LING

320 TESOL Practicum II

Teaching Observation and Evaluation
Course Instructor
Context overview

SEE LESSON 7 IN TESOL PRACTICUM II PORTFOLIO

School/Institution: Red River College

Class type: EAP
Practicum teacher: Adrianna Byleveld
Observer: Bradley Baurain (by video)
Number of learners in class: 12 (observed) Level
o f l earners: CLB 5/6
a nd
t ime
o f
c lass:
f irst
w
eek
of March 2014
Date
Duration of observation: 45 minutes

Ratings: 0 = not done 1 = needs improvement 2 = done proficiently 3 = done excellently NA = not applicable

Content, planning, and organization

Indicator
Made clear the purpose of the
lesson from the outset

Rating
1

Defined relationship to earlier

lesson(s) or curriculum
Sequenced topics logically

0
1.5

Paced lesson appropriately

Responded adequately to
learner questions

2.5

Related the lesson to future

lessons

Comments
Were going to learn about the first conditional Clear statement of the
lesson objective, but do students already know the term? Also, why learning
about conditionals is important is not addressed.
No attempt to do so observed.
No warmer. Transitions lacking in substance (just next we will do
statements). Unclear progression in activitiesthey all seemed to be various
kinds of sentence practice.
Yes, good. She ran out of time for the writing worksheet at the end, but this
was due to letting the chain game go long, as students seemed to be
enjoying it.
Yes, e.g., during the board game she clarified the instructions, and during the
chain game she helped keep the activity moving.
No attempt to do so observed.

Presentation and delivery

Indicator
Exhibited a strong presence in
the classroom
Projected voice effectively

Rating
3

Comments
Very strong presence, definitely the classroom leader.

Yes, very good.

Used intonation to vary

emphasis
Explained ideas and gave
directions with clarity

Yes, good.

Maintained effective eye

contact with learners
Used non-verbal gestures to
enhance communication
Defined unfamiliar terms,
concepts and principles
Presented examples to clarify
points

Yes, for the most part, though at times instructions could be simpler and
clearer.
Yes, very consistent.

Yes, good.

Yes, excellent with the grammar topic of conditionals.

Related new ideas to familiar

concepts

Yes, e.g., provided sample sentences at the start of the lesson, gave
examples as part of the instructions for the chain game.
This was observed at the start of the lesson, when she explained that these if

__________________________________________________________________________________________________________________
2009 Briercrest College. Observation sheet created by David Catterick

LING 320 TESOL Practicum II

clauses use the simple present tense (which students already knew).
Restated important ideas at
appropriate times
Used humour appropriately to
encourage interest

Yes, good, throughout the lesson.

Adrianna smiled and created a pleasant atmosphere, but made little use of
planned humour, which was a bit surprising given the potential of the topic.
Students were relaxed and laughter was heard during the chain game
especially, showing an environment open to humour.

Teacher-learner interactions

Indicator
Created an atmosphere
conducive to learning

Rating
2

Maintained student attention

throughout the lesson
Used a variety of teaching
modes
Encouraged learner-teacher
interaction

2.5

Encouraged and suitably

managed learner interaction

2.5

Responded to cues of
confusion, boredom, curiosity
Gave satisfactory answers to
learners questions

Dealt effectively with behavior

requiring discipline

NA

3
2.5

Comments
Yes. The sense of a structured lesson gave the students confidence. Nice
writing on the board looks professional.
Yes, via interaction and games.
Yes, teacher-fronted, individual, and groupwork were observed.
Yes, throughout the lesson, with the exception of the final writing
worksheet, when she did not circulate but rather erased the board and
gathered her things.
Yes, especially in the board game and chain game, but even while
introducing the topic she prompted choral answers to make sure students
were tracking.
Yes, good.
Yes, e.g., to the Why dont all result clauses use the future tense? question
near the beginning of the lesson.

Content knowledge

Indicator
Presented content of obvious
value to the learners

Rating
2

Chose content that would

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

Comments
Conditionals are valuable, but she never really explained how or why in
terms of students needs.
* Unclear. Students seemed to pick this up easily. Was it a review?

Yes, very good.

Yes, very good.

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

Comments
Not really. The early part of this lesson was very materials-driven, while the
latter was practice activities chosen for fun, with no clear or progressive
buildup toward the lesson objectives.
Yes? (but see * above)

Yes, very good.

__________________________________________________________________________________________________________________
2009 Briercrest College. Observation sheet created by David Catterick

LING 320 TESOL Practicum II

Selected materials that were

interesting to the learners

2.5

Set homework tasks which

followed on from class work

NA

Unsure about the worksheets, but students were definitely engaged in the
board game and chain game activities.
(class was going to continue after a break)

Additional or summative comments

Adrianna is off to a good start as a novice teacher! Shes very strong in presentation and delivery, as well as in answering
student questions and encouraging fruitful student-student and student-teacher interactions. She should, though, aim at
improvement in the areas of planning and organization. The why question needs to be answered more often during her
lessonswhy this lesson topic, why this activity, etc.so that students get a narrative sense of the flow of the lesson and
where theyre going.

__________________________________________________________________________________________________________________
2009 Briercrest College. Observation sheet created by David Catterick