OVIDIUS UNIVERSITY OF CONSTANTA

THE DEPARTMENT FOR TEACHER TRAINING

Student name: __________________________________________________

Specialisation: __________________________________________________
Mentor name: __________________________________________________
(Teaching / Teaching Practice) School:
_______________________________
1

 2012 / 2013

Contents

1. Your personal file

2. Trainee teaching practice record
3. Lesson observation worksheet
4. Student & class profiles
5. Trainees feedback form on mentor
6. Lesson plans
7. Self-evaluation
8. Declaration
9. English teaching practice final report


1.

Your personal file

Please indicate how you assess your level of English language

competence in the areas below. Use the following scale:
1= Basic
2= Adequate
3= Sound
4= Very good

1. Currently I would rate my knowledge of:

English grammar
English vocabulary
English
pronunciation
English usage

1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4

2. Currently I would rate my ability in:

English speaking
(accuracy)
English speaking
(fluency)
English listening
English reading
English writing

1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4

3. Put a cross on each line at an appropriate point to show your own personal
characteristics. Be as honest and objective as you can. (E.g. if you think you are
neither very clear thinking not very confused in your thinking, put a cross (x)
approximately in the middle of that line.)
Clear thinking
Creative
Calm / levelheaded
Confident
Patient
Act first, think

..
Confused
..
Not especially
creative
Anxious /
emotional
Lack confidence
Impatient
Think first, act
3

afterwards

later

Your experience of ELT Methodology

Look at the following methodology course list and circle those areas
you have already dealt with or are familiar with.
1. Aims of teaching English to young
children
2.L1 vs. L2 acquisition
3. Asking questions
4. Developing learners thinking skills
5. Information gap activities
6. Teaching methods: Grammar
translation, Suggestopaedia, TPR,
Audio-lingual etc.
7. The communicative approach
8. Using stories in the classroom
9. Teaching vocabulary
10. Teaching grammar

11. Teaching reading and listening

12.
13.
14.
15.
16.

Teaching speaking and writing

Classroom management
Grouping techniques
Lesson planning
Using songs in the classroom

17.
18.
19.
20.

Teaching aids
Topic-based teaching
Materials developments
Using and adapting a course book

Your rating of your teaching skills

1. As a result of your experience of / in teaching, either during the
teaching practice period, or previous personal experience(s),
please comment on the following.
Aspects of my teaching which I feel are strong:

Aspects of my teaching which I feel to be enjoyable:

4

Aspects of my teaching which I need to give special attention to in order

to improve:

In the following sections, please use the scale below to indicate how
you would assess your own level of competence in each area given.
Give brief reasons why you have assessed yourself as you have.
1 I have some basic knowledge / skill but I am often not at all clear about how
best to apply / use it.
2 Intermediate level. My background level of skill / knowledge is adequate, but I
still often have difficulty applying what I know when it comes to practice.
3 My knowledge / skill level is sound, I perform consistently in most situations
and I generally feel in control.
4 My knowledge / skill consistently matches that of experienced teachers who I
have been taught by / worked with

2. Currently, I would rate my knowledge / abilities in lesson planning

as:
Knowledge: 1 2 3 4

Ability: 1 2 3 4

Reasons:

3. Currently, I would rate my knowledge about / ability in using a

range of teaching strategies as:
Knowledge: 1 2 3 4

Ability: 1 2 3 4

Reasons:

4. Currently, I would rate my knowledge / ability to present:

New
vocabulary
New
structures

Knowledge

1 2 3 4

Ability

1 2 3 4

Knowledge

1 2 3 4

Ability

1 2 3 4

Reasons:

5. Currently, I would rate my knowledge / ability to practise:

New
vocabulary
New
structures

Knowledge

1 2 3 4

Ability

1 2 3 4

Knowledge

1 2 3 4

Ability

1 2 3 4

Reasons:

6. Currently, I would rate my knowledge / ability to teach:

Listening skills
Speaking skills
Reading skills
Writing skills

Knowledge
Knowledge
Knowledge
Knowledge

1
1
1
1

2
2
2
2

3
3
3
3

4
4
4
4

Ability
Ability
Ability
Ability

1
1
1
1

2
2
2
2

3
3
3
3

4
4
4
4

Reasons:

7. Currently, I would rate my knowledge / ability to create an

environment in my lessons in which students will really learn as:
Knowledge: 1 2 3 4

Ability: 1 2 3 4

Reasons:

8. Currently, I would rate my knowledge / ability to organize pair /

group work:
Knowledge: 1 2 3 4

Ability: 1 2 3 4

Reasons:

9. Currently, I would rate my knowledge / ability to work as a

member of a team as:
1 2 3 4
Reasons:

10. Currently, I would rate my knowledge / ability to self-evaluate

by accurately reflecting on experience as:
1 2 3 4


2.

