Teacher’s Name: Observed by: Additional Overall

Remarks (if any):

Date: Time:

Level: Domain(s)addressed: (circle all

that apply)

Listening
Speaking
Reading
Writing
Grammar
Vocabulary

1= not observed or practiced at this time

2= observed/practiced to some degree (but with room for improvement)
3= clearly and consistently observed/practiced
4= the teacher is a model for others in this area and could be used to train
other teachers in this facet of ESL instruction

Best Practice in General:

Observations/Reflections 1 2 3 4 Comments
Instruction reflects effective practice in
general. (For example: The lesson is
well-designed, students are
challenged, activities are structured,
relevant, purposeful, and appropriate
for students’ levels of readiness, the
lesson addresses different learning
styles, and feedback is timely and
appropriate).

Students are aware of expectations in

the course and/or lesson.

Teacher demonstrates enthusiasm.

Teacher shows a passion for giving

students the best, most engaging
lesson possible. *

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 Students from all backgrounds are
treated equally- with respect,
consideration, and high expectations.

Teacher bring in examples/context for

all nationalities represented

Teacher integrates diverse

technologies to enhance language
learning.

Examples include use of the

smartboard, sharing resources on
whatsapp, use of additional
games/videos/etc...

Teacher recognizes “teachable

moments”, adapts to new situations
that arise, and accepts correct
alternative answers.

The teacher acts as a good mediator

and helps to open students to new
perspectives they may not have.

There is continuity between lessons.

Teachers build in time for review and
effectively transitions into the new
topic.

Students are constantly revisiting what

they have previously learned and
seeing how it applies to each new
situation.

Teachers clearly explain exercises and

give instructions

Teacher actively monitors students

during pair and group activities
General Best Practice Total

Best Practice in ESL:

Observations/Reflections:

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Teacher shows an understanding of the
subject matter being taught in the
lesson (the English language: standard
pronunciation and intonation, grammar,
spelling, idiomatic expressions, etc…)

● grammar = core concepts are

clearly explained and examples
are given
● vocabulary = trouble words are
clearly explained

Teacher gives immediate feedback on

students’ questions and errors. Teacher
knows what to correct and what to
ignore, gives effective encouragement,
and promotes self-correction.

Teachers target student errors relevant

to the current lesson and drill them on
the board.

Teacher uses effective voice, body

language, gestures and cues.

Our teachers are dynamic presenters

who are keenly aware of student’s focus
and attention*.

The classroom environment is

conducive to language learning with a
low affective filter.*
The teacher facilitates a comfortable,
welcoming environment.

Teacher identifies errors and sensitively

corrects students

Teacher makes an effort to build upon

prior knowledge (including the first
language) and experiences of students
and seeks to create this background
knowledge when there is none.

Students are encouraged to

communicate with one another and with

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address: 55 Market Street Floor 10, Singapore 048941
the teacher in the target language
taught that day.

At least two of the four domains are

being addressed in the lesson, though
one may receive more emphasis than
the others. Speaking must be
addressed in all lessons.

It is apparent that the lesson is driven

by the target language (grammar /
vocabulary) instead of the theme of the
lesson.**

Students should be encouraged to use

the target language in class.
Students are given a chance to share
their learning with the teacher, and one
another.

Self-discovery and pair discovery

should be encouraged. Students can
help each other and should be making
connections on their own.

Common strategies include pair

checking. Pair brainstorms. Peer
teaching. Guided discovery. Self
discovery.

Language Objective being taught is

aligned with the unit’s learning
outcomes as opposed to being selected
simply because it is topically relevant.

When the textbook provides little

guidance, the teacher takes the initiative
to try to find what works for his/her
students, reflects upon the results, and
implements finding into instruction.

ESL Best Practice Total

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address: 55 Market Street Floor 10, Singapore 048941