Observation Scales

1 2 3 4
Weak Rather weak Strong Very strong
The teacher has some awareness of the The teacher has reasonable classroom The teacher has a positive and effective The teacher has a positive and effective
role of the teacher but may not be presence for the context but at times classroom presence. classroom presence and has good
assertive enough or may be too may not be assertive enough or may be The teacher, for the most part, has good awareness of the learners’ needs and
dominant. too dominant. awareness of the learners’ needs and level.
Shows limited awareness of learners’ The teacher has some awareness of the level. Learners are engaged throughout the
Personal
needs and level, and there is minimal learners’ needs and level. Learners are engaged for most of the lesson.
Qualities learner engagement. Does not engage learners at all times. lesson. The teacher responds to learners
Interaction between the teacher and the The teacher generally responds The teacher responds to learners appropriately and gives good attention
learners is minimal. appropriately to learners, but attention appropriately in general. to individual learners
Voice projection might not be may not be even.
appropriate.
The teacher uses English to manage the The teacher generally uses English The teacher uses English appropriately The teacher uses English appropriately
lesson, but there may be too much effectively to manage the lesson. and effectively to manage the lesson and effectively throughout the lesson to
teacher language and the teacher may Teacher language may on occasion be and to encourage and praise learners. manage the lesson and to encourage
frequently use language which is too unclear or too complex or too lengthy. The teacher’s language is well graded and praise learners.
Use of
complex for the learners. Opportunities may be missed, e.g. to and there is some effective use of The teacher’s language is well graded,
English L1 may be used too frequently. elicit, praise or question learners. eliciting and questioning techniques. clear and accurate.
Explanations about language and Explanations about language and Explanations about language and
language modelled for learners may be language modelled for learners may be language modelled for learners are
frequently unclear or inaccurate. occasionally unclear or inaccurate. mostly clear and accurate
 Basic aims are stated but may be Aims are stated but may be very Appropriate aims are stated and are Aims are appropriate and clearly and
inappropriate for the learner group, general, inappropriate for the learner generally, clearly expressed. fully expressed.
poorly worded and/or there may be a group and/or unclear. Minor improvements may be needed. The lesson plan components have been
confusion between aims and activities. Most components of the lesson plan All lesson plan components have been completed and are appropriately clear
Lesson Some components of the lesson plan have been completed satisfactorily. completed. and detailed.
planning may be satisfactory while others may Some need more detail. Some timings Most are adequately completed; there Timings are realistic.
(aims, lesson show a lack of awareness. may be under or overestimated. may be occasional lack of clarity and/or There is a good balance and variety of
There may be some significant gaps. Stages are generally logical but may not need for more detail. logically staged activities which link
components, be fully described or thought through. Timings are mostly realistic. clearly to the stated aims.
Suggested timings may be unrealistic.
organisation) Individual stages and activities are Suitable activities are included but may Stages are generally logical and link well The planned lesson is very clear to the
included but may not be consistently lack variety. to aims. Activities are generally reader.
logical or may not always reflect the appropriate and clear, and variety is
stated aims. provided.
Overall the lesson is too teacher- There is insufficient balance between There is a reasonable balance between Teacher input and learner activity are
centred. teacher input and learner activity. teacher input and learner activity, but appropriately balanced. Whole-class,
There is minimal student interaction in Whole-class, individual, pair and group some stages of the lesson may be too individual, pair and group work are
whole-class, pair and group work work are included but some activities teacher-centred or may need more effectively set up and well managed.
activities. could be set up more effectively. teacher guidance. The timing of stages and activities is
Activities could be set up and managed There are some stages of the lesson Whole-class, individual, pair and group appropriate, and the teacher maintains
more effectively. where the timing and/or pace could be work are generally well set up. an appropriate pace throughout the
The timing and/or pace of stages of the improved. Some materials are used The timing and/or pace of stages of the lesson.
lesson may be inappropriate. effectively, but materials may be under lesson are mostly appropriate. Good use is made of materials to
Excecution Limited use is made of materials and or over exploited and could be better Materials are generally used effectively achieve lesson aims.
they may not be used effectively to exploited to achieve lesson aims. to achieve lesson aims. The teacher monitors learners
achieve aims The teacher monitors and checks The teacher monitors and provides effectively and demonstrates a range of
Some monitoring is present but is not learning but this could be more helpful. some effective feedback/correction strategies to provide effective
frequent or inclusive enough. There may be limited correction during the lesson although more feedback/correction throughout the
Opportunities for correction may not techniques. attention could be given to individuals. lesson.
occur, or the teacher may give Some opportunities to engage with The teacher engages with learner
insufficient attention to correction learner output is missed output.
and/or feedback.

Adapted from TKT Practical CELTA and ICELT scales