GUIDE TO USE OF CATEGORIES

CATEGORY PERSONAL QUALITIES 1. Presence/style

DISTINCTION

SATISFACTORY

ATTENTION NEEDED

commanding presence/ individual and positive teaching style

good presence: no serious defects (e.g. over-mannered) in teaching style

personality has little or no impact: teaching style is irritating, boring etc

2. Voice/ quality

good quality of voice; very clear speech

voice is audible, speech intelligible from all parts of the classroom

voice is inaudible or unpleasant: speech is at times unintelligible

3. Rapport with pupils

friendly and positive atmosphere: pupils and teacher clearly on same wave length

reasonably pleasant atmosphere in classroom: pupils do not seem antipathetic to teacher

strained, uncomfortable or unpleasant atmosphere: teacher and pupils clearly dont relate to one another

CATEGORY PLANNING 1. Aims and Objectives (NB Aim = general purpose, which may not be measurable

DISTINCTION

SATISFACTORY

ATTENTION NEEDED

very clear and lucid, specification of realistic aims matched with appropriate objectives: also clear about how achievement of objectives is to be checked

sensible aims linked to relevant attainable objectives: clear about how achievement of objectives is to be checked

unrealistic aims/ objectives: insufficient specification: aims and objectives do not match: no clear idea of criteria for checking whether objectives have been achieved. too much or insufficient time allocated to certain activities: range of activities too frenetic or too monotonous little thought has been given to aids. etc: aids are unsuitable, irrelevant, or unhelpful

2. Shape and balance of activities

imagination tempered by realism shown in range and management of activities

sensible allocation of time: manageable and reasonably motivating range of activities aids etc are carefully chosen or worked out, and are suitable for the class and the objectives specified

3. Preparation of materials/ resources

imagination shown in selection, devising and proposed deployment of effective aids e t c & they are suitable for the class and the objectives specified

CATEGORY PLANNING 4. Anticipation of difficulties

DISTINCTION

SATISFACTORY

ATTENTION NEEDED

teaching scenario has obviously been carefully thought through and suitable contingency plans made for likely problems

obvious likely problems have been sensibly anticipated

the lesson has not been properly thought through, plans for anticipated problems are inadequate or irrelevant

CATEGORY IMPLEMENTATION 1.Classroom Management

DISTINCTION

SATISFACTORY

ATTENTION NEEDED

the teacher is always in control: human resources of the classroom are imaginatively exploited; instructions are clear

the teacher is always in control; various types of grouping and interaction are used, as appropriate; confusion is rare

class is confused, disorganized; grouping/ interaction used is inappropriate, or excessively teachercentered. lesson is jerky, disconnected, arbitrary, activities are isolated, unmotivated aids are used inefficiently and ineffectively; materials are exploited unimaginatively in a pedestrian way or in an inappropriate way explanations and instructions are confused/ contradictory; unclear; pupils are seriously confused

2. Pace and timing

lesson seems to develop its own rhythm and is experienced as an organic whole aids are used imaginatively, confidently, competently, and appropriately; materials are exploited very effectively, imaginatively, and appropriately explanations and instructions are very clear and easy to follow; pupils are seldom or never confused or at a loss

lessons develops reasonably smoothly, without awkward hiatuses

3. Use of teaching aids/ materials

aids are used competently and appropriately; good use is made of materials, appropriately adapted

4. Clarity of explanation

explanations and instructions are clear; occasional confusion, but not serious

CATEGORY IMPLEMENTATION 5. Questioning techniques

DISTINCTION

SATISFACTORY

ATTENTION NEEDED

questioning is highly relevant, varied and stimulating to the pupils excellent model of English for the pupils, uses language appropriately and fluently, and can vary level of language at will to suit level of pupil and nature of task. Excellent pronunciation. Correct and appropriate written language

questioning is appropriate, clear and keeps lesson moving forward good model of English for the pupils; clear pronunciation with occasional inaccuracies, uses language appropriately on most occasions, and shows the ability to vary language to level of pupil and nature of task. Largely correct and appropriate written English teacher shoes flexibility of response, is seldom at a loss

questioning is random, irrelevant, unclear, monotonous poor model of English; uses language inappropriately. Intelligibility limited. Cannot pitch language to the level of the pupil. Numerous inaccuracies in written language

6. Accuracy, appropriateness of oral/ written language

7. Ability to extemporise/ adapt to needs

teacher is able to think on his/her feel, and is able to capitalise on, or at least fully compensate for shortcomings in the materials and/or unexpected developments

teacher is over-rigid, ignores what is inconvenient or unforeseen, is easily put out

CATEGORY IMPLEMENTATION 8. Pupil involvement

DISTINCTION

SATISFACTORY

ATTENTION NEEDED

teacher facilities pupil involvement and interest, and they appear to be fully on task

pupils arrear involved and interested for most of the time

pupils appear bored and in a way that can be attributed to teachers lack of expertise

9. Awareness and treatment of error

teacher is sensitive to potential misunderstanding as the class goes on; teacher deals with error clearly but sympathetically; teacher uses varied techniques of correction

teacher is aware of error and corrects it in a clear but sympathetic way

teacher inappropriately ignores, or is unaware of error; errors are corrected in a confusing or embarrassing or repressive way

10. Achievement of aims/ objectives

takes appropriate measures to check whether objectives have been achieved; achieves the stated objectives/ aims and in the fullest manner possible in the context of the lesson

takes appropriate measures to check whether objectives have been achieved; achieves objectives to a reasonable degree in the context of the lesson

does not check whether objectives have been achieved; does not achieve objectives to the degree that would have been possible in the context of the lesson

CATEGORY IMPLEMENTATION 11. Pupil Evaluation

DISTINCTION

SATISFACTORY

ATTENTION NEEDED

has a pedagogically sound, fair and systematic procedure for evaluating ( marks, comments etc) pupil performance, which clearly facilitates language learning. This is understood and appreciated by the pupils

has a fair and systematic procedure for evaluating pupil performance, which largely understood by the pupils and does not negatively affect the classroom atmosphere

unsystematic pupil evaluation, where pupils do not know what to expect and marks are perceived as unfair.This has a negative effect on the classroom atmosphere and individual pupils may show signs of stress

CATEGORY

DISTINCTION

SATISFACTORY

ATTENTION NEEDED

EVALUATION 12. Ability to evaluate own performance highly developed selfcritical sense, together with good ability to suggest lines of improvement is able to evaluate own performance reasonably well and react to that evaluation in a positive way is confused about or insensitive to strengths and weaknesses of own performance; cannot capitalise on selfevaluation in a sensible helpful way is reluctant to consider advice or criticism; reacts unconstructively to evaluation from others

13.Ability to respond constructively to evaluation from others

is not afraid of criticism and may indeed seek it out; is fully co-operative and constructive in the process

considers evaluation from others in what is, on the whole, a positive spirit