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Spanish-American Institute

English Class Teaching Observation

2012

Faculty Member: «FirstNAME» «LastNAME»
	Course & Time: ESL
Observation Date:	Number of Students Present:
Observer:	Observer's Signature:

Rating Scale: 1=unsatisfactory, 2=needs improvement, 3=satisfactory, 4=very good, 5=excellent, NA/NO-not applicable or not observed

CONTENT	1	2	3	4	5	NA/NO
Used content appropriate to the syllabus and the assigned textbook according to the Institute’s Standards of Good Practice in ESL Teaching.
Used content appropriate to the lesson.
Used content appropriate to the class.
Related material to prior knowledge.
Demonstrated command of subject matter.
Explained items clearly and effectively.
Assigned appropriate homework.

ORGANIZATION and INSTRUCTION	1	2	3	4	5	NA/NO
Explained purpose of lesson clearly.
Demonstrated evidence of lesson planning.
Engaged class in holistic writing activities.
Engaged class in holistic reading activities.
Engaged class in holistic listening activities.
Engaged class in holistic speaking activities.
Used effective transitions
Used active learning strategies
Used varied teaching strategies
Used class time effectively
Discouraged "bitting.” (*Bitting=accepting little bits of answers instead of encouraging full sentence responses that demonstrate understanding of the question.)
Kept teacher’s “voice” to a minimum so that the primary speakers were students engaged in active communication with each other.
Allowed wait-time for question responses.
Involved several students in each question.
Arranged classroom effectively to encourage student communication with each other (not from student to teacher).
Used blackboard sparingly, if at all.
Involved everyone in the class.
Communicated expectations clearly to students, including participation levels.
Collected homework and provided feedback.

INSTRUCTOR-STUDENT INTERACTION	1	2	3	4	5	NA/NO
Created a student-centered classroom, not a teacher-centered one. (In a student-centered classroom, the teacher facilitates learning through the use of active teaching strategies that requires student engagement with each other.)
Addressed students by name
Required students to engage in answering their own questions. (Did not allow student questions to divert attention away from the lesson.)
Encouraged student interaction.
Moved around the classroom.
Observed individual student work.
Determined when students were confused
Helped students who needed assistance but did not provide them with the “answers.”
Provided students with positive feedback
Held students' attention.

SUMMARY:

RECOMMENDATIONS:

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Faculty Member’s Signature: _________________________________Date___________________

«FirstNAME» «LastNAME»

Observer's Signature: _____________________________ Date: _______________

Spanish-American Institute

Non-ESL Course Teaching Observation

2012

rev. 20110901

Faculty Member: «FirstNAME» «LastNAME»
	Course & Time:
Observation Date:	Number of Students Present:
Observer:

Rating Scale: 1=unsatisfactory, 2=needs improvement, 3=satisfactory, 4=very good, 5=excellent, NA/NO-not applicable or not observed

CONTENT

NA/NO

Used content from the textbook unit and content appropriate to the syllabus.

Incorporated objectives with primary attention to using English language skills.

Incorporated unit’s application objectives.

Incorporated “Critical Thinking” activity (or equivalent if not using DDC text).

Incorporated “On Your Own” activity (or equivalent if not using DDC text as required by textbook and syllabus).

Incorporated “Online Resources” research (or equivalent if not using DDC text as required by textbook and syllabus) .

Incorporated final project development.

ORGANIZATION and INSTRUCTION

NA/NO

Demonstrated evidence of lesson planning consistent with the syllabus and with student needs with primary attention to incorporation of English language skills objectives.

Facilitated student learning instead of giving students the answers.

Engaged students in reading for comprehension.

Engaged students in paraphrasing (explaining textbook sections orally and/or in writing).

Engaged students in summarizing directions orally and/or in writing.

Engaged students in writing activity connected with developing “On Your Own” activity and individual projects (or equivalent if not using DDC text as required by textbook and syllabus).

Engaged students in speaking activity connected with developing “On Your Own” activity and individual projects (or equivalent if not using DDC text as required by textbook and syllabus)

Determined when students were confused.

Encouraged student questions.

Moved around the classroom and observed each student's work at least once each class period.

Kept daily or weekly written summaries of each student’s academic progress.

Took attendance while students were engaged in learning activities.

INSTRUCTOR-STUDENT INTERACTION

NA/NO

Made effective eye contact and addressed students by name.

Communicated expectations clearly to students.

Held students' attention.

Had good rapport overall with students.

SUMMARY and RECOMMENDATIONS:

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Observer’s Signature and Date: ____________________________________________

Faculty Member’s Signature and Date: ______________________________________

«FirstNAME» «LastNAME»