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Use criteria that apply to format of course observed. Criteria in red were observed directly
Review Section Description/Comments
• Great rapport, maintains student interest through interactions and relationships – C3-2
3. RAPPORT • Good use of humor and engagement with students
(holds interest of students; is respectful, fair, and impartial; provides • Sarcasm used in humorous ways (be careful not to overuse)
feedback, encourages participation; interacts with students, shows • Strong teacher-student relationship
• Students have high level of comfort in class – C3-14
enthusiasm)
5. PRESENTATION
(establishes online course or classroom environment conducive to • Very clear and professional
learning; maintains eye contact; uses a clear voice, strong
projection, proper enunciation, and standard English)
6. MANAGEMENT
• Clear instructions and set timeline for completion of tasks (could use visual to keep students within
(uses time wisely; attends to course interaction; demonstrates
timeframe)
leadership ability; maintains discipline and control; maintains • Things were rushed at end but good idea of splitting tasks (finish visuals in class, skits the next day)
effective e-platform management)
7. SENSITIVITY • Only one female student in class, engagements with teacher were always positive and no sarcasm
(exhibits sensitivity to students' personal culture, gender differences (as opposed to some of the male students who respond positively to sarcastic humor)
and disabilities, responds appropriately in a non-threatening, pro- • Clear thought put into different interactions with different students depending on comfort level and
knowledge of relationships – C3-14
active learning environment)
9. PERSONAL
• Professional and confident, high degree of professionalism demonstrated in attire and interactions –
(evidences self-confidence; maintains professional comportment and C3-14
appearance)
• Layout of room conducive to learning (ex. mobile furniture allowing for differing layouts and
groupings)
10. PHYSICAL ASPECTS OF CLASSROOM (optional) • Learner profile on walls, along with DP overview of course
(state location and physical attributes of classroom, number of • Evidence of student learning showcased
students in attendance, layout of room, distractions if any; list any • ISNS Mission Statement posted
• Good use of classroom resources to engage students (using portable whiteboards to create visuals) –
observations of how physical aspects affected content delivery)
C3-15
Strengths observed:
Very strong teacher-student relationships and rapport. Strong content knowledge and ability to develop an understanding of the content as a group, with the teacher acting as a guide/facilitator (inquiry-
based teaching). Student-driven learning engagements utilized throughout lesson, along with a variety of activities to maintain student interest and engagement. Overall a very well-done lesson! (C3-2, 3,
5, 6, 9, 11, 14, 15)