LING 427 TESOL Internship

Teaching Observation and Evaluation

Onsite Supervisor
Context overview
Institution: OM Lifehope
Internship student teacher: Amy Smart
Number of learners in class: 10
Date and time of class: June 20 2014, 9.40-10.55am
Ratings:

0 = not done

1 = needs improvement

Class name or type: Intermediate

Onsite supervisor/observer: Andrew Harwood
Level of learners: Intermediate
Duration of observation: 75 minutes
2 = done proficiently 3 = done excellently

NA = not applicable

Content, planning, and organization

Indicator
Made clear the purpose of the
lesson from the outset
Defined relationship to earlier
lesson(s) or curriculum
Sequenced topics logically

Rating
3
3
3

Paced lesson appropriately

Responded adequately to
learner questions
Related the lesson to future
lessons

3
3

Comments
Amy introduced topic of unexpected travel situations through class
interaction, telling their own stories.
Linked with previous lesson on rubbish, today moving on to messy travel
experiences.
Well thought through, adapted slightly from course material.
Suitable pace for class, excellent time management with no variation on
lesson plan.
Clearly and simply answered questions, competently handled all questions
asked and without being distracted from purpose of lesson.
Continued after a 15-minute break

Presentation and delivery

Indicator
Exhibited a strong presence in
the classroom

Rating
3

Projected voice effectively

Comments
Amy was authoritative and assertive, even though she is younger than most
of the students. Fully in command of the lesson and the classroom. Exuded
confidence. Insisted that person praying for lesson at start used English.
Loud and clear!

Used intonation to vary

emphasis
Explained ideas and gave
directions with clarity

Definitely.

Maintained effective eye

contact with learners
Used non-verbal gestures to
enhance communication
Defined unfamiliar terms,
concepts and principles
Presented examples to clarify
points
Related new ideas to familiar
concepts
Restated important ideas at
appropriate times

All explanations clear, so students always knew what was expected of them.
Effective board management.
Very attentive to her learners.

E.g. used clenched fists to express someone who is stressed.

Adequately explained new words using simpler ones, e.g. late for delayed.

Yes.

Nothing specific to note.

Grammar structures and vocabulary recapped before practice activity.

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2014 Briercrest College. Observation sheet created by David Catterick

LING 427 TESOL Internship

Used humour appropriately to
encourage interest

Jokes and repartee with students, interspersed with a serious focus on

helping them to learn.

Indicator
Created an atmosphere
conducive to learning
Maintained student attention
throughout the lesson
Used a variety of teaching
modes
Encouraged learner-teacher
interaction

Rating
3
3

Comments
Amy has established a good rapport, respecting her adult learners. She
arrived well prepared and focused on her teaching role.
She kept them interested and actively involved for the duration.

Whole class, 4s, pairs, individual, student feedback to whole class.

Encouraged and suitably

managed learner interaction
Responded to cues of
confusion, boredom, curiosity
Gave satisfactory answers to
learners questions
Dealt effectively with behavior
requiring discipline

Teacher-learner interactions

1.5

Very interactive, concept questions asked, took answers from volunteers

and nominating. However, 3 students overlooked. She tended to give
answers too quickly rather than waiting for learners and eliciting a response.
Pairs work to discuss questions on listening, but she didnt actively monitor
the pairs. She did though quickly respond when asked questions directly.
Clarified meaning of a nightmare journey.

Achieved.

Gently but firmly reminded students not to use L1 in classroom, then

enforcing this.

Content knowledge
Indicator
Presented content of obvious
value to the learners

Rating
3

Chose content that would

challenge the learners

Demonstrated a command of
the subject matter
Demonstrated a strong
language awareness

2
2

Comments
Very useful functional language for making predictions and vocabulary
related to journeys. All extremely relevant to our widely travelled trainee
missions workers.
Amy deliberately presented a limited range of grammar words in order not
to overwhelm students, but could have elaborated more on may when a
student suggested this.
Good understanding and explanations of grammar, although omitted to
explicitly mention the form (modal + infinitive).
Well prepared and able to handle all questions related to English.

Instructional materials
Indicator
Designed lesson around
learning goals not materials

Rating
2

Chose materials appropriate to

needs and level of learners
Used instructional materials
that were accurate
Selected materials that were
interesting to the learners
Set homework tasks which
followed on from class work

2
2
1.5

Comments
Amy generally followed the course material, but made some personalized
adaptations which served the learning goals.
Her handout and example sentences were appropriate and some key
vocabulary had been covered the previous day.
Generally accurate, although there was an unanticipated alternative to one
answer in the practice activity.
The slides on her trip to the Dr Who Experience could have been developed
further with a brief video clip and asking if any students were familiar with
this popular TV series.
Reinforced learning from lesson.

__________________________________________________________________________________________________________________
2014 Briercrest College. Observation sheet created by David Catterick

LING 427 TESOL Internship

Additional or summative comments
An impressive performance on this first evaluation from a young EFL teacher with minimal experience of classroom English
teaching. Amy is naturally gifted for teaching and already has all the makings of a capable and competent professional.

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2014 Briercrest College. Observation sheet created by David Catterick