Observer: District: Date of Observation:

Teacher: Grade: Teacher’s Gender:

Class size: Girls____ Boys____ School Code (Name): Duration of Lesson:

Observation start time: Observation end time: Modules covered:

Time on Learning
1st interval 2nd interval 3rd interval
Students are engaged in a learning
activity L M H L M H L M H
(Circle one rating at each interval)

A. Oral communication L M H N/A Comments

01. The teacher provides learners with opportunities 1 2 3 4 5

to speak in English in class.
02. The learners respond to the opportunities to 1 2 3 4 5
speak in English in class.   
03. The teacher organizes interactive activities to 1 2 3 4 5
simulate interest and enhance speaking skills of
learners during the lesson.
04. The teacher uses the textbook sections to 1 2 3 4 5
encourage oral communication.
05. The teacher corrects speaking errors and gives 1 2 3 4 5
specific and constructive feedback for
improvement.
06. Learners are able to understand and respond to 1 2 3 4 5
instructions in English.
07. The teacher links the content with their previous 1 2 3 4 5
 knowledge and has incorporated a starter
activity.
08. The teacher selects words and language of 1 2 3 4 5
instructions as per course level of students.
09. The teacher uses an audible voice. 1 2 3 4 5

B. Reading and Critical Thinking L M H N/A Comments

01. The teacher uses multiple reading aloud 1 2 3 4 5

techniques to help learners develop their
pronunciation skills
02. The teacher organizes different activities to 1 2 3 4 5
develop reading sub-skills of learners.
03. The learners are actively engaged in the reading 1 2 3 4 5
activities organized by the teacher.
04. The teacher uses a mix of strategies (like 1 2 3 4 5
skimming, scanning etc) to enhance reading
and critical thinking skills.
05. The teacher uses the textbook sections to 1 2 3 4 5
maximize reading and critical thinking skills.
06. The teacher uses higher order questions to 1 2 3 4 5
enhance critical thinking skills of learners.
07. The teacher encourages learners to see their 1 2 3 4 5
role in the classroom as critical thinkers and
problem-solvers rather than passive readers.
08. The teacher uses Assessment for Learning 1 2 3 4 5
techniques to assess learner reading skills.
09. The teacher provides constructive and specific 1 2 3 4 5
feedback to learners to enhance their reading
and critical thinking skills.
10. The teacher uses inclusive practices to cater to 1 2 3 4 5
different types of learners.

C. Writing Skills L M H N/A Comments

01. The teacher organizes activities to help learners 1 2 3 4 5

improve their writing skills.
02. The teacher makes use of writing exercises to 1 2 3 4 5
enhance the writing skills of learners.
03. The learners are actively engaged in the writing 1 2 3 4 5
activities organized by the teacher.
04. The teacher enables students to use different 1 2 3 4 5
writing techniques.
05. The teacher makes use of the textbook for 1 2 3 4 5
writing exercises.

D. Formal and Lexical Aspects of Language L M H N/A Comments

01. The teacher teaches grammatical conventions 1 2 3 4 5

by integrating them with other aspects.
02. The teacher helps students to figure out 1 2 3 4 5
meanings of difficult words rather than giving
students the meanings immediately.
03. The teacher helps students to develop 1 2 3 4 5
connections between different words.
04. The teacher uses various strategies to develop 1 2 3 4 5
the vocabulary of the learners.
05. The teacher uses examples from daily life within 1 2 3 4 5
the context of cultural values and surroundings
and teaches concepts of grammar meaningfully.
06. The learners are actively engaged in the 1 2 3 4 5
 grammar and vocabulary activities organized by
the teacher.

E. Ethical and Social Development L M H N/A Comments

01. The teacher gives equal value to the opinions of 1 2 3 4 5

all learners regardless of their gender, race,
ethnicity and religion.
02. The teacher embeds learning of the appropriate 1 2 3 4 5
ethical and social values in oral, written and
reading activities.
03. The teacher discourages any gender-biased 1 2 3 4 5
attitudes that are demonstrated in class.

