily attendance.
Presented overview of class and learning objectives.
Paced lesson appropriately.
Presented topics in logical sequence.
Related today's lesson to previous/future lessons.
Presented material at a level appropriate to students and the course.
Made efficient use of class time.
Provided engaging conclusion for the class
Summarized major points of the lesson.
Demonstrated command of the subject matter.
The instructor offers "real world" applications
II. Presentation, Delivery Style and Professionalism
Presented with an air of assurance - does not appear nervous or uncomfortable.
Spoke clearly and distinctly. (Voice could be easily heard)
Used clear and appropriate language.
Used instructional aids and/or technology properly.
Explained major/minor points with clarity.
Defined unfamiliar terms, concepts, and principles.
Used good examples to clarify points.
Varied explanations for complex or difficult material.
Integrated materials (examples, cases, simulations) from "real world."
Active, collaborative, and cooperative learning favored over passive learning.
Modeled professional and ethical behavior and was dressed professionally.
III. Developing critical thinking
Asked questions that lead to a deeper understanding and questioning of the material
Asked students to apply their learning to authentic problems or scenarios
Asked students to identify and/or question assumptions (about the field, the text, the material, themselves)
Encouraged students to make relevant connections among course ideas, their academic experiences, and their
own lives
IV. Interaction
Warm, accepting, open classroom atmosphere was evident.
Treated students with respect.
Maintained a comfortable classroom presence (e.g., moved easily about the room, established eye contact,
maintained students' attention, used humor appropriately)
Actively encouraged student questions.
Asked questions to monitor student understanding.
Waited sufficient time for students to answer questions.
Listened carefully to student questions.
Responded appropriately to student questions.
Restated questions and answers when necessary.
Appeared to have students' respect and maintains discipline.
Managed Students” Behavior (setting expectations, monitoring behavior, response misbehavior)
V. Pair/ group work
Classroom seating allows for easy transitions to pair/group work
The teacher creates appropriate types of groups (mixed vs. same levels, lets students choose, etc.).
Students work in appropriate sizes of groups.
Pair/group activities incorporate "authentic" or communicative language use.
There are clear guidelines for the length and sequence (timing) of pair/group activities.
VI. TESOL
Lesson plan
Students used L1
The teacher used L1
Used major mistakes
Used correction box
Wrote new words on the board
Setting time limits
Couplet
Vocabulary taught based on TESOL
Chorus Repetition
Spot-check
How to correct mistakes
Monitoring students (i.e. at the start and during the activity)
Administering , correcting and returning written tests
Checking homework
Type of STT (i.e. communicative tasks, real life topics)
Teacher’s proficiency
Evaluation Total Score
Observation Summary
What were the
instructor's major
strengths as
demonstrated in
the observation?
What suggestions
do you have for
improving the
instructor's skills or
methodology?
If this was a repeat
observation, what
progress did you
discern in the
instructor's skills?
Additional
Comments?
Criteria for pay Standard score : 121-140, Above standard : 141-180, Below standard : 80-120, Below 80 : must be frozen
I have observed this instructor's class and have included any relevant information in this observation form.
Observer's Signature Date
