Education and Behavioural Science Faculty, PGDT Practicum for teaching.

PRACTICUM ONE
School Observation
The main themes (areas) of observation are:

A. Students' Behavior
- Their classroom and outside classroom behaviours
- School teachers mechanisms for handling students
B. School Environment
- School location in a town
- Arrangement of classrooms, administrative offices and others, and their suitability for the
specific purpose.
- Availability of essential facilities in the school.
C. Classroom Observation
- Visit to classrooms while their major and minor areas are taught.
D. Co-curricular Activities
- Identifying them and reporting their performances in the school.
E. School Administration
- Observing different school administrators in their duties (director, vice-directors,
department heads, unit leaders, etc.)
- Identifying permanent and ad-hoc committees in the school.
F. School - Community Relation
- Aspects of relation of the school with parents, local community, NGOs, other government
organizations, etc.
- Relation with higher educational administration levels (Woreda, Zone, Region, MOE,
etc.
-

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Observation Checklist for Practicum I

General Direction: the following are items of Practicum I observation checklist. Some of the
items are to be answered on a yes – no bases while others are open. All items should be
responded too. For an item that has alternatives, if your answer is yes put “” Mark under the
“Yes” column and if your answer is no, put “” mark under the “No” column.

A. Student Behaviour
Alternatives
1. Student behaviour out of the class. When students are out of their
classrooms for different reasons, what do they do? They
Yes No
 Discuss on educational matters.
 Go to tea room
 Sit to chat together
 Disturb Classes.
Please give brief explanation to your answer to the above items; please also write your additional
observation.

 Explain clearly the possible causes of the behaviors of students observed outside the class.

2. School teachers mechanisms for handling misbehaviour

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 How did the teacher respond when misbehaviours occur?

 Did teachers respond to disruptive behaviours on the spot? If yes, give an example of it that
appeared in the lesson. Describe how students behaved in this example

 Did the teacher respond to disruptions in such a way that he did not disrupt the flow of
instruction? If yes, give an example of it that appeared in the lesson. Describe how students
behaved in this example.

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Reflection: attempt to answer the following questions –

a. What could be the possible causes of misbehaviour in the school?
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b. How do you evaluate the mechanisms used by the teacher to handle misbehaviour?
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c. What would you do if you were in the teachers' place?
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B. School Environment Alternatives

Yes No
 The school is far from the center of the town
 The School is accessible to transport.
 The school is subject to disturbances from out of campus like noise.
 There are places near the school that push students to develop bad habits like chat and
alcohol
 The classrooms are constructed in such a way that teachers in different classrooms
disturb each other.
 The classrooms are relaxed
 The classrooms are in such a way that students from neighbouring classrooms meet
through windows.
 The administrative offices are far from classrooms.
 The administrative offices are suitable to serve clients.
 There are enough sport fields in the school
 Add what you want to say as to the location of the school, arrangement of classrooms and
administrative offices and their suitability for the specific purpose.

 Write a short description on the presence and absence of transportation near to the school, and then
write the advantage and disadvantages of both presence and absence.

 Write the advantages on the presence and disadvantages on the absence of the following things on

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students learning.

a. sport fields
b. Fences
c. Toilet
d. Water pipe
 Is there library and pedagogical center in the school? What are the advantages and disadvantages of
having or not having it in the school?

C. Classroom Observation Alternatives

Yes No

 Students Participate actively in class

 Students are attentive

 Students interact with the teacher

 Students interact with one another.

 Much of the instructional time is taken by the teacher

 The teacher makes students discuss among themselves

 The teacher asks questions of differing level

 The teacher gives equal chance to females and males

 The seating arrangement is suitable to the lesson

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1. Please explain your answers to the above items; you can also write your additional observations
in the classroom.

From your previous experience; . In your report in the following space you should describe

A. the teacher’s job and responsibilities,

___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________________________

B. how the teacher feels about the job

___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________________________

C. what the teacher likes and dislikes about the job

___________________________________________________________________________
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_________________________________________________________________________

D. what are seen as the challenges and the satisfying parts of the job.

___________________________________________________________________________
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_________________________________________________________________________

E. what the teacher feels would make the school more successful and a better place in which
to work. What ambitions does the teacher have for the future?

___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________________________

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D. Co-curricular Activities Alternatives

Yes No
 There are clubs in the school
 Students make field trips
 The school arranges different days (e.g. English day).
 There is mini-media

1. What are the other co-curricular activities in the school other than the above mentioned?
a. __________________________________________________
b. ___________________________________________________
c. ___________________________________________________
d. ___________________________________________________
e. ___________________________________________________
f. ___________________________________________________

2. What did the school benefit out of having this co-curricular activity with practical example?

______________________________________________________________________________
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_____________________________________________________________________________

3. What do you think things to be done to enhance the benefits of co-curricular activities?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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_____________________________________________________________________________

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E. School Administration

1. Staffing structure: Please describe briefly the management structure of the school and give the
number of teachers at each level and in each “department” if appropriate.

2. Sketch the administrative structure of the school on separate sheet and attach to your portfolio.

3. Describe clearly the responsibilities and roles of each administrative body in the school

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4. What disciplinary rules and measures are there in the school? Explain the procedures of disciplinary
measures taken on students, teachers and administrative workers.

 Are there permanent committees in the school? List

 Are there ad hoe (informal) committees in the school? List

 Are every activities of the school documented? How? How are they filed?

 How frequent are staff meetings?

 What are the natures of agenda’s of staff meeting? Are they routine or meant for school
development? Mention some examples of agendas to justify their natures.

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F. School Community Relation Alternatives

Yes No
 The school meets parents.
 The school consults parents in making decisions
 The school allows its properties for use by the community for example, letting
football field to the surrounding youth.
 The school helps the community in times of disaster for example preventing
the spread of malaria and collecting crops to prevent dangers from unexpected
rainfall.
 The School invites people from other organizations to be guest lecturers in
some practical matters.
 The school has smooth relationship with Woreda’s, Zonal and Regional
educational office?
 Does the school have any award from the above listed offices? Why?
 Please write the school's assumptions about the participation of the community in the school
affairs; please also specify any other observation regarding school-community relations in the
school.

1. What is the relation of the worda education office (WEO) with the school? What does the WEO

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do for the school? What does the school do to the WEO?

2. Describe the kinds of activities the school and the community work together, kind of services the
school give to the community, and the community support to the school, etc.

3. What are the negative factors that affect the community participation in the school? List some and
propose possible solutions for each.

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General Reflection and Evaluation.

1. What aspects of your school observation did you find useful and interesting? Why?

2. Which part of your observation did you find most difficult? Why?

3. What can you do to improve this difficult situation?

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4. What did you learn from your school and classroom observation of this practicum?

5. How do you rate the usefulness of this practicum for your training?
a. Not useful B. Useful C. Very Useful

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Education and Behavioural Science Faculty, PGDT Practicum for teaching.

Practicum Two
Working under the Mentor
Direction. Take one annual and daily lesson plan of your mentor teacher and evaluate with
group critically based on the following checklists
School names (List schools you come from)
Annual Plan Evaluation Checklist
Use the following items and critically reflect on the annual plan of your colleague
No. Items Ye No
s
1 Does the breadth of the content match with the time allocated
2 Is the introduction adequate in over viewing the subject
3 Are the objectives relevant to the curriculum for which students
will be held accountable?
4 Do the objectives promote a range of learning outcomes across
several domains of learning (cog., off, psych.)?
5 Are the objectives written in terms of what learners are expected
to know or do?
6 Do the objectives correspond to the readiness and ability level of
the students?
7 Are the different elements of the annual plan consistent
8 Are there efforts made to use student-centered methods
9 Are the teaching materials included adequate
10 Are the assessment methods clearly indicated?
11 Does the plan contain continuous assessment?
12 Does the plan provide for assessing learners on the extents to
which they have accomplished the state objectives?
Write additional Comments:

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Lesson Plan Evaluation Checklist (validity and appropriateness)

Use the following items and critically reflect on the lesson plan of your mentor
No Items Yes No
1 Does the lesson plan derive from, and is it related to, the unit of study?
2 Are the objectives clear & measurable?
3 Are the objectives appropriate to the learners?
4 Are the lesson activities related to the objectives?
5 Does the lesson take into account what is known about learners & learning?
6 Are the materials & resources adequate?
7 Does the plan provide a clear lesson beginning (preparing the student for what is to be
learned), middle learning activities, and culmination (Summary, conclusion, and
transfer)?
8 Does the plan account for where the activities will take place and for transitions
(change & movements)?
9 Does the plan provide for assessing learners on the extents to which they have
accomplished the lesson objectives?
10 Is the lesson likely "doable" within the time available?
Write additional comments:

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Lesson Observation
Direction; Attempt to discuss your real previous experience/ the most common
behaviour of your school.

You have observed the quality lesson before the plan is implemented. Then evaluate
the implementation of the lesson plan by using the following prompts.

1. Was all explanatory/identifying information practiced well as provided at the

top of the plan? (If not, what was missing?)

2. Discuss the weakness and strength of instructional objectives prepared byt

teachers

3. Discuss the weakness and strength teacher’s utilization of appropriate media

4. Discuss the weakness and strength assessment/evaluation techniques and

feedback strategies used by teachers at school.

CLASSROOM MANAGEMENT STRATEGIES

Listed below are some management strategies associated with effective teaching
practices. Check if or how they were used in the class you observed.
management strategies associated with effective teaching practices Yes No Not
Sure
1a Rules and expectations are displayed or clearly understood by students.
1b Systematic procedures for transitions and interruptions are established.
1c Class time is perceived as purposeful and not to be wasted.
1d Teacher is prepared for instruction with a variety of interesting, challenging
activities.

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1e Teacher is alert to all student behaviours to keep students meaningfully engaged.

1f Teacher maintains a respect for students’ rights, safety, and self-esteem.
2a Where possible, the teacher uses nonverbal, unobtrusive intervention.
2b Off task behaviours are addressed in a firm but non-threatening manner.
2c Confrontations are avoided in front of other students.
2d Teacher approaches student to correct behaviour rather than yelling across the
room.
2e Reasonable consequences that fit the behaviour are employed rather than
punishment.
3a The teacher refers student to appropriate intervention agent as indicated by
situational need.
3b The teacher tries to identify the cause of off task or inappropriate behaviours.
3c The teacher confers with the student, parent, or team member as needed to effect
remediation.
3d The teacher emphasizes desired behaviour or attitudinal outcomes &
acknowledges improvement.
3e The teacher documents persistent management problems as part of seeking
resolution.

Discuss in detail weakness you observed in the class with its solution
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Observation Focus on Questioning and Feedback

I. Description
A. Questions : List the various types of questions and probes the teacher used during
the lesson.

A. Questions : 1. probes : 1. (probe = check/ investigate)

Which of these questions were? Which of these probes were used
1. Convergent? 1. To clarify?
2. Divergent ? 2. To solicit?
3. To redirect?

How did the teacher distribute the questions?

How did the teacher nominate students to answer these questions?

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How long does the teacher wait for students to answer the questions?

B. Feedback

List the various feedback the teacher offered (Tolerating errors, self-, peer- or teacher-
correction)

How did the teacher react to the errors?

Which of these errors did the teacher Which of them did he/she tolerate?
treat?

What kind of correction did he/ she apply?

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A. Teacher Correction B. Peer Correction C. Self-Correction

Observation Focus on : Tasks & Group Learning

I. Description
First collect general information by observing the whole students from different
locations in the classroom. Then, randomly select one Small Group inside a classroom
and observe the members working together to complete the form. (N.B. The students
should not know they are being observed.) (remember and write your experience only)

Describe the small groups in the

classroom. (Number, Size,
Seating arrangement, etc.)

How were groups formed?

Describe the tasks (Goal,

instruction, level of difficulty,
content)

Do students interact with other

students? Describe.

Approximately what percentage

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of time during the class

period/content lesson were the
students focused and “on-task”?

Observe the students working in a

group and determine which
students truly understood the
lesson content and which students
did not understand the lesson
content. Explain how you
determined so.

Did each individual have time to

prepare his/her ideas about the
task before joining others in small
groups?

Why is the small group working

together?

What are the other roles in the

group? Describe.

Is the group completing the

assigned task? How do you
know?

Of all the members of the

selected group, were there some
students who had more difficulty
staying “on-task” than others in

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your selected group? If so, what

do you think contributed to this?

Which activities were more

successful in keeping students
“on-task”? Which activities
caused students to get “off-task”?
Why do you believe this activity
caused the students to lose focus?

In your opinion, what made the

students get “off-task”? What did
the teacher do to get the students
back “on-task”?

Practicum Three
Independent Teaching practice
Activities
1. prepare two smart daily lessons plan with group carefully in your field of
specialization (The lesson plan in to 2Copies, one for your own and one for
evaluator/mentor teachers

2. Teach the lesson based on daily lesson plan you prepare. (That could
complete within 45 minute)

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Format /you can improve if any)

Name of the teacher week

Grade Date

Subject Duration of a period……………..

