LESSON OBSERVATION / ASSESSMENT 1

LESSON OBSERVATION / ASSESSMENT 1.

Details of class:Seating arrangement:

Year in school:9xx00xxYear in English:5xxxxNumber in class:14xxxxxx

Mark with an X the number which corresponds to your view of the lesson.5 would be a very good lesson, 1 would be not good.

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PERSONAL QUALITIES OF TEACHER

Relaxed and self-confident xFriendly relationship with class as a whole xAccepts and encourages them as individualsxVoice clear and easy to understandx

PLANNING

Evidence of planning as well as clear and limited aimsxChildren aware of aimsx

TEACHING OF LESSON

The activities were developed logicallyx motivating and interest to childrenx appropriate to the level of the classx sufficiently variedx

The materials were attractive and variedx relevant to the aims of the lesson x

Lesson Observation / Assessment 1.

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The teacher showed an ability to use games, songs etc. to keep students attention 3 showed an ability to change activity if children are tired4 used classroom language which was economical and at the right level for the children 5 provided enough controlled practice, both individual and choral4 tried to encourage the use of real language4 was aware of, and effectively treated childrens errors4 checked childrens understanding of new language5 kept the lesson flowing smoothly5___________________________________________________________________________

To what extent were the aims of the lesson achieved?

The original aim was the practising of many, much, little, few, a lot of structures and the differences btw. few/little and a few/a little. The lesson was successful and there were no definite examples of misunderstanding the latter.

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Further comments:

LESSON OBSERVATION / ASSESSMENT 2.

Ratings should be marked in the spaces provided.

+-

Evidence of realcommunication( meaning + purpose )Dull, mechanical rehearsal of test items;meaning / purpose dont matter.

Good use of EFL by teacher and pupil.Plenty of opportunity for Ss to use EFL.Overuse of Hungarian;little sustained use of English

S s encouraged to: ask questions take initiative re-use vocabulary and structures in different situations show sustained use of EFL.S s only answer questions; not given opportunities to show initiative.

Integration of skills ( balance of skills )Drilling of discrete skills.

High level of involvement/participation of pupils.T. does most of the work;Ss sit it out , are passive -or worse !

Interest, attention held.Sufficient intellectualchallenge.Time generally on task. S s bored, inattentive;work does not seem worth taking seriously;little lesson time spent learning anything.

Variety and imagination ( inmaterials, tasks, ways ofworking, use of equipment ) .Uninspiring exercises, tedious material;just work through the book.

Pace: brisk, lively, vigorousEffective use of time.Lacking in pace;inappropriate use of time.

Task clarity.S s not really sure of what to do.

Lesson Observation / Assessment 2.+-

Pupils feel they are making progress.S s feel they re ...... not getting anywhere;... wasting their time.

Teacher ( and pupils ) have clear idea of lesson goals.(What will be different by the end of lesson? )No clear idea of goals.(Well, well be working through page 49. - but why ?)

Good planning:materials, tasks, activities chosen specificallyNo apparent connection between activities and aims.

Good planning: small steps / stages to reach goals. Problems foreseen.Opportunity for practice. Good techniques to elicit EFL use.S s unable to perform task(s ) because they have not gone through practice stages that would help get them there.

Good relationship,pupils - teacher rapport.No mutual respect; hostile; too tense / too casual.

Working environment pleasant, good use of display potentialTatty, depressing; no use of display potential.

LESSON OBSERVATION / ASSESSMENT 3.

Teacher

GoodBadNotes

VoicexClear

Eye contact / body languagexSmiling, using hands to point at Ss

Position / movementxMoving btw. desks, move close to Ss.

InstructionsxShort and clear

Rapportx

Management

GoodBadNotes

Monitoringx

DiscipliningxNo need to do

STT / TTTx

Are real events exploited?xShopping

Real use of languagesxReal need to buy something

Controlled / Free practicex

Lesson Observation / Assessment 3

Lesson Content

GoodBadNotes

Structurex

Use of mother tongue ( reason)xWhen grammar is explained

CorrectionxIn English

Aids ( used properly )xNo aids, it was practising

Variety of activitiesx

Homework ( appropriate )xChecking

INSTRUCTION GIVING

Put a ring around the number that corresponds to your view of the teachers performance.

