TRAINEE HANBOOK TASK 4.6 Part 2 PREPARING A TRAINEE HANDBOOKAim: To design a training manual for ateacher training.Handbook for UT Teacher Training inUNIVERSIDAD TECNOLOGICA DEL SURESTE DEVERACRUZ.
TASK 4.6 Part 2PREPARING A TRAINEE HANDBOOKAim: To design a training manual for a teacher training. Handbook for UT Teacher Training in UNIVERSIDAD TECNOLOGICA DEL SURESTE DE VERACRUZ.GENERAL INFORMATIONThe aims of the trainingThe requirementsWhich language the training is offered in and forRequirements of the traineeApplication form for trainees interestedA questionnaireCourse rulesSTRUCTURE AND TIMINGCONTENTSCERTIFICATEGeneral informationApplication form for certificationApplication form for lesson observationMANUALDossiers ExplanationInstructions for dossier ElaborationEVALUATIONTeaching dossiers checklistsClass Observation checklistEvaluation Procedure and Assessment criteriaTrainer Evaluation checklistMATERIALReading ListDossiers ExamplesMaterials
GENERAL INFORMATIONThe aims of the trainingThis Trainee handbook (TH) is designed and produced by Jorge Augusto OrdoñezValencia members of the English Academy from Universidad Tecnologica del Sureste deVeracruz (UTSV), which has provided examinations in English for speakers since 2003.The teacher in training should know: concepts related to pronunciation training, listeningcomprehension, understanding different accents, learning spoken and written language,planning and preparing dossier in language awareness, language and culture, languagelearning processes, language teaching, planning and evaluation and self-assessment anddevelopment.This handbook also will encourage teachers in their professional development by providingsteps in a developmental framework of awards for teachers of English.
The requirementsThe trainee handbook is suitable for: - Teachers in training who teach levels 1 - 9 in the Universidad Tecnologica del Sureste de Veracruz - Classroom assistants who work with levels 1-9 in the UTSV - Candidates taking this certification will normally have some experience of teaching English to speakers of other language. - Teachers need at least an intermediate level of English level B1 of the Council of Europe’s Common European Framework of Reference for Languages (CEFR), e. g. TKT band score of 2. - English as an additional language teacher who work with non-native speaker learners in mainstream classes.Which language the training is offered in and forThis trainee handbook is offered only in English language for helping teachers in trainingto develop their own teaching dossiers. The TH includes the language used as Englishteachers and their activities. It guides to understand and design a dossier for the 6 areas,for any topic and level 1-9 that they choose to work on.
Requirements of the traineeAll the candidates taking this training will normally have experience of teaching English tospeakers of other language. They may also be taken: - Candidates studying for teaching qualifications who may have non-native learners in their classrooms. - Teachers need at least an intermediate level of English. Level B1 of the Council of Europe’s Common European Framework of Reference for Languages (CEFR) - Candidates taking this training are expected to be familiar with the language of teaching a represented in the glossary from level 1-9 as well as the terminology related to the description of language, subject vocabulary and concepts for this training. - Successful candidates are likely to have experience of teaching school subjects through the medium of English. - Candidates should be certificated in a teaching Knowledge Test with minimum band 3. - All trainees must receive at least major or bachelor is necessary for our college admission. - All trainees must update their application form for trainees interested. - We are required to send a quarter progress reports on the training. - All trainees must answer the questionnaire to get integrated in their profile. - Trainees’ updated CVs every year - All trainees are required to be involved in conducting or teaching research and policy. All trainees are required to present work in progress about their dossiers. - Trainees will receive formal and informal instructions in the responsible conduct of research, including language and teaching integrity and ethical principles of teaching.
