LING 427 TESOL Internship

Teaching Observation and Evaluation

Onsite Supervisor
Context overview
Institution: OM Lifehope
Internship student teacher: Amy Smart
Number of learners in class: 10
Date and time of class: July 2 2014, 9.40-10.55am
Ratings:

0 = not done

1 = needs improvement

Class name or type: Intermediate

Onsite supervisor/observer: Andrew Harwood
Level of learners: Intermediate
Duration of observation: 75 minutes
2 = done proficiently 3 = done excellently

NA = not applicable

Content, planning, and organization

Indicator
Made clear the purpose of the
lesson from the outset
Defined relationship to earlier
lesson(s) or curriculum

Rating
3
2

Sequenced topics logically

Paced lesson appropriately

Responded adequately to
learner questions
Related the lesson to future
lessons

3
3

Comments
Amy explained well that they would be learning the language to make
complaints in an appropriate way.
No direct link with earlier lessons, but she introduced complaining by
referring back to unacceptable student behaviour in the previous days
lesson.
Very well thought through progression.
Excellent judgement on pace and awareness of timekeeping, with the lesson
plan fully covered in the time available.
Clear, simple explanations.
Finished this lesson by priming for the next after a break with material on
the board.

Presentation and delivery

Indicator
Exhibited a strong presence in
the classroom

Rating
3

Projected voice effectively

Comments
Amy is assertive, polite but firm and fair. Not afraid to call learners to order
and tell them to stop working on something to listen to the next task or
topic. She is very confident, has no hesitation in responding to learners and
is quick witted.
Certainly.

Used intonation to vary

emphasis
Explained ideas and gave
directions with clarity

Illustrated throughout lesson, from whispering through to speaking loudly.

Maintained effective eye

contact with learners
Used non-verbal gestures to
enhance communication
Defined unfamiliar terms,
concepts and principles

Very clear explanations, both verbally and on the board. Good explanations
of words related to damage, but she could have referred to the precise
pictures showing this in the students book. Board work was minimal, but
appropriate and clear.
Yes.

Yes.

Yes.

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2014 Briercrest College. Observation sheet created by David Catterick

LING 427 TESOL Internship

Presented examples to clarify
points
Related new ideas to familiar
concepts
Restated important ideas at
appropriate times
Used humour appropriately to
encourage interest

Frequently.

Definitely.

Not specifically noticed.

She was relaxed, laughed with the students and used humour when
discussing homework with learners.

Teacher-learner interactions
Indicator
Created an atmosphere
conducive to learning

Rating
3

Maintained student attention

throughout the lesson
Used a variety of teaching
modes
Encouraged learner-teacher
interaction

Comments
Amy presented an interactive lesson right from the outset. There was a buzz
of activity and talking with lots of questions interspersed with explanation.
Fully engaged the students.

Whole class, pairs, individual.

Encouraged and suitably

managed learner interaction
Responded to cues of
confusion, boredom, curiosity

Gave satisfactory answers to

learners questions
Dealt effectively with behavior
requiring discipline

Extensive interaction. Ensured learners thought about their answers and

elicited responses rather than feeding them with correct answers. Ensured
that all learners were given an opportunity to answer questions through
nomination of those who didnt willingly volunteer.
Actively monitored individual and pairs activities, checking understanding of
all students.
When learners were unsure about anything she answered with clarity and in
a timely manner.
Consistently.

She professionally followed-up on a situation at the end of previous

afternoons lesson when students were disrespectful to her and each other
in class. She took a mature and responsible approach, teaching vocabulary in
the context of todays lesson on complaining, respect, disrespect and
annoyed. Later, directly insisted that students listen when she or someone
else was talking.

Indicator
Presented content of obvious
value to the learners
Chose content that would
challenge the learners

Rating
3

Demonstrated a command of
the subject matter
Demonstrated a strong
language awareness

Comments
Amy presented relevant everyday situations for complaining and the topic of
thankfulness as an antidote for a Christian context.
She challenged their thinking and actions as well as providing content that
stretched their English skills, particularly vocabulary for describing problems
with items and damage.
Well equipped to present the topic effectively.

Content knowledge

1.5

Generally able to handle language issues in the classroom, but needs to be

alert for and address common student errors with grammar and
pronunciation. Able to explain small differences in the meaning of similar
words.

Instructional materials
Indicator

Rating

Comments

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2014 Briercrest College. Observation sheet created by David Catterick

LING 427 TESOL Internship

Designed lesson around
learning goals not materials

Chose materials appropriate to

needs and level of learners
Used instructional materials
that were accurate
Selected materials that were
interesting to the learners
Set homework tasks which
followed on from class work

3
3

Amy clearly did this with material she created or adapted from outside the
coursebook, which served the learning goals and complemented some core
material from the coursebook. She also had the learners think up their own
complaints and then taught a spiritual lesson about thankfulness.
Equipped students for everyday situations, both practical and spiritual, with
materials at a suitably challenging level. Personalised for her class.
Her What is wrong? activity sheet contained no errors.

Everything used fully engaged the learners.

Relevant to the lesson taught.

Additional or summative comments

Amy exudes the capability and competence of an experienced EFL teacher, while demonstrating the enthusiasm and
freshness of a novice.
In this evaluated lesson I was particularly impressed that she devised some of her own personalized material, not feeling
tied to the safety net of the coursebook.
Improvement over the first evaluation is that she ensured all learners contributed to classroom interaction and she actively
monitored pairs work.

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2014 Briercrest College. Observation sheet created by David Catterick