7 is outstanding, 1 is very weak.

TEACHER PERFORMANCEWEAK OK GOOD

The teacher was able to obtain1234567the attention of all the students.

The voice was clear and easy tounderstand. 1234567

The instructions were staged andeasy to follow. 1234567

The instructions were presented ina logical manner. 1234567

The instructions were brief and tothe point. 1234567

Each stage was clearly indicatedand students were told exactlywhat they had to do. 1234567

Understanding was effectivelychecked. 1234567

The manner was reassuring andstudents could ask questions ifthey wanted to. 1234567

Any written instructions wereeasy to read. 1234567

The language of the instructionswas at the right level for thestudents. 1234567

Instruction Giving

Instructions to observer / appraiser

Observe the way your colleague / the teacher gives instructions and complete the observation sheet.

Ask the teacher you have observed to comment on his / her performance.

Give your colleague the completed observation sheet and allow him / her to comment on your observation.See if you reach agreement.

Discuss this question: if you were to repeat the activities would you change your approach to the instructions ?How ?

CLASSROOM MANAGEMENT

During the lesson make notes and comments for each category possible.

1. The class understood what was wanted at all times.If they not, they asked the teacher in English.

2. All instructions were clear.Yes

3. Every student was involved at some point.Every student was involved at least three times

4. The teacher carried out comprehension checks. Only in speaking

5. Student groupings were appropriate.There were no groups, only pairs

6. Class atmosphere was positive.Ss were kind, helpful and enthusiastic

7. The pacing of the lesson was appropriate.50 % speaking (situation) 50% reading comprehension and homework checking

8. The teacher did not talk too much.She talked the appropriate quantity.

9. Error correction and feedback was appropriate.Errors were corrected in English and students understood them easily.

10. There was genuine communication.Communication was about shopping in a supermarket

11. There was opportunity for controlled practice.Yes.12. Any other comments are classroom management.

SELF-ASSESSMENT CRITERIAFOREFL TEACHERS AND TEACHER TRAINEES

ByBalzs rpdnMatern Pressing AnikDr. Por ZoltnPor Zsuzsnna

SELF - ASSESSMENT 1.

PERSONAL QUALITIES

Was my voice clearly audible to all the pupils all of the time ?1 2 3 4 5 6 7

Did I speak at the right speed ?1 2 3 4 5 6 7

Did I control the level of my own language to what was appropriate for the pupils ?1 2 3 4 5 6 7

Did I establish and maintain good rapport with my pupils ?1 2 3 4 5 6 7

GENERAL SHAPE OFTHE LESSONDid the overall shape and balance of the lesson work out as planned ?1 2 3 4 5 6 7

Did I follow the stages of my lesson plan ?1 2 3 4 5 6 7

Was there variation in types of activity or was there too much of one activity ?1 2 3 4 5 6 7

Did the time each activity took work out as planned ?1 2 3 4 5 6 7

Was the pace of each segment appropriate for that type of activity ?(Was the presentation too fast ? The drilling too slow ? )1 2 3 4 5 6 7

MATERIALSWere the materials appropriate with regard to the age and level of the class: in terms of their linguistic difficulty ? in terms of their functional difficulty and use ? in terms of their cultural content ?1 2 3 4 5 6 7

Self- Assessment 1.