04. The teacher uses positive body language with 1 2 3 4 5

all students.
05. The teacher interacts with students respectfully 1 2 3 4 5
and provides opportunities to students to
interact with material/ environment and other
students.
06. The teacher uses positive verbal (use humor 1 2 3 4 5
when appropriate and respond appropriately to
others) and non-verbal communication (eye
contact, facial expressions (smiling face,
positive gestures etc.
07. The learners interact with each other in a 1 2 3 4 5
respectful way regardless of gender, race,
ethnicity and religion.
08. The learners value the opinions of other 1 2 3 4 5
learners regardless of their gender, race,
ethnicity and religion.
 Less than 20 More than 40
Duration of the lesson observed (circle one): 21-30 minutes 31-40 minutes
minutes minutes

Notes:

Rubric
1. Oral Communication L M H

Behaviours 1 2 3 4 5
The teacher provides The teacher The teacher The teacher The teacher The teacher
learners with opportunities to provides provides learners provides provides learners consistently
speak in English in class. learners with no with one or learners with a with multiple provides learners
opportunity to maximum two few opportunities to with opportunities to
speak in opportunities to opportunities speak in English in speak in English in
English in class. speak in English to speak in class. class.
in class. English in
class.
The teacher organizes The teacher The teacher The teacher The teacher The teacher
interactive activities to organizes no organizes one or organizes one organizes multiple organizes a variety
simulate interest and interactive two speaking skill or two speaking skill of speaking skill
enhance speaking skill activities that are speaking skill activities that are activities that are
the speaking skills of activities and is not interactive activities that interactive and interactive and
learners during the lesson. unable to gather and unable to are interactive gather interest of gather interest of the
interest of the gather interest of and gather the students. students.
students. the students. interest of the
students.
The teacher uses the The teacher The teacher uses The teacher The teacher uses The teacher
textbook sections to doesn’t use limited textbook uses textbook textbook sections consistently uses
encourage oral textbook sections and sections but and encourages textbook sections
communication. sections at all. doesn’t doesn’t oral and encourages oral
encourage oral encourage oral communication. communication.
communication. communication
.
The teacher corrects The teacher The teacher The teacher The teacher The teacher
speaking errors and gives doesn’t correct rarely corrects corrects corrects speaking consistently corrects
specific and speaking errors speaking errors speaking errors and gives speaking errors and
constructive feedback for and doesn’t and doesn’t give errors but specific and gives specific and
improvement. give specific specific and doesn’t give constructive constructive
and constructive specific and feedback for feedback for
constructive feedback for constructive improvement. improvement.
feedback for improvement. feedback for
improvement. improvement.

Learners are able to All learners are Only 5-6 learners Almost half of Most learners can All learners can
understand and respond to unable to are able to the learners understand and understand and
instructions in English. understand and understand and are able to respond to respond to
respond to respond to understand instructions in instructions in
instructions in instructions in and respond to English. English.
English. English. instructions in
English.
The teacher links the content The teacher The teacher tries The teacher The teacher links The teacher
with their previous doesn’t link the to make vague links the the content with effectively links the
knowledge and has content with links with their content with their previous content with their
incorporated a starter their previous previous their previous knowledge and previous knowledge
activity. knowledge and knowledge and knowledge but conducts a well- and conducts a well-
has not conducts an conducts an organized starter organized starter
incorporated a unorganized unorganized activity. activity.
 starter activity. starter activity. starter activity.

The teacher selects words

and language of instructions
as per course level of
students.

The teacher uses an audible The teacher’s The teacher The teacher The teacher uses The teacher
voice. voice is occasionally uses uses a an audible voice. consistently uses an
inaudible. a somewhat somewhat audible voice.
audible voice. audible voice
most of the
time.

2. Reading and Critical thinking L M

H
Behaviours 1 2 3 4 5
The teacher uses multiple The teacher The teacher The teacher The teacher uses The teacher
reading aloud techniques to fails to use rarely uses uses some multiple reading consistently uses
help learners develop reading aloud reading aloud reading aloud aloud techniques to multiple reading
their pronunciation skills. techniques to techniques to techniques to help learners aloud techniques to
help learners help learners help learners develop help learners
develop develop develop their pronunciation develop
their their their skills. their pronunciation
pronunciation pronunciation pronunciation skills.
skills. skills. skills.

The teacher organizes The teacher The teacher The teacher The teacher The teacher
does not rarely organizes organizes a organizes different consistently
different activities to develop organize activities to few activities to activities to develop organizes different
sub-skills of learners. activities to develop develop sub-skills of activities to develop
develop sub-skills of sub-skills of learners. sub-skills of
sub-skills of learners. learners. learners.
learners.

The teacher uses a mix of The teacher The teacher The teacher The teacher uses a The teacher
strategies (like skimming, does not use rarely uses uses a few mix of strategies consistently uses a
scanning etc) to enhance strategies (like strategies (like strategies (like (like skimming, mix of strategies
reading and critical thinking skimming, skimming, skimming, scanning etc) to (like skimming,
skills. scanning etc) to scanning etc) to scanning etc) enhance reading scanning etc) to
enhance enhance reading to enhance and critical thinking enhance reading
reading and and critical reading and skills. and critical thinking
critical thinking thinking skills. critical thinking skills.
skills. skills.

