TEACHER SELF-OBSERVATION CHECKLIST FORM 1 Thoughtfully consider each statement. Rate yourself in the following way: 4.

. All the time 3. Very often 2. I need to improve on this area 1. Rarely 0. Not applicable TEACHER:Andr Zabatiero GROUP LEVEL: DATE: 21 / 03 /2012 1 Learning Environment A. Relationship to students 4 I make conscious efforts to pay attention to all students equally. 3 I establish good eye contact with my students. 2 I greet students individually, when they come in and when they leave. 3 I know all my students names by heart. 1 2 2 2 3 1 3 4 4 3 2 3 3 1 3 4 4 2 3 3 B. Classroom Management I re-arrange the seating in my classroom before the class begins. I consider the physical comfort of the classroom such as AC, light, blinders I arrive a few minutes before class to check on the cleanliness of the room (desks, board, floor, trash cans). I make sure students help maintain the room clean and organized. I have special materials and equipment set up before class begins. C. Overall Presentation I post overall classroom commands and requests, e.g. Teacher, please; How do I say in English?; Repeat please ; etc. and/or I have them on individual strips of paper. My handwriting on the board is legible. I write the date, group level, and my name on the left hand corner of the board. I leave the right side of the board for vocabulary. When I check students exercise (short) answers I write them neatly on the board. The individuals A. Physical health I am sensitive to the time my class is schedule (too early, late in the evening, lunch time, etc.) so I pace the activities accordingly. I dont continue with an activity which may exhaust or bore the students. I know which students have visual or hearing impairment, and have them seated as close to my usual teaching position as possible. I am aware that a students attention span varies from day to day. B. Self-concepts I dress appropriately to the classroom context. I treat my students with the same respect that I expect them to treat me. I am aware of my TTT (teacher talking time). I plan one-centered activities which will help all students, at some point, to feel important and accepted. I reflect in-action and on-action (Shn). Additional notes:

Adapted from: Richards, J.C. 1994 The teacher as self-observer: self-monitoring in teacher development In Richards, J.C. The Language Teaching Matrix. New York: Cambridge University Press, 118-143

3 4 3 3 4 1 2 4 4 4 3 4 3 2 2 3 3 3 2 4 3 2 3 3 4 5 3 2 4 4

Lesson Presentation A. Plan I realize planning is paramount. I make the content of the book activities relevant and meaningful to my students world. I plan the activities so they are suitable for real interaction among students. I keep a lesson plan notebook open on the desk. I check that as often as I can. I paste post it notes on the book pages. I time each activity according to their relevance and meaning to students. I plan according to the Course Plan handed by the coordination. B. Approach I prepare opening procedures for every class. I divide the lesson into low and high energy activities. I provide models and examples to maximize understanding. I leave activities such as reading to the end. I review new concepts presented during class. I prepare additional activities such as games, songs, videos, etc. I check students workbook. C. Interaction I am not overly concerned with error correction (form). I concentrate on what my students are saying (content/meaning). The activities promote spontaneity or experimentation on the part of the student. I am aware of the pattern T S S S S T when I ask questions. I minimize my role in conducting the activities. Professional Development I observe other teachers so that I can get ideas and compare them with my own teaching. I attend workshops, conferences and meetings and I read pertinent professional articles and books. I try new ideas where and when they seem appropriate. I read the Teaching Tips included in the handout. Training sessions at CLC are a priority in my weekly schedule. Assessment I am co-responsible for my students performance on their evaluation. I understand the principles that underpin the Performance-based Assessment System and I feel confident to explain them. I advise my students to attend the Lab sessions. I show them the schedule posted in the classroom as soon as it comes out. I show the Performance Objectives and Matrices to all my groups. Additional notes:

Adapted from: Richards, J.C. 1994 The teacher as self-observer: self-monitoring in teacher development In Richards, J.C. The Language Teaching Matrix. New York: Cambridge University Press, 118-143

Adapted from: Richards, J.C. 1994 The teacher as self-observer: self-monitoring in teacher development In Richards, J.C. The Language Teaching Matrix. New York: Cambridge University Press, 118-143