Checklist

In this research the investigator is trying to identify how teachers are carrying out their classes in
order to contrast that evidence with their beliefs about teaching collected through other
instruments. Since observation checklists may cover a great variety of components, making them
difficult to use in the real life, this checklist has only three components to be observed, these are:
1. Steps and coherence, 2. Time management and 3. Classroom management. Additionally, these
ítems have a set of subcategories that will be evaluated by means of numerical score, from 1 to 5,
where the lowest number represents a total absense or low quality of the category, and the
highest number represents that it was evidenced or the quality was optimal.

ITE Criteria and description 1 2 3 4 5 Comments

M
Steps and coherence
1 The teacher starts the class by showing the
objectives for the lesson
2 The teacher starts the class with a warm-up
activity connected to the vocabulary or gramar
of the lesson
3 The teacher establishes a connection between
all the activities proposed (transitions)
4 The class contains a task that allows students
to use the target language
5 There is a closure for the class
Time management
1 The teacher completes all the objectives
proposed at the beginning of the class within
the given time
2 The pace of the class is appropriatte
3 Teacher takes advantage of the idle time that
high achievers have
Classroom management
1 The teacher establishes a good seating
arrangement according to the activities
proposed
2 The teacher employs extra material to carry out
the class
3 Teacher draws all students’ attention when
giving instructions
4 The teacher maintains the control and good
behavior of students
5 The teacher employs techniques to Foster
different seating arrangement and have
students working with different students

Behavior checklist

This type of checklist is different since it is made on the go. There are not set of criteria, but these
ítems are written during the observation. Therefore, to show an example of this type of observation
I will asume that I have already observed the class with the purpose of identifying the behavior of a
student within the context of a research interested in the motivation of students towards the
English class.
Juan Manuel:

 The student sits down on the same spot that he always chooses
 The student is sitting down next to his friend
 The class starts and the student pays attention looking at the screen and the objectives
 The student displays apathy when he looks at the objectives. He whispered something to
his friend
 The student finishes the activity proposed by the teacher in a fast way. He starts talking to
his friend in Spanish
 The teacher approached him without saying anything. The student understands the
purpose of his teacher approaching him like that and comes back to the class
 The teacher proposes an activity in which students must stand up, the student shows
gestures of disapproval when he realized he had to stand up
 The student finishes fast and sits down before the rest of his partners
 The teacher requested them to create some posters in order to do a presentation in groups
of 4. They have to write some positve and negative aspects of legalizing abortion. The
student seems really interested and he becomes the leader of his group.
 The teacher is assessing the performance by using a self-assessment technique. The
teacher offers them a rubric. The student receives the format but he does not even read the
statements and fills out the rubric randomly.

Analysis of behaviors.

Yellow Color: Represents moments of the class where the student shows that he has an
excellent level and he becomes disengaged.
Red Color: Situations where the student shows a lack of interest in the class.
Green Color: Moments of the class where the student was engaged and interested in the
class.