CLASSROOMMANAGEMENTDid I have any problems in managing the class ?1 2 3 4 5 6 7

Were my instructions clear and clearly understood by the pupils ?1 2 3 4 5 6 7

At each stage of the lesson, were the pupils sitting in the best position for the type of activity involved ?1 2 3 4 5 6 7

Did any re - arrangement of seating, movement of pupils in the classroom, giving out or collecting of books, etc.happen smoothly ?1 2 3 4 5 6 7

ERRORSDid I cope effectively with the pupils errors which arose in class ?1 2 3 4 5 6 7

QUESTIONSWere the questions phrased correctly to get the answers I wanted ?1 2 3 4 5 6 7

Were there varied types of questions ?(Questions for specific information, for gist, inference, etc. )1 2 3 4 5 6 7

Were my questions properly graded from easy to understand to difficult ?1 2 3 4 5 6 7

Did I distribute my questions among the pupils equally ? (oral)1 2 3 4 5 6 7

CHORAL PRACTICEWas there the right amount of choral repetition ?1 2 3 4 5 6 7

Did I have full control of the technique ?1 2 3 4 5 6 7

CHECKINGDid I pay enough attention to each individual in the class ?1 2 3 4 5 6 7

Did I check that every pupil had grasped the main teaching point ?1 2 3 4 5 6 7

COMMUNICATIONDid I give the pupils an opportunity for genuine communication ?1 2 3 4 5 6 7

Were the materials, exercises and situations authentic ?1 2 3 4 5 6 7

Self- Assessment 1.

AIDSWas my blackboard clear and well laid out ?1 2 3 4 5 6 7

Were my visual aids necessary, and clear ?1 2 3 4 5 6 7

Were my audio aids necessary, and clear ?1 2 3 4 5 6 7

Were all the aids used effective for the purpose envisaged ?1 2 3 4 5 6 7

Were they all easy for me touse ?1 2 3 4 5 6 7

PUPILS' RESPONSEWere all the pupils interested all of the time ?(Were there any sign of boredom, restlessness or indiscipline ?)1 2 3 4 5 6 7

UNEXPECTEDWere there any unexpected things that I had to cope with ?If so, how well did I cope ?1 2 3 4 5 6 7

SUMMARYDid I succeed in achieving my aim ?Did I actually need to teach what I set out to teach ?1 2 3 4 5 6 7

How much did the pupils actually gain from my lesson ?1 2 3 4 5 6 7

SELF - ASSESSMENT 2.

PronunciationDid I have any problems with any vowels or consonants ?

No.______________________________________________________________________StressDid I have any problems with stress in individual words or in sentences ?

No.______________________________________________________________________RhythmDid I read too slowly or too quickly ? Did I pause in the right places ?

I did not read.______________________________________________________________________IntonationDid I sound interesting or boring and did I vary my intonation were appropriate ?Did I use the appropriate intonation for questions, statements, lists and so on ?

I varied my intonation, used question intonation and jokes.______________________________________________________________________VariationDid I vary the pace and the loudness of my voice where appropriate ?Did I disguise my voice enough for the different characters ?

I used two voices: one for myself and one for my bag as a living person.______________________________________________________________________Pupil participationDid I pause in the correct places and use appropriate intonation to invite my pupils to join it ? Did I ask the appropriate questions to encourage my pupils to predict what comes next ?

Yes.______________________________________________________________________General impressionHow did I sound in general ? Clear ? Expressive ? Lively ?

Lively.______________________________________________________________________What do I need to improve ?What shall I focus on this week ?

SELF - ASSESSMENT 3.

Before the lesson, look at your plan and ask yourself:

Have you chosen an activity that is interesting and will generate meaningful language use ?

I have chosen an activity which raises Ss attention and is funny.

What classroom arrangement will you use ?What materials do you need ?

Arrangement was traditional :three rows of desksI used realia: containers, a bag; pictures.

Is your organisation smooth ?Are the instructions clear ?Do the pupils know the rules of your class ( who they can talk to, when, etc. ) ?

Ss were very co-operative and used the vocabulary I planned before.

At what point in your lesson will the pupils use language for a real purpose ?

They want to know something (some information) about the school I teach in.

Write down a question you will ask to encourage a thoughtful answer rather than a correct answer.

Self-Assessment 3.

During the lesson and after the lesson, ask yourself these questions and write the answers:

Write down something(s) that a pupil said in the lesson where language was used for a purpose.

Coffee is made in Brazil and of coffee-beans.

Write down any evidence that your activity was successful / unsuccessful, was smoothly / badly organised, was interesting / boring.

The starting of the lesson was surprising for the Ss and interesting, the game was smoothly organised and they were not bored of it.

My thoughts:

What would you like to improve / have done better in the lesson ?

More games and I intend to use more humour which I use in Hungarian.

What have you learnt ?

Breaking the ice is very important and the best way to do it to make something very surprising and weird when starting the lesson.

Write down your thoughts about how you would like to improve / change / develop your teaching in the future.

Using more situations /more realia

SELF - ASSESSMENT 4.

Answer these questions after you have taught the lesson.Write brief notes on a separate sheet of paper.

Preparation

How useful was your lesson plan ?The lesson plan provides me with 4-5 types of exercises

Were you able to follow it or did you have to depart from it during the lesson ?I had to depart from it because there was not enough time for the last exercises.

What difficulties did you find in planning the lesson ?Planning totally different exercises on the same grammar.

Now that you have taught your lesson, what changes would you make to the plan for the next time ?Less exercises and more situations.

Your teaching

How successful was the lesson ?Ss enjoyed it and aims were achieved.

Which part of the lesson was most successful ?Why ?The introduction; it raised the Ss attention

Which part of the lesson was least successful ?Why ?The end, I forgot to give the Ss homework.

How did you ensure that all the students understood ?All students had to ask /or answer questions at least once.

How much did you use the blackboard ?Was it effective ?I wrote the questions and drew figures on it.

What other aids did you use ?Were they effective ?Realia, Ss could touch them and use them when answering my questions.

Which of the four skills did you develop most ? Speaking and listening

How much did you use the students own language ?Should you have used more or less ?Neither they nor I used it. They were smart and possessed a remarkable vocabulary.

What aspect of the lesson give you most difficulty ?Why ?Remembering the Ss names and not mixing them.How was this lesson different from the one you taught before and after it ?

Self-Assessment 4.

The students

What activities did the students enjoy most ?Why ?Ss enjoyed when they could ask questions and had to guess things.

What did the students find the most difficult ? Why ?I did not recognize anything they found difficult.

Did any students fail to participate ?If so, why was it ?No, they all participated in the lesson.

What discipline problems were there ?What caused them ?How did you deal with them ?There were no discipline problems.

What advice might the students give you about the lesson ?Do not wipe the board with your hands if there is a sponge but you cant see it.

SELF - ASSESSMENTLesson Management

Does my lesson start smoothly and promptly; and induce a positive mental set among pupils ?

It started quickly.

Does the management of the lesson help to elicit and maintain pupils attention, interest and motivation

I managed to maintain their attention

Is the pace and flow of the lesson maintained at an appropriate level and are transitions between activities well - managed ?

Transitions were quick, different activities lasted 5-10 minutes

Do I carefully monitor the progress of pupils so that the effectiveness of the lesson is maintained by giving individual help or making modifications and adjustments to the development of the lesson, as appropriate ?

Do I give clear guidance and direction concerning what is expected of pupils during each activity, and manage their time and effort, in relation to their involvement in and the sequencing of the various activities, to good effect ?

Students were in aware of the aims of the lesson and the my aims

Self Assessment - Lesson Management

Do I make effective use of the various materials, resources and teaching aids, so that pupils time is not wasted waiting for equipment to be set up or materials distributed ?

The distribution of materials was quick and there were no technical difficulties.

Do I organise and control the logistics of classroom life, such as how pupils answer questions, collect equipment, or form into groups so that the order necessary for learning to occur is maintained ?

Yes, some control is needed but Ss were helpful and were aware of the techniques of ELT.

In particular, do I use effective management strategies in handling pupil movement and the general level of noise ?

Yes. The only noise were laughing and some remarks on the exercises.

Is the feedback conveyed to pupils about their progress helpful and constructive, and does it encourage further progress ?

Do my lesson end effectively, in terms of ending on time, drawing the topic of the lesson to an appropriate conclusion, and having a well - ordered exit by pupil from the classroom ?

I reached the appropriate conclusion but timing was not successful.