Trainee Teaching Practice Record

(to be filled in by student teacher)

Trainee: ________________________________ Specialisation:

_____________________________
Mentor: ________________________________ Methodologist:
____________________________
School: _________________________________ Date: ________________ Class
duration: _______
N
o.

Date, Time

For
m

Teacher/s

Lesson title / topic

Mentor
signatur
e


3.

Lesson Observation Worksheet 1

(to be multiplied and filled-in in 25 copies)

Teacher:
________________________________
Date: ______________ Time:
_______________
Form, level:
_____________________________
Lesson title:
_____________________________
Topics:
_________________________________

Observer:
_______________________________
Number of students:
______________________
Type of lesson:
___________________________
Mentors signature:
______________________

No. AREAS
1

PREPARATION

Observations (as detailed as

possible)
CLEARNESS OF AIMS
LESSON PLAN
MATERIALS / AIDS
CLASSROOM LAYOUT

2
3
4

SUITABILITY OF MATERIALS
USE OF AIDS
INSTRUCTIONS / CLASSROOM
10

5
6
7
8
9
10
11
12
13
14
15
16
17
18
19

20
21
22
23
24
25
26

MANAGEMENT
PRESENTATION OF NEW LANGUAGE
ELICITATION
CHECKING UNDERSTANDING
CORRECTION
MONITORING
EXPLOITATION OF MATERIALS
STAGING
VARIETY
PACE
BALANCE: ACCURACY / FLUENCY
ACTIVITIES
STUDENTS MOTIVATION /
PARTICIPATION
RANGE OF TEACHING TECHNIQUES
MOBILITY
ACCURACY OF TEACHERS LANGUAGE
VOICE
LOUDNESS
SPEED
PRONUNCIATION
BALANCE OF ATTENTION
BODY LANGUAGE / EYE CONTACT
MANNER / RAPPORT OF INTERACTION
ENCOURAGEMENT
GROUP DYNAMICS
SS UNDERSTANDING OF LEARNING
PROCESS
ACHIEVEMENT OF AIMS

11

LESSON OBSERVATION WORKSHEET 2 CLASS MANAGEMENT

(to be multiplied and filled-in in several copies)
Consider the following aspects of class management with reference to two of your TP peers and state your comments.
Teachers name:
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16

Always / Sometimes / Not

enough / Never

Did the teacher maintain good eye contact?

Did the teacher change position appropriately with actions?
Did the students work well together?
Was there variety in the students grouping? (individual, pair, group work etc.)
The teacher rearranged the seating when necessary.
The instructions were clear.
The teacher checked that the students had understood the instructions.
The teacher did not obscure the blackboard. Aids were clearly visible to all the
students
The teachers voice was clearly audible at all times. Speech was not slow / fast /
unclear.
The students were clearly audible to each other.
The teacher was aware of students learning difficulties and responded in a
supportive way.
The students took away useful and clearly illustrated language copied from the
board or in the form of a handout.
How did the teacher come across? e.g. happy, serious, absent-minded
Did the teacher monitor?
What kind of rapport was established and any suggestions how this could be
improved?
Did the teacher dominate the lessons? If so, at what points could the
teacher have handed over to the students? Express teachers speaking
time in one class in an approximate percentage.
12

13


4.

Profiles

Design, in approximately 10 lines, the profile of a learner you have

observed during your teaching practice, characterising his/her dominant
learning style. Use the General descriptions worksheet on the next page as
a guide. Also include a minimum of personal information (name, age etc.).

Design, in approximately 10 lines, the profile of a group of learners of your

choice (e.g. the 6th form A, the 3rd form C etc.), in terms of learning styles
strong points and points of improvement.

