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Appendix C: Pre - Service Teacher's Actual Teaching Observation and Rating Sheet

This document contains a rating sheet for observing and evaluating a pre-service teacher's actual teaching. The rating sheet is divided into six sections that assess different aspects of teaching: the teacher's personality; lesson planning; mastery of content; teaching methods; classroom management; and questioning skills. Each section contains several criteria that are rated on a scale of 1 to 4, with 4 being outstanding and 1 needing improvement. The rating sheet provides a structured way to observe and provide feedback on a pre-service teacher's demonstration lesson.

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193 views

Appendix C: Pre - Service Teacher's Actual Teaching Observation and Rating Sheet

This document contains a rating sheet for observing and evaluating a pre-service teacher's actual teaching. The rating sheet is divided into six sections that assess different aspects of teaching: the teacher's personality; lesson planning; mastery of content; teaching methods; classroom management; and questioning skills. Each section contains several criteria that are rated on a scale of 1 to 4, with 4 being outstanding and 1 needing improvement. The rating sheet provides a structured way to observe and provide feedback on a pre-service teacher's demonstration lesson.

Uploaded by

Rubs AD
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Appendix C

Pre - Service Teacher's Actual Teaching Observation and Rating Sheet


(For use of College Supervisor, Cooperating Teacher, Peer, and the Student Intern)
Name of Mentee _____________________________ Name of Mentor ___________________________
Subject Taught _______________________________Date ______________ Time _________________
School _________________________________________
Legend: 4 - Outstanding 3 - Very Satisfactory 2 -Fair 1- Needs Improvement

4 3 2 1
I. TEACHER'S PERSONALITY
A. The teacher is neat and well-groomed.
B. The teacher is free from mannerisms that tend to disturb
the student's attention.
C. The teacher's personality is strong enough to command
respect and attention.
D. The teacher shows dynamism and enthusiasm.
E. The teacher has well modulated voice.
II. LESSON PLANNING
A. Lesson plan is well prepared.
B. There is congruence between:
1. objective and subject matter
2. objective and teaching procedure
3. objective and formative test
4. objective and assignment
III. CONTENT
The teacher
A. demonstrates in depth knowledge of the subject matter.
B. is able to relate lessons to actual life situations.
C. keeps abreast of new ideas and understanding in the field.
D. Gives sufficient and concrete and examples to create
meaningful learning experiences.
IV. TEACHING METHODS
A. Method/s used was/were suited to the needs and
capabilities of the students.
B. The teacher was creative enough to adapt his/her method
to the students' capabilities.
C. Instructional materials were used to illustrate the lesson.
D. The teacher made effective use of the formative test results
during teaching.
V. CLASSROOM MANAGEMENT
A. The teacher had a systematic way of checking:
1. attendance
2. assignment/homework/agreement
3. practice exercises
4. group work/projects
5. passing in and out of the room
6. correcting, distributing, and collecting paper
B. Order and discipline were present in the classroom.
C. Instructional materials were within easy reach of the teacher
during his/her teaching.
VI. QUESTIONING SKILLS
The teacher's questioning skill such as the following
stimulates discussion in different ways:
1. probing for learner's understanding
2. helping students articulate their ideas and thinking process
3. promoting risk-taking and problem solving
4. facilitating factual recall
5. encouraging convergent and divergent thinking
6. stimulating curiosity
7. helping students to ask question
Source: Experential Learning Course Handbook: A Project of the Teacher Education Council (TEC) Department of Education (DepEd)
Commission on Higher Education (CHED), 2007.

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