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Classroom Observation Form

The document is a language classroom observation form used to evaluate a language lesson. It contains pre-observation questions for the instructor about the lesson's objectives and goals. The form then rates different aspects of the lesson such as preparation, language use, lesson presentation, classroom management, classroom atmosphere, and use of technology. Each aspect contains several criteria rated on a scale of 1 to 4. The form concludes with sections for general comments, strengths, and suggestions for improvement.

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Enil Frazão
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Download as DOCX, PDF, TXT or read online on Scribd
183 views

Classroom Observation Form

The document is a language classroom observation form used to evaluate a language lesson. It contains pre-observation questions for the instructor about the lesson's objectives and goals. The form then rates different aspects of the lesson such as preparation, language use, lesson presentation, classroom management, classroom atmosphere, and use of technology. Each aspect contains several criteria rated on a scale of 1 to 4. The form concludes with sections for general comments, strengths, and suggestions for improvement.

Uploaded by

Enil Frazão
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Language Classroom Observation Form

Pre-Observation Questions for the Instructor


1. What are your objectives for today's lesson?
2. How do the objectives for today's lesson relate to the goals of the course?

Post Observation Questions


1. To what extent did you achieve your objectives?
2. Is there anything that you would have done differently?

Language Classroom Observation Form


Class: Section:Instructor:
# of students: Observer: Date:
Rating Scale4 - Outstanding; 3 - Good; 2 - Fair; 1 - Poor
A. PREPARATION
1. The instructor had a clearly discernible lesson plan. 4 3 2 1
2. There was an appropriate balance of structured and open-ended/communicative activities. 4 3 2 1
3. The exercises and activities were introduced in context. 4 3 2 1
4. The plan was geared toward real/authentic language use. 4 3 2 1

B. LANGUAGE USE
1. The instructor used the target-language in the classroom appropriately 4 3 2 1 / NA
and effectively.
2. Use of English was appropriate to student needs. 4 3 2 1 / NA
C. LESSON PRESENTATION
1. The lesson was presented effectively and clearly. 4 3 2 1
2. The activities/exercises chosen to achieve the objectives were effective. 4 3 2 1
3. There were smooth transitions between activities. 4 3 2 1
4. The time allotted for activities was appropriate. 4 3 2 1
5. The amount of teacher talk and student talk was appropriate. 4 3 2 1
6. The type and amount of teacher feedback was effective. 4 3 2 1
7. Cultural instruction was integrated into class activities. 4 3 2 1

D. CLASSROOM MANAGEMENT
1. The use of small groups/pair work during each activity 4 3 2 1
was appropriate.
2. The seating arrangement facilitated learning. 4 3 2 1
3. The use of audio-visual & tech materials was effective. 4 3 2 1
4. The instructor divided his or her attention among students appropriately. 4 3 2 1
5. Student participation was on task. 4 3 2 1

E. CLASSROOM ATMOSPHERE
1. Student participation was active and lively. 4 3 2 1
2. The class atmosphere was warm, open and accepting. 4 3 2 1
3. The instructor was sensitive to students' difficulties and abilities. 4 3 2 1

F. USE OF TECHNOLOGY
1. Use of technology (video, audio, web materials) was appropriate given the material being
presented.. 4 3 2 1
2. Use of technology was particularly creative, i.e. it accomplished something that could not
have been done as easily with other media. 4 3 2 1
3. Use of technology is limited in the classroom, but used appropriately outside the class (e.g.
for email, drilling, background, etc.. 4 3 2 1
COMMENTS
1. STRENGTHS:
2. SUGGESTIONS FOR IMPROVEMENT:

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