Professional Documents
Culture Documents
ASSESSOR: SIGNATURE/DATE:
QUESTION RATING
a) Failed to establish
rapport in the first 60 0
VII. Was the teacher’s classroom environment free from 5 The space selected has no distracting n
distraction?
VIII. Was the teacher wearing the 51talk dress code and 5 The teacher is wearing a clean 51talk po
styled neatly, has appropriate level of m
adheres to the camera readiness standard?
IX. Was the teacher early in the classroom and ended the class 5
The teacher entered the class 1 min bef
student enthusiastically upon entry. The
on time? a che
COMP
1. What are the stages in the lesson that enable you and your student to
Any movements you deem will help your student focus – jumping jacks, s
MOVEMENT 1.1 How can you include 1 or 2 of these movement activities in your next
1.2 Why do you think it’s important to get your students moving?
1.3 How did you adjust movement for a student's age?
2. What drilling activities did you use and how do they compare to the re
2.1. Were your activities effective?
DRILLING
2.2. After looking at this list of Drilling Activities, which two will you use i
2.3 How much of the new vocabulary can the student recall and pronoun
3. What reward systems did you select for the child? Why?
REWARDS 3.1. Which stage did you introduce the reward?
3.2. How do you make the student feel a sense of progress?
3. What reward systems did you select for the child? Why?
REWARDS 3.1. Which stage did you introduce the reward?
3.2. How do you make the student feel a sense of progress?
4. Was your student able to do the things you needed her to do?
4.1. How did you get your student to do what you wanted?
INSTRUCTIONS 4.2. How did you get your student to respond to your instructions?
4.3 How do you know they understood?
COMMUNICATION SKILLS
INDICATORS WEIGHT 7 5
• 1-2
• No mispronounced
Consonants 10% mispronounced consonant sounds
consonant sounds • Teacher can self
correct
Pronunciation
• 1-2
• No mispronounced
Vowels 10% mispronounced vowel sounds
vowel sounds • Teacher can self
correct
• No evident
accent or barely
noticeable accent
• The teacher
• Speech is not
sounds like a near-
Accent 20% affecting the
native English intelligibility of
Speaker
learners/has no
negative influence
• The teacher on the lesson
demonstrates an • The teacher has
excellent grasp of a good grasp of
grammar, uses it grammar and
Grammar 20% consistently and encourages the
encourages the learner to use it
learner to use it when referring to
throughout the the target
lesson as much as language
possible.
• Intelligibility is
almost never • Good use of
impeded by intonation makes
Stress & Intonation 20% insufficient or the speaker easy
misplaced stress or to follow
intonation
• The teacher
mostly
• Connected speech incorporates
and use of
commonly used
Connected Speech/Liasing 20% contraction are
contractions and
near-native English encourages the
Speaker level
learner to use
them as well.
LEVEL ASSESSMENT a
QUESTION YES/NO DET
1. Did the teacher submit the LEVEL ASSESSMENT
Yes The teacher submitted the LA on time.
on time?
2. Did the teacher provide an accurate LEVEL
Yes The teacher gave the student the correct level (specify the
ASSESSMENT for the student?
3. Did the teacher submit the LESSON MEMO on
Yes The teacher submitted the LM on time.
time?
3. Did the teacher submit the LESSON MEMO on
Yes The teacher submitted the LM on time.
time?
4. Did the teacher provide a complete and accurate
Yes The corrections provided reflect the actual lesson.
LESSON MEMO?
5. Did the teacher provide an error-free LESSON
MEMO? No Errors on spelling, capitalization, punctuation, and/or gram
MMEDIATE IMPROVEMENT PLAN FORM
TEAM:
LESSON DATE:
MATERIAL:
LESSON TIME:
BOTTOM LINES
DETAILS SCORE
ent! Not only was TPR used to make the lesson more consistently exciting for the
(that is, TPR was present in 4-5 stages of the lesson), it also played a large part in 1
helping the student learn the target language.
ent! The student received exactly the sort of practice that helped her internalize
single item of the target language, and was able to confidently produce it by the 1
Production Page with no help at all. A brilliant example of PPP.
