UNIVERSIDAD CATOLICA DE LA SANTÍSIMA CONCEPCIÓN

FACULTAD DE EDUCACIÓN
DEPARTAMENTO DE LENGUAS
PEDAGOGÍA EN EDUCACIÓN MEDIA EN INGLÉS
PRACTICA PROFESIONAL

CLASS OBSERVATION CHECKLIST

Class: N° of learners: ______________ Age of the learners: ________________

Date: _________________________ City: ___________________________________________

Length of the class: _________________ Type of school: _______________________________

Name of the School: _____________________________________________________________

Observer’s name: _______________________________________________________________

Teacher observed: ______________________________________________________________

Aim of the lesson: _______________________________________________________________

The aim of this class observation checklist is to identify if the student-teacher follows the class
stages during his teaching performance.

CRITERIA YES NO EVIDENCES

CLASS STAGES

Is the lesson aim clearly stated at the

beginning of class?

Does the student-teacher encourages the

learners to recall what they have learnt in
previous lessons?

Does the student-teacher lead the learners

into the topic of the lesson by a clear
introduction?

Does the student-teacher check learners’

comprehension of the new topic of the
lesson?

Does the student-teacher model the

task/activities that learners will do during the
practice stage?
 UNIVERSIDAD CATOLICA DE LA SANTÍSIMA CONCEPCIÓN
FACULTAD DE EDUCACIÓN
DEPARTAMENTO DE LENGUAS
PEDAGOGÍA EN EDUCACIÓN MEDIA EN INGLÉS
PRACTICA PROFESIONAL

Does the student-teacher give clear

instructions for tasks/activities to the
students?

Does the student- teacher provide

opportunities to learners to check the
tasks/activities and give them feedback?

Are the teaching resources helpful and well

prepared?

Does the student-teacher finish his lesson

with a useful activity according to the aim of
the lesson?

Does the student-teacher checks what

learners have learnt?

Post observation comments/suggestions:

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

_________________________ _________________________

Observer signature Student-teacher signature

 UNIVERSIDAD CATOLICA DE LA SANTÍSIMA CONCEPCIÓN
FACULTAD DE EDUCACIÓN
DEPARTAMENTO DE LENGUAS
PEDAGOGÍA EN EDUCACIÓN MEDIA EN INGLÉS
PRACTICA PROFESIONAL

REFERENCES.

Chamot,A.U.,Barnhardt,S.,El-Dinary,P.B.,& Robbins, J. (1999). The learning strategies

handbook. White Plains, NY: Addison Wesley Longman.

Richards, J.C. & Lockhart, C. (2006).Reflective Teaching in Second Language Classrooms.

Cambridge University Press.

Richards, J.C. & Lockhart, C. (1999).Language Teaching Awareness a Guide to Exploring

Beliefs and Practices .

Cambridge University Press.

By: David Medina Novoa.

UNIVERSIDAD CATOLICA DE LA SANTÍSIMA CONCEPCIÓN
FACULTAD DE EDUCACIÓN
DEPARTAMENTO DE LENGUAS
PEDAGOGÍA EN EDUCACIÓN MEDIA EN INGLÉS
PRACTICA PROFESIONAL