14


Learning styles general descriptions

Activist

Strengths:
Flexible and open minded.
Happy to have a go.
Happy to be exposed to new situations.
Optimistic about anything new and therefore unlikely to resist change.
Weaknesses:
Tendency to take the immediately obvious action without thinking.
Often takes unnecessary risks.
Tendency to do too much themselves and hog the limelight.
Rushes into action without sufficient preparation.
Gets bored with implementation / consolidation.

Reflector

Strengths:
Careful.
Thorough and methodical.
Thoughtful.
Good at listening to others and assimilating information.
Rarely jumps to conclusions.
Weaknesses:
Tendency to hold back from direct participation.
Slow to make up their minds and reach a decision.
Tendency to be too cautious and not take enough risks.
Not assertive they arent particularly forthcoming and have no small
talk

Theorist
15

Strengths:
Logical vertical thinkers.
Rational and objective.
Good at asking probing questions.
Disciplined approach.
Weaknesses:
Restricted in lateral thinking.
Low tolerance for uncertainty, disorder and ambiguity.
Intolerant of anything subjective or intuitive.
Full of shoulds, oughts and musts.

Pragmatist

Strengths:
Keen to test things out in practice.
Practical, down to earth, realistic.
Businesslike gets straight to the point.
Technique oriented.
Weaknesses:
Tendency to reject anything without an obvious application.
Not very interested in theory or basic principles.
Tendency to size on the first expedient solution to a problem.
Impatient with waffle.

16

5.

Trainees feedback form on mentor

(to be filled in by student teacher)

This questionnaire provides you, the student teacher, with an opportunity to

look back over the TP and give some assessment of the kind of support you
have been given by your mentor. Please circle your honest opinion on the scale
from 1 to 4, where 4 is the best score.
Your assessment is important for future reference and will be kept confidential.
Trainees name
__________________________________________________________________
Year ______________ Major in __________________ Minor in
___________________________
Mentors name ________________________________ Date
______________________________
My mentor:
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17

Gave me sufficient information at my request about the

pupils and the school
Tried to help me in my relationship with my class
Was always approachable when I needed help
Provided me with help in lesson planning when I asked for it
Helped me to find suitable material for use in class, when
asked
Provided regular post-lesson feedback
Discussed my lessons with me in a constructive way
Was consistent and fair in his/her assessment of my lessons
Helped me to identify problem areas in my teaching (e.g.
Classroom management, pacing etc)
Helped me to develop my abilities and confidence in selfevaluating my work
Gave me practical suggestions about how to overcome these
problems to improve my teaching
Gave me reasonable freedom to do what I wanted in class
Intervened to my assistance during my teaching class/es when
necessary
Your feelings about the overall TP experience
What grade (on the scale 1-4) do you think you deserve for
your TP?
How suitable was the school for TP?
How cooperative were the pupils during your TP?
How well did you cooperate with the mentor during your
TP?
Further comments/ Conclusion:

17

1 2 3 4
1
1
1
1

2
2
2
2

3
3
3
3

4
4
4
4

1
1
1
1

2
2
2
2

3
3
3
3

4
4
4
4

1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4


6.

Lesson Plan models

LESSON PLAN (1)

DATA
NAME:
_____________________________________
DATE: _____________________________________
SCHOOL:
___________________________________
FORM: ____________________________________
LESSON TITLE:
_____________________________
LESSON TYPE: _____________________________
LEVEL / GROUP:
____________________________
No. OF STUDENTS:
__________________________
TIME:
______________________________________

OBJECTIVES FOR THIS LEVEL

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

18

AIM(S) OF LESSON
The main aim(s) of this lesson will be
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

STUDENTS PROBLEMS
I anticipate that the following may cause problems:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

TEACHING TECHNIQUES
Note down anything which you feel you need to be particularly aware of during
lesson.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

AIDS / MATERIALS
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
19

ACTIVITIES

STAGES (4 for every activity):

Lead-in
________________________
Presentation
________________________
Practice
________________________
Follow-up
_________________________
(! Note: give a detailed description of each stage for each activity, as this is the
core of the lesson plan.)

(OPTIONAL) MAJOR / FINAL FOLLOW-UP

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

20

LESSON PLAN (2)

Name:
Date:
School:
Grade:
Level:
Title of lesson:
Type of lesson:
No. of students:
Duration of class:
Name of mentor:
Name of methodologist:
Skills covered:
Aids:
Aims of lesson:

ACTIVITIES
Type of interaction
I.