The teacher uses the The teacher The teacher uses The teacher The teacher uses The teacher
textbook sections to does not use limited textbook uses the the textbook consistently uses
maximize reading and the textbook sections to textbook sections to the textbook
critical thinking skills. sections to maximize reading sections but maximize reading sections to
maximize and critical doesn’t and critical thinking maximize reading
reading and thinking skills. develop link to skills. and critical thinking
critical thinking reading and skills.
skills. critical thinking
skills.
The teacher uses higher The teacher The teacher The teacher The teacher uses The teacher
order questions to enhance does not use rarely uses higher uses a few higher order consistently uses
critical thinking skills of higher order order questions to questions but questions to higher order
learners. questions to enhance critical does not cater enhance critical questions to
enhance critical thinking skills of to higher order thinking skills of enhance critical
thinking skills of learners. thinking skills. learners. thinking skills of
learners. learners.
The teacher encourages The teacher The teacher The teacher The teacher The teacher
learners to see their role in fails to rarely encourages puts some encourages consistently
the classroom as critical encourage learners to see effort to help learners to see encourages learners
thinkers and problem-solvers learners to see their role in the learners to see their role in the to see their role in
rather than passive readers. their role in the classroom as their role in the classroom as the classroom as
classroom as critical thinkers classroom as critical thinkers and critical thinkers and
critical thinkers and problem- critical thinkers problem-solvers problem-solvers
and problem- solvers rather and problem- rather than passive rather than passive
solvers rather than passive solvers rather readers. readers.
than passive readers. than passive
readers. readers.

The teacher uses The teacher The teacher The teacher The teacher uses The teacher
Assessment for Learning does not use rarely uses tries to use Assessment for consistently uses
techniques to assess learner Assessment for Assessment for Assessments Learning multiple Assessment
reading skills Learning Learning for Learning techniques to for Learning
techniques to techniques to techniques to assess learner techniques to
assess learner assess learner assess learner reading skills assess learner
reading skills reading skills reading skills reading skills
The teacher provides The teacher The teacher The teacher The teacher The teacher
constructive and specific fails to provide rarely provides provides provides consistently
feedback to learners to constructive feedback to feedback, but it constructive and provides
enhance their reading and and specific learners and the is not specific feedback to constructive and
critical thinking skills. feedback to feedback is also constructive learners to specific feedback to
learners to not constructive and specific. enhance their learners to
enhance their and specific. reading and critical enhance their
reading and thinking skills. reading and critical
critical thinking thinking skills.
skills.

The teacher uses inclusive The teacher The teacher The teacher The teacher uses The teacher
practices to cater to different fails to use rarely uses tries to use inclusive practices consistently uses
types of learners. inclusive inclusive inclusive to cater to different inclusive practices to
practices to practices to cater practices to types of learners. cater to different
cater to different to different types cater to types of learners.
types of of learners. different types
learners. of learners.

3. Writing Skills L M H

Behaviours 1 2 3 4 5
The teacher The teacher does The teacher rarely The teacher The teacher The teacher
organizes activities not organize any organizes writing organizes a few organizes well- consistently
to help learners writing activities. activities. loosely structured structured activities organizes well-
improve their writing activities to help learners structured activities
writing skills. improve their to help learners
writing skills. improve their
writing skills.
The teacher makes The teacher does The teacher rarely The teacher uses a The teacher makes The teacher
use of writing not use any writing organizes writing few loosely use of well- consistently makes
exercises to exercises. exercises. structured writing structured writing use of well-
enhance the writing exercises. exercises to structured writing
skills of learners. enhance the writing exercises to
skills of learners. enhance the writing
skills of learners.
The teacher The teacher does The teacher rarely The teacher tries to The teacher The teacher
enables students to not help students to helps students to help students to enables students to consistently
use different writing use different writing use different writing use different writing use different writing enables students to
techniques. techniques. techniques. techniques. techniques. use different writing
techniques.
The teacher makes The teacher does The teacher uses The teacher The teacher makes The teacher
use of the textbook not make use of the limited textbook selectively makes use of the textbook consistently makes
for writing textbook for writing sections. use of the textbook for writing use of the textbook
exercises exercises. for writing exercises. for writing
exercises. exercises.

