Basic Teaching Skills Rubric

Criteria Poor (1) Fair (2) Good (3) Excellent (4)

Classroom The use of Classroom Classroom Classroom
English classroom English is English is clear,
English is
English is generally clear varied, and exceptionally
unclear, but may lack appropriate for
clear, precise,
inconsistent, or variety or be the level of and engaging. It
inappropriate for inconsistent in learners. consistently
the level of tone. Learners Communicationsupports
learners. may occasionally is effective,effective
Communication struggle to enhancing thecommunication
is hindered. understand. learning and student
experience. comprehension.
Voice and Voice and Voice and Voice and Voice and
Intonation intonation are intonation are intonation are
intonation are
monotonous, generally clear varied and dynamic,
hindering but may lack appropriate, capturing
engagement and variation. enhancing learners'
comprehension. Learners may engagement attention and
struggle to stay and facilitating
engaged. understanding.
comprehension
effectively.
Pace of Pace is too fast Pace is generally Pace is Pace is perfectly
Language and or too slow, appropriate but consistently calibrated,
Activities impeding may be appropriate, promoting
understanding. inconsistent, facilitating effective learning
Transitions leading to understanding and seamless
between occasional and maintaining transitions
activities are confusion. engagement. between
abrupt. Transitions are Transitions activities.
somewhat between
smooth. activities are
mostly smooth.
Giving Instructions are Instructions are Instructions are Instructions are
Instructions unclear, overly generally clear clear, concise, exceptionally
complex, or but may lack and effectively clear, precise,
confusing. precision, leading guide learners and accessible,
Learners to occasional through ensuring optimal
struggle to follow confusion. activities. understanding
directions. and
engagement.
Checking Fails to check Occasionally Consistently Expertly uses
Questions with understanding checks checks questions to
Instructions with questions understanding understanding assess and
related to with questions with questions con rm
instructions. but may not related to understanding,
effectively instructions, ensuring clarity
address learner adjusting as and addressing
comprehension. needed. any confusion
promptly.
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 Basic Teaching Skills Rubric
Checking Fails to check Occasionally Consistently Expertly uses
Questions with understanding of checks checks questions to
Vocabulary and vocabulary and understanding of understanding of assess and
Grammar grammar vocabulary and vocabulary and con rm
effectively. grammar but may grammar, understanding of
not address adjusting vocabulary and
learner dif culties explanations as grammar,
comprehensively. needed. providing
additional
support where
necessary.
Steps of the Demonstrates a Demonstrates Demonstrates Demonstrates
Lesson lack of some awareness clear awareness an exceptional
awareness of of lesson of lesson understanding of
lesson structure, structure, but structure, lesson structure,
making it dif cult transitions guiding learners seamlessly
for learners to between stages smoothly guiding learners
follow the may be unclear. through each through each
progression. step. step with clarity
and purpose.
How Activities Activities are Activities are Activities are Activities are
are Set Up and poorly organized somewhat well-organized expertly
Run or lack clear organized, but and clearly organized and
instructions, there may be explained, explained,
causing occasional facilitating promoting
confusion confusion or lack learner optimal learner
among learners. of clarity. engagement. engagement and
participation.
Modeling Demonstrations Demonstrates Demonstrates Expertly
(Demonstrating) are unclear, activities activities clearly, demonstrates
Activities incomplete, or adequately, but providing a activities,
ineffective in there may be helpful model for offering a clear
conveying the occasional gaps learners. and
task. or comprehensive
inconsistencies. model for
learners to
follow.
Modeling Examples are Provides Provides clear, Provides
Language unclear, examples that varied, and exceptionally
(Giving irrelevant, or are generally relevant clear, diverse,
Examples) insuf cient in clear but may examples that and relevant
illustrating the lack variety or effectively examples that
language point. depth. illustrate the enrich learners'
language point. understanding of
the language
point.
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