Warm-up

II.

Lead in

Timing

III. Activity 1: Stages:

Lead in
Presentation
Practice and / or Follow-up
IV. Activity 2: ..
V. Activity 3:
etc.
VI. Follow-up (Assignment)
(! Note: give a detailed description of each stage for each activity, as this is the
core of the lesson plan.)

21

LESSON PLAN (3)

a. Description of the class
Level
No. of students, age, gender, occupation
Time, frequency, duration of class
Comments about the physical conditions and / or restrictions
b.

Recent work / Previous lesson

c.

Objectives
General
Skills
Language type

d.

Contents

ACTIVITY 1: Detailed description

Context
Activity type and class organisation
Learning aids
Language
Possible problems

ACTIVITY 2: Detailed description

etc.
e. Optional: additional possibilities / backup activities

22

7.

Self - evaluation

Complete the following as soon as you can after you have finished teaching. Be
as open, spontaneous, honest and constructive as you can.

My feelings immediately after the lesson are / were:

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

The things I liked about the lesson were:

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

The things I was not happy with were:

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Make suggestions about possible changes to the class or the lesson plan to
be used to improve the lesson in the future.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

23

8.DECLARATIE
privind efectuarea practicii pedagogice
Subsemnatul/a, .., student/a / absolvent/a
in anul grupa / secia ...............,
Facultatea ..........................
am
efectuat
practica
pedagogica
in
anul
universitar
..........
semestrul
.
la
disciplina
................................................
la
instituia
de
invaamant ........................... sub
indrumarea
profesorului
(mentorului)
...
.
I. Date privind activitaile asistate:
a. Am asistat la un numar de ..
professor;
b. Am asistat la un numar de ..
colegi;
c. Am asistat la un numar de ..
d. Am asistat la un numar de ..
(care?): ............................
II. Date
a.
b.
c.
d.

lecii de specialitate susinute de

lecii de specialitate susinute de
ore educative;
alte activitai

privind activitaile proiectate si susinute:

Am proiectat un numar de .. lecii de specialitate;
Am susinut un numar de .. lecii de specialitate;
Am susinut un numar de .. ore educative;
Alte activitai realizate (care?)................... .

III. 1. Observaii si aprecieri privind organizarea, desfasurarea si

coninutul practicii pedagogice.

2. Propuneri privind:
A. Organizarea, desfasurarea si coninutul practicii pedagogice;
B. Pregatirea teoretica pentru practica pedagogica prin:
a. Cursul si seminariile de psihologie scolara;
b. Cursul si seminariile de pedagogie;
c. Cursul si seminariile de metodica/didactica.

IV. Eficiena practicii pedagogice (idei, concluzii, invaaminte

dobandite in procesul practicii).

24

V. Am predat la dosar pentru colocviul de practica pedagogica

urmatoarele documente:
(bifati documentele depuse)
1 Chestionar iniial pentru studentul

practicant (SP)
2 Programul de practic pedagogic
3 Fie de observaie (general i focalizat)
(25 exemplare)
4 .1 Profilul unui elev
.2 Profilul unui grup
5 Evaluarea mentorului de ctre SP
6 Planul leciei/leciilor susinute (1-3)
7 Autoevaluarea SP
8 Declaraia
9 Raportul final al mentorului pentru SP

Datele prezentate in declaraie sunt in concordana cu coninutul

materialelor din dosar.

Data,
Semnatura studentului,
---------------------------------------------

25


9.

ENGLISH TEACHING PRACTICE FINAL

REPORT
(to be filled in by mentor)

OVIDIUS UNIVERSITY OF CONSTANTA, THE DEPARTMENT FOR TEACHER TRAINING

Student teacher: _____________________________________ Year: ________________

Major: _______________________________ Minor: ______________________________
TP School: _______________________________________________________________
Mentor: __________________________________________________________________
The following report should give a clear picture of the student teachers
teaching competence after TP and suggest their future potential as ELT
teachers.

Final grade: ________________________________

Mentor: __________________________________ Signature: __________________
Date:________
Methodologist: ___________________________ Signature: __________________ Date:
________
DESCRIPTION OF GRADES:
10 = A very good performance;
9 = A good performance;
8 = A fairly good performance ;
26

7 = A satisfactory performance;
6 = An unsatisfactory performance.

27