t! Each time a reward was given, the student was visibly excited, and the teacher's
he reward system convincingly and consistently indicated the student's progress. 1
t there! The student would at times be able to follow the teacher's instructions,
while mostly verbal, were demonstrated just enough to elicit the right responses.
al points of confusion arose periodically along the lesson timeline. The teacher’s 1
e to this was to carry on using the same instructions, if not to move on completely.
t! No Bad Habit was observed. The student was able to experience the lesson at its
best because of the teacher's impeccable professionalism. 1
t! No Bad Habit was observed. The student was able to experience the lesson at its
best because of the teacher's impeccable professionalism. 1
correct, tidy tarp is positioned correctly with the logo visible and a name card
ed. A reward system is visible. The computer is elevated and the camera position
the teachers’ entire torso. A light source is in front of the teacher makes the face 1
and background bright and clear.
ace selected has no distracting noise. No other people are visible throughout the
lesson. 1
cher is wearing a clean 51talk polo shirt with the correct logo. The teachers’ hair is
neatly, has appropriate level of make-up on and looks bright and clear on camera. 1
cher entered the class 1 min before the class started and greeted the parent and
enthusiastically upon entry. The teacher ended the class on the 25th minute with 1
a cheerful goodbye.
nt! The connection was stable enough to conduct a successful lesson. There were
al instances of lagging and disconnection and the lesson was interruption-free for 1
the most parts.
COMPLAINT CLAUSE (If yes, the whole audit results to an auto-fail, 0/5)
MY ACTION PLANS
OPTIONS O
able you and your student to move? (Song/Warm-up, High-fives, Do and Say Activity,
udent focus – jumping jacks, stretches, dance, etc.)
vement activities in your next lesson?
your students moving?
dent's age?
he child? Why?
ard?
nse of progress?
ou needed her to do?
at you wanted?
nd to your instructions?
served?
rward?
emind yourself not to do this habit?
er that prevented you from having a professional appearance during the lesson?
going to take to make sure you'll appear professional in every class?
3 1 SCORE
• 3-5 • More than 5
mispronounced mispronounced 5 18:53: A cat can climb;
consonant sounds consonant sounds *Should check v,t and th sound (Thank you, Very good)
• Evident accent
• Consistent evident
when uttering 5
individual words accent
M on time.
M on time.
REMARKS
to-fail, 0/5)
SCORE: 4
ACTION PLANS
80.00%
On Demand English Innovations
9th Flr. JMT Corporate Condominium
ADB
COACHING LOG
MANAGER'S OBSERVATION
Lesson Date & Time: May-23/20:00 Dom Cabri marked the student absent the s
Dom was energetic and patient with his student However, he was able to teach 4 target lang
-Kept praising the student everytime she would say the target language marked as present an
-He was not hesitant in correcting her student error
Incidental Language: Welcome to 51talk. Click this one. Please read and say.
Instead of saying: WHAT IS YOUR NAME? Instead: What’s your name?
Teacher asked for the name when it was already seen on the screen.
Asked the student to repeat the title multiple times
Skipped the Hello Song
No eye-contact was noticed
Mispronounced word: food, very good, this, carrot, lemon
OBT
5/1/2025
led Coaching X
d the student absent the student left in the middle of the class.
able to teach 4 target language. The lesson could have been
marked as present and not absent.
Margrette Gonzalez
(Supervisor)
_____________________
Name: Department:
Coached By: Date:
MANAGER'S OBSERVATION
OBT
led Coaching
_____________________
(Supervisor)
_____________________
LA/LM
1. Did the teacher submit the LEVEL ASSESSMENT on time?
Yes The teacher submitted the LA on time.
No The teacher submitted the LA late (specify the time).
Yes The teacher gave the student the correct level (specify the le
No The level given to the student was inaccurate (specify the lev
A+ 16% up
A 13% - 15.99%
B 10% -12.99%
C 7% -9.99%
D 3.1%-6.99%
E 3% and below
N/A from nesting
he LM on time.
he LM late (specify the time).
d reflect the actual lesson.
d were inaccurate (specifiy the inaccuracies noted).
n error-free LM.
alization, punctuation, and/or grammar were noted (speficy errors noted).