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CATEGORY PERSONAL QUALITIES 1. Presence/style
commanding presence/ individual and positive teaching style
good presence: no serious defects (e.g. over-mannered) in teaching style
personality has little or no impact: teaching style is irritating, boring etc
2. Voice/ quality
good quality of voice; very clear speech
voice is audible, speech intelligible from all parts of the classroom
voice is inaudible or unpleasant: speech is at times unintelligible
3. Rapport with pupils
friendly and positive atmosphere: pupils and teacher clearly on same wave length
reasonably pleasant atmosphere in classroom: pupils do not seem antipathetic to teacher
strained, uncomfortable or unpleasant atmosphere: teacher and pupils clearly don’t relate to one another
too much or insufficient time allocated to certain activities: range of activities too frenetic or too monotonous little thought has been given to aids. irrelevant. and are suitable for the class and the objectives specified 3. devising and proposed deployment of effective aids e t c & they are suitable for the class and the objectives specified 2 . specification of realistic aims matched with appropriate objectives: also clear about how achievement of objectives is to be checked sensible aims linked to relevant attainable objectives: clear about how achievement of objectives is to be checked unrealistic aims/ objectives: insufficient specification: aims and objectives do not match: no clear idea of criteria for checking whether objectives have been achieved. which may not be measurable DISTINCTION SATISFACTORY ATTENTION NEEDED very clear and lucid.CATEGORY PLANNING 1. or unhelpful 2. Shape and balance of activities imagination tempered by realism shown in range and management of activities sensible allocation of time: manageable and reasonably motivating range of activities aids etc are carefully chosen or worked out. etc: aids are unsuitable. Aims and Objectives (NB Aim = general purpose. Preparation of materials/ resources imagination shown in selection.
CATEGORY PLANNING 4. Anticipation of difficulties DISTINCTION SATISFACTORY ATTENTION NEEDED teaching scenario has obviously been carefully thought through and suitable contingency plans made for likely problems obvious likely problems have been sensibly anticipated the lesson has not been properly thought through. plans for anticipated problems are inadequate or irrelevant 3 .
unclear. arbitrary. without awkward hiatuses 3. competently. and appropriately explanations and instructions are very clear and easy to follow. confusion is rare class is confused. materials are exploited unimaginatively in a pedestrian way or in an inappropriate way explanations and instructions are confused/ contradictory. lesson is jerky. pupils are seriously confused 2. confidently. disorganized. instructions are clear the teacher is always in control. Pace and timing lesson seems to develop its own rhythm and is experienced as an organic whole aids are used imaginatively. various types of grouping and interaction are used. Use of teaching aids/ materials aids are used competently and appropriately. Clarity of explanation explanations and instructions are clear. grouping/ interaction used is inappropriate. pupils are seldom or never confused or at a loss lessons develops reasonably smoothly. activities are isolated. or excessively teachercentered. unmotivated aids are used inefficiently and ineffectively. and appropriately. as appropriate. occasional confusion. imaginatively. but not serious 4 . appropriately adapted 4.CATEGORY IMPLEMENTATION 1. materials are exploited very effectively. good use is made of materials.Classroom Management DISTINCTION SATISFACTORY ATTENTION NEEDED the teacher is always in control: human resources of the classroom are imaginatively exploited. disconnected.
or at least fully compensate for shortcomings in the materials and/or unexpected developments teacher is over-rigid. unclear. Cannot pitch language to the level of the pupil. and shows the ability to vary language to level of pupil and nature of task. varied and stimulating to the pupils excellent model of English for the pupils. clear and keeps lesson moving forward good model of English for the pupils. uses language appropriately and fluently. Largely correct and appropriate written English teacher shoes flexibility of response. clear pronunciation with occasional inaccuracies. Correct and appropriate written language questioning is appropriate. appropriateness of oral/ written language 7. Numerous inaccuracies in written language 6. Ability to extemporise/ adapt to needs teacher is able to think on his/her feel. Excellent pronunciation. uses language inappropriately. Intelligibility limited.CATEGORY IMPLEMENTATION 5. is seldom at a loss questioning is random. is easily put out 5 . uses language appropriately on most occasions. Accuracy. ignores what is inconvenient or unforeseen. and can vary level of language at will to suit level of pupil and nature of task. irrelevant. Questioning techniques DISTINCTION SATISFACTORY ATTENTION NEEDED questioning is highly relevant. and is able to capitalise on. monotonous poor model of English.
and they appear to be fully on task pupils arrear involved and interested for most of the time pupils appear bored and in a way that can be attributed to teacher’s lack of expertise 9.CATEGORY IMPLEMENTATION 8. does not achieve objectives to the degree that would have been possible in the context of the lesson 6 . achieves objectives to a reasonable degree in the context of the lesson does not check whether objectives have been achieved. Achievement of aims/ objectives takes appropriate measures to check whether objectives have been achieved. errors are corrected in a confusing or embarrassing or repressive way 10. Awareness and treatment of error teacher is sensitive to potential misunderstanding as the class goes on. achieves the stated objectives/ aims and in the fullest manner possible in the context of the lesson takes appropriate measures to check whether objectives have been achieved. teacher uses varied techniques of correction teacher is aware of error and corrects it in a clear but sympathetic way teacher inappropriately ignores. Pupil involvement DISTINCTION SATISFACTORY ATTENTION NEEDED teacher facilities pupil involvement and interest. teacher deals with error clearly but sympathetically. or is unaware of error.
CATEGORY IMPLEMENTATION 11. This is understood and appreciated by the pupils has a fair and systematic procedure for evaluating pupil performance. where pupils do not know what to expect and marks are perceived as unfair.This has a negative effect on the classroom atmosphere and individual pupils may show signs of stress 7 . which clearly facilitates language learning. which largely understood by the pupils and does not negatively affect the classroom atmosphere unsystematic pupil evaluation. comments etc) pupil performance. fair and systematic procedure for evaluating ( marks. Pupil Evaluation DISTINCTION SATISFACTORY ATTENTION NEEDED has a pedagogically sound.
is fully co-operative and constructive in the process considers evaluation from others in what is. cannot capitalise on selfevaluation in a sensible helpful way is reluctant to consider advice or criticism. on the whole. Ability to evaluate own performance highly developed selfcritical sense.CATEGORY DISTINCTION SATISFACTORY ATTENTION NEEDED EVALUATION 12.Ability to respond constructively to evaluation from others is not afraid of criticism and may indeed seek it out. reacts unconstructively to evaluation from others 13. together with good ability to suggest lines of improvement is able to evaluate own performance reasonably well and react to that evaluation in a positive way is confused about or insensitive to strengths and weaknesses of own performance. a positive spirit 8 .