LING 427 TESOL Internship

Teaching Observation and Evaluation

Onsite Supervisor
Context overview
Institution: ELIC/STP
Internship student teacher: Caroline Chambers
Number of learners in class: 11
(observed)

Class name or type: Class 1

Onsite supervisor/observer: Christina Massey
Level of learners: Primary Teachers

Date and time of class: July 17, 8-8:50am

Duration of observation: 50 min.

Ratings:
0 = not done
NA = not applicable

1 = needs improvement

2 = done proficiently

3 = done excellently

Content, planning, and organization

Indicator

Rating

Comments

Made clear the purpose of

the lesson from the outset

Defined relationship to
earlier lesson(s) or
curriculum
Sequenced topics logically

1.5

What is the purpose of this lesson? Why are we learning about

animals, fables? How can this information help the Ss in their own
teaching.
Reviewed previous Fable and said that would use a new fable
today, though the link could have been made clearer.

Followed ELIC curriculum.

Paced lesson appropriately

Responded adequately to
learner questions
Related the lesson to future
lessons

NA

8:02 Good Morning; Reviewed Fable and the Grammar points

related to it (past tense, comparisons); Introduced New Fable
8:05 Groupwork to think of 5 animals and their characteristics
8:21 Brochure
8:25 Animal Pictures and Discussion
8:30 - Recording
8:41 Review of Recording questions and moral as a group
8:47 Vocabulary
9:51 Breaktime
No questions.

Said that vocabulary task would be finished after the break.

Presentation and delivery

Indicator

Rating

Exhibited a strong presence

in the classroom
Projected voice effectively

1.5
2

Comments
T has a gentle presence, but she does not lose control.
Yes.

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2014 Briercrest College. Observation sheet created by David Catterick

LING 427 TESOL Internship

Used intonation to vary
emphasis

Explained ideas and gave

directions with clarity

1.5

Maintained effective eye

contact with learners
Used non-verbal gestures
to enhance communication

2
2

Defined unfamiliar terms,

concepts and principles

1.5

Presented examples to
clarify points
Related new ideas to
familiar concepts
Restated important ideas at
appropriate times
Used humour appropriately
to encourage interest

2
1
NA

Yes, for example stressing certain words in a question.

When reading the passage, the T used good intonation (and facial
expressions and gestures).
Wrote on board to aid understanding.
Used pictures of animals to help.
Sometimes seemed uncertain in her directions.
Yes.
Some, such as modeling raising one's hand.
Showed the Ss pictures before starting the activity.
Used her copy of the workbook to show Ss what page she was
referring to.
A S used the word docile...another S had to ask her what it
meant. The T could have explained this word since it is a higher
level vocab word.
Gave an example of the characteristic of a monkey.
Somewhat related the familiar idea of how animals look to the
new idea of the characteristics of animals.
There were not really any big, important ideas that needed to be
repeated.

NA

Teacher-learner interactions
Indicator

Rating

Created an atmosphere
conducive to learning

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

1.5

Encouraged and suitably

managed learner
interaction
Responded to cues of
confusion, boredom,
curiosity

1.5

3
2

Comments
The Ss felt comfortable to talk with one another and with the T.
They also felt comfortable to point out a spelling mistake that
was on the board the T responded without embarrassment.
The T patiently waited for Ss to answer why.
Sometimes hard to catch Ss attention since they are still working
with partner.
Whole Class Q&A, Pair/Groupwork, One S reading aloud,
Listening, Individual Work, Whole Class Q & A
Spoke to groups and Ss individually. Smiled at Ss.
Called on various Ss to answer.
Asked Ss why and patiently waited for answers.
Asked groups to work together.
There was some Chinese, which the T ignored.
Responded to cues of confusion by repeating the instructions.
Helped Ss who were doing the task wrong to understand the
correct way.

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2014 Briercrest College. Observation sheet created by David Catterick

LING 427 TESOL Internship

Gave satisfactory answers
to learners questions

Dealt effectively with

behavior requiring
discipline

1.5

No questions.
Asked once are there any questions but did not allow very much
time before moving on.
Some Ss asked because they didn't have a dictionary T said
would talk about it as a class.
Late students allowed to enter without comment.
Ss spoke Chinese.

Content knowledge
Indicator
Presented content of
obvious value to the
learners
Chose content that would
challenge the learners
Demonstrated a command
of the subject matter
Demonstrated a strong
language awareness

Rating

Comments

As a T, we can see the value, but the value was not made obvious
to the Ss.

The Ss were challenged. They could read, but they had a hard
time answering questions and doing the tasks.
She was prepared for her lesson.

2
1.5

The T knew the vocab that she wanted to talk about. Though
sometimes more explanation of words would be better. Also, the
T initially had a hard time hearing the Ss pronunciation of brave
- this is something that will come with time and familiarity with
the Chinese accent.
An interesting mix of high and low vocabulary, that the Ss could
understand/not understand.
The um sometimes weakens the T strength, even though she
does know the language.

Instructional materials
Indicator

Rating

Comments

Designed lesson around

learning goals not materials
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

The goals and the materials matched up.

The materials appropriate, though some parts challenging and

some parts not.

ELIC materials.

ELIC materials. But, the Ss seemed interested in it.

NA

Additional or summative comments

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2014 Briercrest College. Observation sheet created by David Catterick

LING 427 TESOL Internship

Ss level seems lower than other groups, which makes the curriculum more difficult for them and so
Caroline may need to do more adapting than other instructors need to do.
T adapted to not being able to have the MP3 recording by reading the passage instead.
Some um.
The use of work until breaktime was confusing I think I think some thought that this meant it was
breaktime.
Caroline cares about her Ss and they seem comfortable in the class. She speaks slowly and clearly.
However, she sometimes diminishes her authority by saying um, by allowing Chinese, and by
sometimes seeming uncertain about what she is going to do next in the lesson or how to help a S
understand a concept further. Perhaps the presence of an evaluator threw her off.

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2014 Briercrest College. Observation sheet created by David Catterick