Scribd
Upload
2K views1 page

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 performance. The rating sheet contains categories like the teacher's personality, lesson planning, learning content, teaching methods, classroom management, and questioning skills. Each category contains criteria that are rated on a scale of 1 to 4, with 4 being outstanding and 1 needing improvement. The completed rating sheet is signed by the intern supervisor, mentor teacher, and school principal to evaluate the pre-service teacher's teaching skills and provide feedback for improvement.

Uploaded by

Christine Joy Marcel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
2K views1 page

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 performance. The rating sheet contains categories like the teacher's personality, lesson planning, learning content, teaching methods, classroom management, and questioning skills. Each category contains criteria that are rated on a scale of 1 to 4, with 4 being outstanding and 1 needing improvement. The completed rating sheet is signed by the intern supervisor, mentor teacher, and school principal to evaluate the pre-service teacher's teaching skills and provide feedback for improvement.

Uploaded by

Christine Joy Marcel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 1

FILAMER CHRISTIAN UNIVERSITY

College of Teacher Education


Roxas City

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


Name ____________________________________ Mentor _____________________________________
Subject Taught _____________________________ Date _________________ Time _________________
Cooperating 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 mannerism that tends 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 a well-modulated voice.
II. LESSON PLANNING
A. Lesson plan is well prepared.
B. There is congruence between:
1. Intended outcomes and contents
2. Intended outcomes and methods/strategies
3. Intended outcomes and assessment
4. Intended outcomes and assignment/enhancement
III. LEARNING CONTENTS
The teacher:
A. Demonstrates in-depth knowledge of the subject matter
B. Is able to integrate other disciplines and relate lessons to actual life situations
C. Keeps abreast of new ideas and understanding in the field.
D. Gives sufficient and concrete 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 attract the students.
C. Instructional materials have instructional rigor and student engagement; instructional
relevance; and knowledge of content.
D. Applied appropriate teaching and learning resources including ICT allowing students to
think critically, creatively, collaboratively and solve problems.
E. Employed flexible learning, differentiated, and developmentally appropriate learning
experiences for the students.
F. The teacher made an effective use of a formative test.
G. The learning outcomes of students are beyond the expected results.
V. CLASSROOM MANAGEMENT
A. The teacher had a systematic way of monitoring:
1. Attendance
2. Group work/projects
3. Order and discipline in the classroom
4. Plan and design of instructional tasks
5. Work relationships of students
VI. QUESTIONING SKILLS
The Teachers questioning skills such as the following stimulates discussion in different ways:
1. Probing for learner’s understanding
2. Helping students articulate their needs 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 questions
Total

Remarks: ___________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________

_________________________________ _________________________________ __________________________________


Name and Signature of Intern Supervisor Name and Signature of Mentor Name and Signature of Principal

You might also like