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ST CoT Tool

The document is a Student-Teacher Classroom Observation Tool designed for mentors to evaluate mentees across various categories such as personality, lesson planning, content knowledge, teaching methods, classroom management, and questioning skills. Each category includes indicators rated on a scale from 1 to 5, with corresponding adjectival ratings and verbal interpretations. Observers are also provided space for additional comments and suggestions.

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ninosaysonlunaria
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13 views2 pages

ST CoT Tool

The document is a Student-Teacher Classroom Observation Tool designed for mentors to evaluate mentees across various categories such as personality, lesson planning, content knowledge, teaching methods, classroom management, and questioning skills. Each category includes indicators rated on a scale from 1 to 5, with corresponding adjectival ratings and verbal interpretations. Observers are also provided space for additional comments and suggestions.

Uploaded by

ninosaysonlunaria
Copyright
© © All Rights Reserved
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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Student-Teacher Classroom Observation Tool

Name of Mentee: __________________________________ Name of Mentor: _______________________________

Subject Taught: ____________________________________ Topic: ________________________________________

Date: ____________________________________________

Direction: Read each statement carefully and check ( ) the column that best describes the student-teacher you are rating.

Scale Interval Range Adjectival Rating Verbal Interpretation

5 4.50 – 5.00 Outstanding (O) HEE – Highly Exceeds Expectations


4 3.75 – 4.49 Very Satisfactory (VS) EE – Exceeds Expectations
3 3.00 – 3.74 Satisfactory (S) ME – Meets Expectations
2 2.00 – 2.99 Fair (F) OME – Occasionally Meets Expectations
1 1.00 – 1.99 Needs Improvement (NI) CFME – Consistently Fails to Meet Expectations

A. Teacher’s Personality

Indicators 5 4 3 2 1 Remarks

(O) (VS) (S) (F) (NI)


1. The teacher is neat and well-groomed.
2. The teacher is free from mannerisms that tend
to disturb the student’s attention.
3. The teacher’s personality is strong enough to
command respect and attention.
4. The teacher shows dynamism and enthusiasm.
5. The teacher has a well-modulated voice.

B. Lesson Planning

Indicators 5 4 3 2 1 Remarks

(O) (VS) (S) (F) (NI)


1. Lesson Plan is well-prepared.
2. There is congruence between:
• Objective and subject matter
• Objective and teaching procedure
• Objective and formative assessment
• Objective and assignments

C. Content

Indicators 5 4 3 2 1 Remarks

(O) (VS) (S) (F) (NI)


1. The teacher demonstrates in-depth knowledge of
the subject matter.
2. He/she is able to relate lessons to actual life
situations.
3. Keeps abreast of new ideas and understanding
in the field.
4. Gives sufficient and concrete examples to create
a meaningful learning experience.

D. Teaching Methods

Indicators 5 4 3 2 1 Remarks

(O) (VS) (S) (F) (NI)


1. Method/s used was/were suited to the needs
and capabilities of the learners.
2. The teacher was creative enough to adapt
his/her method to the student’s capabilities.
3. Visual aids and other examples were used to
illustrate the lesson.
4. The teacher made effective use of formative
test/assessment after teaching.
E. Classroom Management

Indicators 5 4 3 2 1 Remarks

(O) (VS) (S) (F) (NI)


1. The teacher has a systematic way of checking:
• Attendance
• Assignment/Homework/Agreement
• Practice Exercises or Drills
• Group work/projects
• Passing in and out of the classroom
• Correcting, distributing, and collecting
seatwork’s and other formative tests
2. Order and discipline were presented in the
classroom
3. Visual aids were within easy reach of the teacher
during his/her teaching

F. Questioning Skills

Indicators 5 4 3 2 1 Remarks

(O) (VS) (S) (F) (NI)


1. The teacher’s questioning skill stimulates
discussion in different ways such as:
• Probing for learner’s understanding
• Helping students articulate their ideas and
thinking process
• Promote risk-taking & problem solving
• Facilitate factual recall
• Encourage convergent & divergent thinking
• Stimulate curiosity
• Helps students to ask questions

Observations:

_______________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________

Comments and Suggestions

_______________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________

Conformed:

______________________________

Student-Teacher

Observer:

______________________________

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