Application form for trainees interested Personal Information Saludation FirstName LastnameEmail( ) ( )Phone Mobile phone / /Birthday Birthmonth BirthyearCitizenship F M GenderMarital StatusCityCountryZip / Postal code Education and ExperienceTitle of BachelorYears of Years as a teacherexperience Certification Band /Score
A questionnaireNAME: ____________________________________________________________Instructions: Choose the best answer1. When you are teaching do you use the appropriate terminology to your students?a) Yes b) Sometimes c) No d) I need to improve in it2. Do you understand the principles of language learning and teaching?a) Yes b) Sometimes c) No d) I need to improve in it3. Do you select the appropriate teaching points from teaching materials to suits differentlevels?a) Yes b) Sometimes c) No d) I need to improve in it4. Do you provide your students with clear and effective explanations in a way that is helpful to them?a) Yes b) Sometimes c) No d) I need to improve in it5. Do you use grammar books, platforms or websites effectively to provide your students with clear answers?a) Yes b) Sometimes c) No d) I need to improve in it6. Do you provide to my students styles and strategies for learning?a) Yes b) Sometimes c) No d) I need to improve in it7. Do you give your students feedback on their language competence in a way that isappropriate and helpful?a) Yes b) Sometimes c) No d) I need to improve in it8. Do you encourage and motivate your students to improve?a) Yes b) Sometimes c) No d) I need to improve in it9. Do you define the aims of my lesson and understand how to achieve them?a) Yes b) Sometimes c) No d) I need to improve in it10. Do you use a variety of exercise types?a) Yes b) Sometimes c) No d) I need to improve in it11. Do you use various media forms appropriately as moodle, whiteboard, smart board, etc?
a) Yes b) Sometimes c) No d) I need to improve in itCourse rulesThis training handbook includes all the rules to do these certifications possible. - All trainees must update their application form for trainees interested before starting the training. - Trainees’ updated CVs with their application form - We are required to send a quarter progress reports on the training, depending the English level that they’re teaching. - All trainees must answer the questionnaire to get integrated in their profile. - All trainees are required to be involved in conducting or teaching research and policy. All trainees are required to present work in progress about their dossiers. - Trainees will receive formal and informal instructions in the responsible conduct of research, including language and teaching integrity and ethical principles of teaching. - This course should be read it completely before planning and doing the dossier. - The questionnaire should be answered by all candidates without any exception.
STRUCTURE AND TIMINGFace to faceThe face to face program provides you an opportunity to sit in on University ofTechnological of south-east from Veracruz class to explore experiential learning in a smallclass setting. This trainee handbook can be development in different structures or way toteaching.The training will include “train the trainer” programmes. This course also comes with a setof a manual where it describes and explain how to do the dossier in six different areas andit will explain the topic of the dossier as Language Awareness, Language and Culture,Language Learning Processes, Language Teaching, Planning and Evaluation, Self-Assessment and Development.Members of the English academy will explain to the trainees what are the aims of the eachlesson, it will give an example of the description of a class, it also will explain what are thecorrect procedure to do the dossier and the conclusion of the lesson. It is also importantfor trainees to know all attachments or resources that they could use for develop theirclasses.All the material or resources to support are showed face to face by the English Academywill also be made available. The ultimate objective should be to create increased the bestmethodology and strategies for teaching, so that all trainees can utilise the information forimprovement of their quality of teaching, and to create scope for teaching skillsdevelopment.All nine members of the English academy will be instructors who will teach in the face toface format. We should not forget all benefits of face to face training which are though faceto face communication, additional information is available such as the deducting throughbody language, tone, volume and modulations of voice. Sometimes technology often doesnot facilitate the right type of information being shared or exchanged. This means thatlearning potential can be limited. However, the trainees are not entirely passive in thisrelationship or tutorial, as they give the instructor valuable information about how they areprogressing, areas in which they are doing well and those that would benefit from furtherinput. Face to face also delivery allows trainees to share their personal experiences,thoughts and challenges in relation to the content. This can be a rich source of learningand one that many trainees miss when undertaking distance education.The timing for this program using face to face training will be twice a week, three hours perday, counting 60 hours in total
Blended courseThe benefits of face to face courses are well documented elsewhere on this handbook.Onsite courses have the face to face contact which online courses lack, and onlinecourses do not include any practice teaching, and for this reason are less recommendedfor absolute beginner teachersThere are many factors which may lead a trainee to go for online training, however, factorswhich include convenience, cost, access, location, learning styles and preferences.Online courses do enable you to gain a useful insight into this handbook, and where thereis a lower minimum requirement for the qualifications of teachers, these courses can serveas a passport into teaching. Online courses give a foundation which is ideal for helping toorientate potential teachers who may be going off on a short term teaching mission, whereteaching English is not being seen as a long-term career, nor to provide a sustainablesource of income, where teaching might take place on a casual or volunteer basis.This kind of course will take more time because it will required more practice for face toface and online practices. It should count 60 hours in total.Online courseWith our busy lives, conventional employee training can become a repetitive, time-consuming task for all involved. In-person classroom training requires that everyoneinvolved get together at the same time/place, and the teacher must be paid for his/hertime, even though the same material is presented again and again. Conventional traininginvolves print materials, travel expenses, and many other cost-producing aspects.Flexibility: Online training works great with tight schedules. Since many people are livingbusy lives, these Web-based applications can be reached from home or any otherInternet-accessible computer anytime! No more scheduled training sessions to workaround. Trainees can train at their own pace, and work around their schedules, therebyminimizing loss of productivity.Relevance: All content-managed courses stay up-to-date, ensuring that the most accurate,relevant information reaches trainees.Affordable: Companies with a large volume of high-turnover positions where continuoustraining is necessary can save thousands with online training programs. They eliminateclassroom related costs and materials expenses. Now trainers can develop the coursecontent, present it once and go on to the next project. Trainers only need to revisit thecourse if the content needs to be modified.Retention: Since trainees are learning at their own pace, the learning retention rate is oftenhigher than in a classroom setting. They can still have opportunities to email or call the
teacher to ask questions, although many online courses now offer an updatable FAQsection where they can look first for answers to the most commonly asked questions,which reduces repetitive questions.Reporting: Most applications, like Osmosis, are customizable. The reporting tools are alsocustomized to suit the company. During the analysis phase of the project, specialistsdetermine what components are most important and develop easy ways to gather theexact data needed for grading.This kind of course will take more time because it will required more practice for face toface and online practices. It should count 60 hours in total.Weekend courseThe way for this training will be only apply on weekends, it gives to teachers all theinformation that they need to know but on weekends so they will be able to develope theirwork and put in practices their experimental work in the week with their students.Compact courseIn this course, we use the summary of all the methodologies and strategies for teaching, italso focus in the meaning of the main concepts and includes a lot of examples about tohow make the dossiers. Talking about compact course is spending the same hours forhaving this course but the insensitive for learning and practice increase, it means thatteachers will have to spend more time practicing and doing research that reading or assistface to face to a course. It will be more practical than theoretical.
CONTENTSThis handbook helps the teachers in training to develop their own teaching dossier. It isreally practical for trainees; it will help in order to design teacher’s teaching dossiers. Thismanual contents general information such as the aims of the training, the requirements ofthe trainee, the application form for trainees interested, the questioner and all the courserules.It also specifies all strategies, structure and timing that we are using for this training. Somestrategies are face to face, blended course, online course, weekend course, compactcourse.This trainee handbook will develop the language awareness, language and culture,Language Learning Processes, Language Teaching, Planning and Evaluation and Self-Assessment and Development in all the trainees teachers in order to guide to meet,understand and design six dossiers for different areas, for any topic and level they chooseto work on.The six main areas of the training are:1. Language awareness, where trainees will improve their pronunciation training, learning vocabulary, listening comprehension, understanding different accents, learning spoken and written languages. Traineeswill be abletodescribe thelanguage I am teaching and use theappropriateterminology, tounderstandtheprinciples of languagelearning and teaching, toselecttheappropriateteachingpointsfromteachingmaterialstosuitdifferentlevels, toprovidemystudentswithclear and effectiveexplanations in a waythatishelpfultothem, toselect and applytheappropriatemethodologicaltoolstohighlightdifferences in languagesystems, to use referencematerials (i.e. grammarbooks) effectivelytoprovidemystudentswithclearanswerswithregardstolanguage- relatedquestions at theend of thecourse.2. Language and culture, thepurpose in thisareaisawareness of socio-cultural and intercultural aspects of language use and languagelearning,
dealingsensitivelywithdifficultclassroomsituationsrelatingto intercultural differences, understandingdifferentbackgrounds (thereforedifferentstudymethods) of students, cross- cultural communication and applicacion of thisknowledgetotheteachingsituation. Traineeswill be abletotakeintoaccount and incorporateintomyteachingtheeducationalexperiencesmystudentshavehadpreviously, toprovidefor individual learnerstyles and strategies in myteaching, todesignmylessonswithmystudents needs and interests in mind in ordertomakeitinteresting, lively and motivating, togivemystudentsfeedbackontheirlanguagecompetence in a waythatisappropriate and helpful (i.e. error correction) takingintoaccountthestage of languagedevelopmentthey are at, toencourage and motivatemystudentstoimprove at theend of thecourse.3. Languagelearningprocesses, in thisareathetraineeswill be abletotakeintoaccount and incorporateintomyteachingtheeducationalexperiencesmystudentshavehadpreviously, toprovidefor individual learnerstyles and strategies in myteaching, todesignmylessonswithmystudents needs and interests in mind in ordertomakeitinteresting, lively and motivating, togivemystudentsfeedbackontheirlanguagecompetence in a waythatisappropriate and helpful (i.e. error correction) takingintoaccountthestage of languagedevelopmentthey are as well as thestageaimwe are tryingtoachieve in a particular stage of a lesson, toencourage and motivatemystudentstoimprove, beingaware of differenttypes of motivation and capableto relate thosetomystudents at theend of thecourse.4. Languageteaching, traineeswill be ableto define theaims of mylesson and understandhowtoachievethembytheend of thelesson as well as makemystudentsaware of whatmyaims are, to be confident in selecting, adapting and designingmaterialstosuitsthoseaims, to use a variety of exercisetypes, to use various media formsappropriately (Moodle, whiteboard, Smartboard...), toevaluatelearningtasks and activities, toincorporatelearningtasks and activitieswhichencourage and facilitatelearnerautonomy and takeintoaccountlearners learningstyles and cultural expectations, togiveclearinstructions and makesurethey are understood, tomanage a classeffectively in a widevariety of contextstakingintoconsiderationthelearners needs and levels of languagecompetence as well as mixedabilities and clarifythemeaning of new vocabularythroughthe use of differentmeans and I am abletocheckthatthestudentshaveunderstood at theend of thecourse.5. Planning and evaluation, in thisareatraineeswill be abletostatethe general aims of a coursewithreferencetothe CEFR (European Framework), to define theaims of mylesson so thattheyfitwithinthecontext of thewholecourse, to plan lessons and teachingprogrammes and includeappropriatetaskstosuitthelearningoutcomes, to use variousways of conducting a courseevaluation, to do a needsanalysis and assessmystudents languagecompetenceaccordingtothe CEFR, toinformmystudentsonlanguageexaminationsavailabletothem and advicethemontheappropriateoptionsforthem, tohelpmystudentsto plan furtherlearningtosuittheirneeds and use a variety of inductive and deductiveapproachestopresent a grammarstructure and
selectaneffectiveapproachtakingintoaccountthegrammarpoint in question and thegroupImteaching at theend of thecourse. At thelastareabutnottheleast6. Self-assessment and development, in thisareatraineeswil be abletoreflect and drawconclusionsfromobservations and self-observation in ordertogain a betterunderstanding of theteachingsituation and validate, bringchangesto and improvemyownteaching, toreceive and make use of feedbackonmyteaching performance, togiveconstructivefeedbacktocolleagues , toincorporatethesystematicsharing of ideas withcolleaguestopromotebestpractice, toaccesstherelevantsupportsystemsthatwillenable me todevelopfurther and findsolutionstomyteachingproblems and toput forward ideas onhowtoensurecontinuousprofessionaldevelopment at theend of thecourse. CERTIFICATEGeneral InformationGetting a certification as English trainee teachers will improve the trainee’s teaching-learning strategies in English as a second language. It gives the teacher the abilities andunderstanding to increase the cognitive process in the way that they teach, it also helps allthe communications strategies to develop the intercultural understanding.The global necesitytolearnanotherlanguage, specially English, as teacher,weshouldmotivateourstudenttheimportance of thislanguage at present andgettingthiscertificationwillhelpteachersto do thatkind of motivation.Thiscertificationwillprovidetoteacherstodeveloptheirownteachingstrategiesormetodologiesforteaching. Gettingthiscertification,teacherswillimprovehowtocorrectmistakesfromtheirstudents in class,itisreallyimportanttoteachers use social forms and identifyhowadultslearn a language.Thedocumentsrequiretoobtainthecertificate are: - A bachelordegree - TeachingKnowledge Test certification (three modules with at least band 3 in eachone) - Elaborate and developsix dossier in areas as Language Awareness, Language and Culture, Language Learning Processes, Language Teaching, Planning and Evaluation and Self-Assessment and Development. - Have at least 1 year of experience in teaching - Trainee teachers should be attendance to all hours of this courseThecandidatesreceive a certificateforTraineeTeachers. Candidates performanceisreportedtotheEuropeanCompetenceSystemsCertificate and evaluateitbythisimportant
and internationalorganization. Thisonewill be whodecidedisthecertification hasbeensuccessful and itwilllettheteachersknowaboutit.
ApplicationformforcertificationFillinthe boxes withyourinformation, allrequiredfieldsmust be completedoryourformwill bereturned.LAST NAME (as photo ID)FIRST NAME (as photo ID)ADDRESS. LINE 1ADDRESS. LINE 2CITYCOUNTRY ZIP CODEPHONE NUMBER GENDER MAL FEMALE EDATE OF BIRTH NATIVE LANGUAGEMO D YEANTH AY R
ApplicationformforlessonobservationDate / Time: Duration:Teacher: Level. & Subject: No. in Class:Support Staff: Observer:Context:Where the teaching was effective, it was Where the teaching was not so effective itbecause: was because:Where the learning was effective, it was Where the learning was not so effective itbecause: was because:
Agreed areas for developmentMANUALDossiers ExplanationThe first area is Language Awareness. Here the trainee is going to be able to describe thelanguage taught in class, and making reference about appropriate terminology. Theapprentice is going to learn how to select the appropriate teaching points from materials, inorder to share the principles of language learning; also he/she is going to learn how toprovide effective explanations to the learners through the use of appropriatemethodological tools. By doing this, is necessary to make use of reference materials whichare going to provide clear information related to the language.Instructions for dossier ElaborationCover.- Your dossier must contain a cover where you specify the area that you are goingto work with. Provide the title, the date, and the name of the person that is elaborating thedossier.Description of the area.- Here you have to explain the characteristics of the area that youare developing, providing just a brief explanation about the area in no more than a fullpage.Description of the class and course.- here you have to explain the participants of the class.You have to include number of students that are in the class, the level of the learners, theirage; the characteristics of the course like the goals of the session, the topic, and the orderwhich is going to be performed.Topic.- You have to provide the main topic that you are using to elaborate your dossier.Aims of the lesson.- provide the objectives that learners have to achieve at the end of thelesson according to the topic.Personal aims.- provide the personal objectives that you want to achieve at the end of thelesson.
