ASIA-PACIFIC INTERNATIONAL UNIVERSITY FACULTY OF EDUCATION FINAL STUDENT-TEACHER EVALUATION (TO BE COMPLETED BY THE STUDENT) student-teacher Mudkeosay Avlaiphthao schoo Ekanzal Wenaleed Prtheyerade: 3 Homeroom Teacher/Sunervisor:Daisy Jane Vationpare of Evaluation 24 April , 2024 Please rate the student teacher's performance for each of the benchmark indicators using the following rating scale. At the end of each section, please provide comments. Average leeds Improvement Planning and Preparation 7. Demonstrates knowledge and skilsin the subject matter of lessons. 2 Demonstrates adequate knowkedge and stl in hither subject major. 3, Incorporates a variety of appropriate resources and instructional/assessmerit strategies into lesson plans. @,__ Translates learning outcome into relevant and appropriate learning objectives for the lessons being taught. Takes into account students’ prior learning, learning needs, interests, and student variables such as age, “gender, socio-economic status and culturaVlinguistic background. Organizes content into appropriate components and sequences for instruction. 7, Plans appropriate content and activities for the time allotted. @_ Prepares lesson plans for all lessons taught, using a well-defined structure which includes learning objectives), an introduction and closure, detaled procedures and instructions, key questions, teaching strategies, learning activites, and assessment of lesson objectives. 3. Integrates information and communications technology into instruction To. Obiains and organizes equipment and materials for instruction tape | fa |] |e Le [Se [Ne ‘Comments: Gomehiore D cannet Snich the lesson on time - Fer the adhvilies}ae somethings chawige tx) potod e'stgbt ‘alley the lecture to we another activilyy uhich fs net Included t oy lessan plan ; Total (36/50) ‘Communication 1. Uses dear, fluent, and grammatically correct spoken and written language. 2 k Uses vocabulary appropriate to students’ age, background and interests 4 |. Modulates his/her voice for audibilty and expression. s ‘Demonstrates cultural sensitivity in communication and instruction a "Establishes set reviews prior to learning, identifies lesson objecive(9) and expectation(s, uses | _ Motivating attention getters, provides overview, and relates the lesson to previous learring 2s += ent in appropriately organized sequences for instruction. ‘small steps at an appropriate pace to suit the activity and student response ‘between lessons and from one activity to the next Strategies to address desired outcomes subject matter varied lamningF student responses, where appropriate, 4. Leads and directs student participation in class discussion effectively and distributes questions appropriately | Focus on Student Learning | te |. Girculates in the classroom: intervening when necessary, checking on individual and group 5 | | __understanding of actiity/content.____ : 2. Recognizes and responds appropriately to individual differences and group learning needs. 5 3, Ranforces students learning, buiding on previous learing, reviewing, and re-teaching, z Closure | 1. Achieves closure for lessons, consolidating ideas or concepts through summaries, reviews, discussions 3 and applications uy Comments: Beit be cecrcsteten, L bow a peter, [he qrromertrealy erry me T wece shrugaling tp . page| and sormchirme T tore struggling Ser uaing ieee oe ae 7 have a problern about doscere park in ray teaching « take Bers Hie fo renter ov gtasprdtecusbion.# feus more or? darstwork than hore work - 2. Provides homework when appropriate and explains assi Total (10H 125) Classroom Leadership “L_ Assumes a leadership role in the classroom, taking charge of classroom activities, showing confidence, poise, composure, and presence. 2. Creates end maintains an effective learning environment, seting high expectations and standards for student learing, attending to student variables such as age, gender, socio-economic status and ccuituraVlinquistic background. 3, Demonstrates iniative, enthusiasm and a commitment to the students and subject, models appropriate behaviors. “4, Establishes positive relationships and a classroom climate based on mutual trust and respect. Spl Sw |S | 5, ‘Classroom Management 1. Clearly defines and reinforces classroom procedures and routines. 2. Clearly communicates and reinforces expectations for appropriate student behavior. 