Facultad de Ciencias de la Educacin

Licenciatura en Lengua Castellana,

Ingls y Francs
PRCTICA PEDAGGICA (INGLS)
REFLECTION ON OBSERVATION
PRE-SERVICE TEACHER(S):
________________________

___________________________________

DATE:

Do I/we start class by establishing a learning path, i.e. class topic, objectives, and
activities?
Do I/we use a clear lesson routine?
Do I/we plan an adequate amount of work, e.g. not too many, not too few activities?
Do I/we plan a varied lesson, with a balanced combination of techniques, activities,
and materials?
Do I/we provide students with appropriate and rich input, e.g. authentic language,
integrated skills?
Do I/we use lots of visuals and non-linguistic cues?
Do I/we model for students what they are expected to say or do?
Do I/we give clear and concise instructions, first verbally and then in writing?
Do I/we check that students are understanding lessons or activities?
Do I/we speak slowly and clearly, and provide students with enough time to formulate
their responses?
Do I/we use appropriate strategies to get students to sit down, pay attention and be
ready for lessons or activities?
Do I/we establish and insist on classroom rules and infractions?
Do I/we instruct from different places in the classroom?
Do I/we nurture positive relationships with my/our students, e.g. memorizing names,
showing a good attitude?
Do I/we implement reward systems effectively?
Do I/we use L1 purposefully and moderately, i.e. for clarification or expository
purposes?
COMMENTS

Yamith Jos Fandio Parra

Bogot, Colombia

September, 2016

Rarely

Questions

Sometimes

Always

When assessing the results of an observation, preservice teachers should ask themselves
whether or not they are following or implementing the following basic things: