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Observation Sheet GRAMMAR 1

This document is a teacher observation form used to evaluate a lesson. It contains sections to rate elements of lesson organization, evidence of planning, variety of activities, use of visuals and techniques to reinforce meaning, appropriate language level, inclusion of pre, during and post activities, and whether an inductive or deductive approach to grammar is used. It also contains a checklist to rate how often a teacher performs actions like greeting students, coming prepared, showing respect, providing individual attention, using various materials and asking questions. Space is provided at the end for additional observations.

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1K views2 pages

Observation Sheet GRAMMAR 1

This document is a teacher observation form used to evaluate a lesson. It contains sections to rate elements of lesson organization, evidence of planning, variety of activities, use of visuals and techniques to reinforce meaning, appropriate language level, inclusion of pre, during and post activities, and whether an inductive or deductive approach to grammar is used. It also contains a checklist to rate how often a teacher performs actions like greeting students, coming prepared, showing respect, providing individual attention, using various materials and asking questions. Space is provided at the end for additional observations.

Uploaded by

AlejandraTZ
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Class Observation Form

Teacher Observed: ____________________ _____

Date of Observation: _____________ ____ Time: ____________________.

+ - Outstanding OK– Satisfactory NI – Needs Improvement NA – Not applicable

Lesson Organization
Warm-up used
Variety of techniques/activities
Several skills employed (speaking, listening, reading, writing, etc)
Length of activities (min.)
Evidence of Lesson Planning
Mixture of choral, whole group, pair, small group, & individual work
Use of visuals, graphic organizers, rubrics, gestures
Meaning reinforced via visuals, intonation, gestures, etc.
Appropriate rate of speech and use of vocabulary for level
Includes pre-, during, and post-activities
Inductive or deductive grammar employed?
Explain the rules to the learners
Focuses on form first and then meaning
Drills students to learn the rules mechanically
Allow the learner to formulate and discover the rule ‘to induct’
Focuses on meaning first and form second
Help learners discover the rule through meaningful communication

A = Always - O = Often - R = Rarely - N = Never


Greets the students at the beginning of the class?
Come to the class prepared with notes, instructor aides,
equipment needed, etc.?
Provide material that is interesting and relevant?
Shows respect (knows names, is polite, etc.)?
Provide individual attention to personal learning styles?
Use notes?
Use whiteboard?
Use videos?
Use computer presentations?
Use textbooks?
Give examples?
Ask questions?
Provide group/individual activities?
Give demonstrations?
Ask for demonstrations from students?
Require problem-solving skills of learners?
Provide assistance when needed and/or asked?
Move about the classroom?
Ask questions to determine students understanding of material
presented?
Provide specific encouraging feedback to students on a frequent
basis?
Give quizzes and/or exams?
Provide additional material if needed?
Show interest in students’ feedback?

Observations:

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