3. Monitors student behavior and is aware of student behavior at all times, 4, Responds to inappropriate behavior promptly, firmly, and consistently, using appropnate low-key and higher level responses follows schoo! discipline policies and procedures, 5 [ee | eles5. _ Assesses student learning using a variely of appropriate assessment techniques and instrument (e.g ‘observations, conferences, questioning, checking daily work performance-based and written assessments, quizzes, tests) ‘Checks frequently for understanding, Provides timely and effective feedback on learning to students, Modifies and adapts teaching based on assessment date (e.g. employs alternative teaching strategies {0 re-teach where required) Analyzes and evaluates measurement data to assess student learning, 10. Explains to students how learning will be measured. & Le | Jos Le |= | = 11. Develops and maintains accurate records of student achievement (e.g. grade sheets, databases) and communicates results to students, parents and the school effectively) ‘Comments: LD waltzed hab clscrecm mangemen? fe very impoytent for teacher, DP cannot stack my teaching, unless shedens are uel lebeh the atudenbe cai around 1 ve class , it diets their frends those ave wally werd to leam, 2 ype hae a goed cloestocm rrangernanh, the students ale ead to leaxn Bnd eee cle procerting) Ne lesrerlomaaltall Total Gf AD) T._ Presents a professional appearance and manner. Z,_ Fulfil professional obligations (ie, punctuality, routine administrative duties). 3. Demonstrates maturity and professional judgment. “4. Uses discretion and confidentiality as required, Is knowledgeable about professional issues and demonstrates a commitment to the teaching professions. Interpersonal Relationships 1. Knows and treats each student as an individual. a Ls Le |] 4 2, Holds a posilive image of hisyher own efficacy as a leacher. 3. Believes that all students can learn. 4. Helps students develop self-esteem and a positive self-concept. qf |v feAccurately assesses and documents the effectiveness of lessons, identifies strengths and weaknesses 4 and makes appropriate suggestions for improvements, _ Uses the results of student assessment and feedback to improve teaching practices and quide | professional growth. a Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions. Develops and communicates a personal vision of teaching, 4 5. Carrios cut the roles and responsibilities of a tcacher according to relevant loglation and the policies Of AIU and the relevant participating schools. a ceed 1. Respects the dignity and rights ofall persons without prejudice as to race, reigious beliefs color, ‘Gender, sexual orientation, gender identity, physical characteristics, disability, marital status, age ances 2 of lace of residence, socioeconomic background, or linguistic background. Treats students with dignity and respect and is considerate oftheir circumstances. 5 5 3, Does not divulge information received in confidence or in the course of professional duties about a Student except as required by aw or where to do so is in the best interest of the student. oF a 5 5 4. Does not undermine the confidence of students in teachers or other student teachers. 5. Does not itcze the professional competence or professional reputation of teachers of other student ‘teachers unless the criticism is communicated in confidence to proper officials after frst informing the individual concerned of the criticism, {e ‘Adis in @ manner that maintains the honor and dignity of the profession. ‘Comments: PR somecne ask me, are you mature, enough ts be a: iteather? o et: atabewor rot veal becawe Dam in te process of | low fo beat an effective texsher One trig, Sat Lean se i dearly, ts intempersen reladtonebop with cher tea ee ih dene i P an handle bo get dozer te anyone diing my inferrhip - © abe | rect cath students 2 a individual feeot: shderds cot | dignity ard respect «Axoa For fudhevy Qrowth F Need to be aueve of pace of tle lessen such as appropsale| time fer ead, step iin te lessers and Hw leeeon must prove _ along Gt a appropriate pare * Tey to use more sfraeges 40 proceed fe fosson and ure a ArlCerence aelivilice to Inbegrabe ctudent learning » ty to we corvect prononciateoo and quotd greromartrealy errors whether oral ec written ~ ‘Overall comments (strongest aspects of student's performance): — 2 am fast learner acertding 40 feedlrach ted 2 got from a, feathers - = Thae a geod whdtonchip with my allaboreDie foachev and ale dren teachers + = 1 never negect wha teaaherr os bad tre to do and E trombyd # = Tam alae ready gah'caobie myelt available whenrevey teal Peele hello 2