Topic

Sub topic

Instructional media------------------------------------------------------------------------------------------

Specific objectives: - At the end of this lesson students will be able to

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………

Procedure Time Activities Methods Evaluation

Duration of teaching
/assessment
Phase/step/ Teacher’s activities Students’ activities

Introduction

Main

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Activities

Stabilization

Evaluation

Teachers Name Depar/ head’s comment

.

Signature -------------------------- Name -----------------------------signature

Date ---------------------------- date --------------------------------------

Name of the teacher week

Grade Date

Subject Duration of a period……………..

Topic

Sub topic

Instructional media------------------------------------------------------------------------------------------

Specific objectives: - At the end of this lesson students will be able to

………………………………………………………………………………………………………………………………

Procedure Time Activities Methods Evaluation

Duration of teaching
/assessment
Phase/step/ Teacher’s activities Students’ activities

Introduction

Main
Activities

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Stabilization

Evaluation

Teachers Name Depar/ head’s comment .

Signature -------------------------- Name -----------------------------signature

Date ---------------------------- date --------------------------------------

Lesson plan evaluation format to be used by evaluators (mentor teachers) (10%)

Two lesson plan should be evaluated by mentor teachers (20%)
Name of the student teacher __________________________________dept___________
Tick 0 (unobservable), or 1(Poor), or 2(Good), or 3(Very good), or 4(Excellent) when
the criteria is achieved
No. Items 0 1 2 3 4
1 How far the lesson plan derive from, and it is related to, the
unit of study
2 To what extent do the objectives are clear & measureable
3 To what extent do the objectives are appropriate to the
learners
4 How far the lesson activities related to the objectives
5 To what extent do the lesson plan take into account the
background of the students
6 How is the adequacy of the teaching materials included

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7 How far the plan provide a clear lesson beginning (preparing

the student for what is to be learned), middle learning
activities, and culmination (Summary, conclusion, and
transfer)
8 To what extent do the plan account for where the activities
will take place and for transitions (change & movements)
9 To what extent do the plan provide for assessing learners on
the extents to which they have accomplished the lesson
objectives
10 How far the lesson is likely "doable" within the time available

LESSON EVALUATION REFLECTIONN ( 2 copies)

Two successful things about the lesson. (What did you do that made the lesson successful?)

One suggestion for improvement. (What will you do to improve teaching?)

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Reflections on the lesson (Think about: whether the objectives were achieved, what evidence you have for objectives

being achieved, the balance between teacher activity and student activity, the teaching/learning methods you chose to

use, which activity was most successful and why, the timing/pace of the lesson)

Reflections on assessment (Were your assessment methods effective? What did you find out about the children’s knowl
or groups of students who made progress or who need extra support?)

ACTUAL TEACHING EVALUATION CHECKLIST (10%) (Two times 20%)

TEACHING PRACTICE EVALUATION FORM

Observer name Student-teacher name
Subject Date class
Title of Lesson Grade Unit:
Tick 0 (unobservable), 1(Poor), 2(Good), 3(Very good), or 4(Excellent) to indicate
criteria achieved

Objectives 0 1 2 3 4 Comments
1. Clear
2. .Appropriate/relevant
3. Communicated to students
4. Achieved
Activities 0 1 2 3 4 Comments
5. Well organized
6. Varied
7. Active Learning
8. Well paced
9. Positive challenge for students
Assessment 0 1 2 3 4 Comments
10. Appropriate/relevant

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11. Effective
12. Continuous/varied
13. Students aware of assessment
14. Students received constructive feedback
Teacher 0 1 2 3 4 Comments
15. Showed high level of subject knowledge
16. Delivered knowledge at appropriate level
17. Used a range of relevant example
18. Communicated clearly & effectively
19. Interacted positively with students
20. Used the blackboard properly
21. Clearly enjoyed the lesson
22. Fluency in the language used
Students 0 1 2 3 4 Comments
23. Clearly interested in the lesson
24. Participated actively
25. Were treated as individuals
26. Understood what was expected
27. Were encouraged by the teacher
28. Enjoyed the lesson
Total
Total mark /11.1=1_______________

Reflection given qualitatively

Successful things about the lesson

Suggestions things to be improved/weakness/

Action to be taken by teacher for next period

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General comments from teacher observed

Time spent on post observation discussion minute

Date

Name of evaluators -----------------------------------------------------------------

Signature ------------------------------------------------------------------

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