CLASSROOM MANAGEMENT

Make notes and comments for each category during the lesson

1. Each student is involved at some point.

Questions were asked and each S had to make their own questions.

2. The teacher encourages real use of language. (Real situations are provided. )

The situation was a quiz game and it worked!

3. There is genuine communication between T - SS - ST - ClassS - Class

Teacher controlled the quiz game, students asked the class about an invention (see appendix).

4. Group work is organisedon a spontaneous basisaccording to students abilityon other principles.

5. Pair work is organisedon a spontaneous basisaccording to students abilityon other principles.

Pair work was not used.

6. The ratio between TTT and STT is appropriate.

Class: Kodolanyi J. SzakkzpiskolaGrade: 11thTime: 2005. 02.23.Consultant teacher: Plskeyn Tihanyi TmeaStudent teacher: Vit OlivrMain topic: passivesCourse book: Headway Pre-Intermediate

Aims: The main objective of this lesson is to practice the passive structures (present and past), both in questions and affirmatives. Emphasis is put on repetition and guided practice. Present and past passive: omitting the subject.

1. Warming up and presentation (T + Ss one after the another at the board) What is it made of?Where is it made?What is made in (country) 2-3 things(Realia: a bag, food and containers, each representing a country, 10 countries) Board: The bag is made in Hungary).France: cheese, Greece: Ouzo, Germany: beer, Brazil: coffee, Peru: chocolate, China: tea, USA: Coke, UK: pudding, Switzerland: wristwatch, Hungary: pepper5-10 minutes (depending on the number of volunteers)

2. My school and your school (guessing out the questions from the answers) Passive qst.Board: Where is it situated?Near the underground station.What is it called?Katona Jzsef(T: right question or wrong question)How many lessons are held a week for a class? Usually 30-33 and extra classes.How much money is spent on computers? 300 000 on each (with a monitor, mouse, DVD)How often is it cleaned/painted?Every morning btw. 5-6 o'clockWhen was it built?Almost 50 years ago. When was it modernized?How many students are taught?About 800: there are 5 classes at each grade and 30 students in every class.How is it furnished and decorated? Furniture is good, there are benches/posters...

Spend, teach, build, hold, modernized, paint, clean, decorate (on the board in a circle)Ss then answer the questions about their school.5-8 minutes

3. Groupwork: asking and answering about inventions (Team A and B)Who was it invented/made by?8- 8 definition Team A and B ask questions taking turns and read out parts of the definitions. When was it invented/Who was it invented by/Why was it invented?/Where was it used? (Board: question types)CardsTeam A: wine, tea, shoes, poker, dictionary, matches, croissant, whiskey, glassesTeam B: shampoo, stamps, saxophone, chewing gum, coffee ,esperanto, coca-cola, mouse, 10 minutes

4. Pairwork: Put the sentences in the right order and put them into the passive (wine production) Passives with or without by, transformation methods10 minutes

Additional tasks:

/5. Listening and gap-filling (The Tower of London)Short text, past participles missing, gap-filling./6. Flashcards

1HOW TO MAKE RED AND WHITE WINE? = HOW WINE ___ ______ ?

What do you need? Grape juice and grape skins.

Put the sentences in the right order.

___Wine-growers bottle wine, put a cap on the bottles and a machine labels all bottles.Wine____________________________

__People put the grapes in a machine.Grapes___________________________

__Later they put egg white in the wine to clean it.________________________________

__The sugar in the wine produces alcohol during a few days.___________________ by the sugar.

__Wine-growers fill the must into large barrels (casks).Must____________________________

__In autumn, wine-growers pick grapes and take them to the winery. ________________________We call this vintage or grape harvest.This_____________________________

__Wine-growers drain the new wine off.________________________________

__This machine crushes (presses) the grapes.________________________________

__After a few weeks, storing makes the wine softer and rounder.____________X_______________

__We call the end product must.________________________________

__First, farmers grow grapes on slides of hills.Grapes__________________________

__Stores and supermarkets sell the wines.________________________________

__They store wine in stainless steel casks.________________________________

Now, change the sentences and put them into the passive.