4. Formal and Lexical Aspects L M H

Behaviours 1 2 3 4 5
The teacher The teacher does The teacher rarely The teacher The teacher The teacher
teaches not focus on focuses on teaches teaches consistently
grammatical grammatical grammatical grammatical grammatical teaches
conventions by conventions. conventions. conventions as a conventions by grammatical
integrating them standalone activity integrating them conventions by
with other aspects and does not with other aspects integrating them
of curriculum like contextualize them. of curriculum like with other aspects
creative writing, creative writing, of curriculum like
analytical reading analytical reading creative writing,
etc rather than a etc rather than a analytical reading
standalone activity standalone activity etc rather than a
standalone activity
The teacher helps The teacher does The teacher rarely The teacher helps The teacher mostly The teacher
students to figure not help students helps students with students with helps students to consistently helps
out meanings of with difficult words. difficult words. difficult words but figure out meanings students to figure
difficult words provides them the of difficult words out meanings of
rather than giving meanings rather than giving difficult words
students the them meanings rather than giving
meanings directly. them meanings
immediately. directly.
The teacher helps The teacher does The teacher rarely The teacher tries to The teacher helps The teacher
students to develop not help students to helps students to help students to students to develop consistently helps
connections develop develop develop connections students to develop
between different connections connections connections between different connections
words. between different between different between different words. between different
words. words. words. words.
The teacher uses The teacher uses The teacher rarely The teacher tries to The teacher uses The teacher
various strategies no strategy to uses strategy to use strategies to various strategies consistently uses
to develop the develop the develop the develop the to develop the various strategies
vocabulary of the vocabulary of the vocabulary of the vocabulary of the vocabulary of the to develop the
learners. learners. vocabulary of the
The teacher uses The teacher uses The teacher rarely The teacher tries to The teacher uses The teacher
examples from no examples from uses examples use some examples from consistently uses
daily life within the daily life. from daily life. examples from daily life within the examples from
context of cultural daily life within the context of cultural daily life within the
values and context of cultural values and context of cultural
surroundings and values and surroundings and values and
teaches concepts surroundings and teaches concepts surroundings and
of grammar teaches concepts of grammar teaches concepts
meaningfully. of grammar meaningfully. of grammar
meaningfully. meaningfully.

5. Ethical and Social Development L M

H

Behaviours 1 2 3 4 5

The teacher gives The teacher does The teacher rarely The teacher tries to The teacher gives The teacher
equal value to the not give equal value gives equal value to give equal value to equal value to the consistently gives
opinions of all to all learners, for all learners and the opinions of all opinions of all equal value to the
learners example giving gives preferential learners learners opinions of all
regardless of their preferential treatment to some regardless of their regardless of their learners
gender, race, treatment to some students. gender, race, gender, race, regardless of their
ethnicity and students. ethnicity and ethnicity and religion. gender, race,
religion. religion. ethnicity and
religion.

The teacher The teacher does The teacher rarely The teacher tries to The teacher embeds The teacher
embeds learning of not embed learning embeds learning of embed learning of learning of the consistently and
the appropriate of the appropriate the appropriate the appropriate appropriate ethical effectively embed
ethical and social ethical and social ethical and social ethical and social and social learning of the
values in oral, values in oral, values in oral, values in oral, values in oral, written appropriate ethical
written and reading written and reading written and reading written and reading and reading and social
activities. activities. activities. activities. activities. values in oral,
written and reading
activities.

The teacher The teacher does The teacher rarely The teacher tries to The teacher The teacher
discourages any not discourage any discourage any discourage any discourages any consistently
gender-biased gender-biased gender-biased gender-biased gender-biased discourages any
attitudes that are attitudes that are attitudes that are attitudes that are attitudes that are gender-biased
demonstrated demonstrated demonstrated demonstrated demonstrated attitudes that are
in class. in class for example in class for example in class for example in class for example demonstrated
a boy ignoring input a boy ignoring input a boy ignoring input a boy ignoring input in class for
from girls. from girls. from girls. from girls. example a boy
ignoring input from
girls.

The teacher uses The teacher fails to The teacher rarely The teacher uses The teacher uses The teacher
positive body use positive body uses positive body positive body positive body consistently uses
language with all language with all language with all language but not language with all positive body
students. students. students. with all students. students. language with all
students.

The teacher The teacher The teacher The teacher The teacher interacts The teacher
interacts with interacts with interacts with interacts with with students interacts with
students students students students respectfully and students
respectfully and respectfully and respectfully and respectfully and provides respectfully and
provides provides provides provides opportunities to provides
opportunities to opportunities to opportunities to opportunities to students to interact opportunities to
students to interact students to interact students to interact students to interact with material/ students to interact
with material/ with material/ with material/ with material/ environment and with material/
environment and environment and environment and environment and other students. environment and
other students. other students. other students. other students. other students.

Time on Learning
1st interval 2nd interval 3rd interval
Students are engaged in a learning
activity L M H L M H L M H
(Circle one rating at each interval)

Low The teacher doesn’t provide any learning activity.

Medium The teacher provides learning activities and only a few students are engaged.

High The teacher provides learning activities and almost all students are engaged.