Procedure.- In this section you have to describe all the activities of the class. Thisdescription has to be very detailed. It must be described in order, and explaining whatshould the learners do and the dynamic issues. It is important to add the materials thatstudents need in every activity. It must cover the whole class, from the introduction to theconclusion.Conclusion.- here you have to write a general conclusion about the way you developed thedossier. You have to provide your thoughts about the aims you completed, and if it isnecessary changing anything.Self evaluation.- in this section you have to elaborate a personal evaluation about yourperformance and if you found any problem during the dossier creation. You have toinclude what you have learnt, and what do you think you could improve for future activities.Lesson plan.- here you have to include the lesson plan that you elaborated for the dossier.You have to consider all the activities of the class, the material that you are going to use,the time for each activity, and how is going to be the interaction per activity.Attachments.- in this section you have to include all the extra materials that you are goingto use for the class; they could be worksheets, flashcards, pictures, etc.Dossier FormatCover.- “ENGLISH LEVEL” Objectives of the lesson Topic Theme: “NAME OF THE AREA” DateBody.-You have to consider this format: Font: Arial 12
Line space: 1.5 Include a content table.Note: The information of each section of the dossier, does not have to pass 15 lines, onlythe procedure section must be no less than a full pageEVALUATIONTeaching dossiers checklists Teaching Dossier Area: Language AwarenessNecessary point to cover Covered? Observation/comment yes noThe teacher is completely familiar withthe basic tools for language analysis.The teacher is able to make generalcomparisons between the sourcelanguage of the learners and the targetlanguage.The teacher can deploy this knowledgein his/her teaching, using it in particularfor the planning of language lessonsand language courses.The teacher is able to check his/herknowledge of the language system andto further develop it, using relevantreference sources.Uses correct and appropriateterminology to describe language.Formulates learning objectives clearlyand comprehensibly for languagelessons and parts of language lessonsAnalyses language and help learners tounderstand language structures
Perceives and understand difficultiesrelated to the structures of the targetlanguage which learners encounter andto provide appropriate didactical andmethodological measures to deal withsuch problemsProvides grammatical explanationswhich are readily comprehensible andaccessible to his/her learners Teaching Dossier Area: Language and CultureNecessary point to cover Covered? Observation/comment yes noThe teacher is aware of socio-culturaland intercultural aspects in languageuse and language production.The trainer is able to sensitivelearners to cultural differences.Shows empathy with/sensitivity to thecultural background(s) of the learnersPromotes sensitivity towards culturaldifferences whilst avoiding culturalstereotypes in his/her learners.Integrates socio-cultural andintercultural topics into the languagelessons.
Teaching Dossier Area: Planning and EvaluationNecessary point to cover Covered? Observation/comment Yes noIs the teacher able to plan andevaluate language lessons within thecontext of a given curriculum-syllabus.Understand the institutional context ofhis/her teaching activities and isfamiliar with the overall trainingprogrammes offered within his/herinstitution.Understands the levels ofcompetence defined in the EuropeanFramework of Reference, is familiarwith the main language examinationsoffered in the target language and isable to prepare learners to take suchexaminations.States general aims and objectivesfor a course or a series of lessonsDefines aims and objectives for alesson and integrate them in thecontext of a coursePlans lessons, selecting appropriatelearning tasks and activities to suitthe aims and objectives of the lesson
Teaching Dossier Area: Language AcquisitionNecessary point to cover Covered? Observation/comment yes noThe teacher is aware of the mostimportant concepts related to currenttheories of language acquisition, canrecognise development patterns inthe target language, and is able tointegrate these into the planning oflanguage lessons, thus structuringand supporting the language learningprocess.Integrates learners previous learningexperience in his/her languagelessonsPresents learning materials in a livelyand relevant mannerTakes into consideration the needsand interests of the learnersRecognises the level of languagecompetence of the learnersAnticipates possible languageproblems and show evidence ofenvisaged solutions in his/herplanning
Teaching Dossier Area: Global EvaluationNecessary point to cover Covered? Observation/comment yes noCombines theoretical knowledge withpractical language teachingAcquires basic methodological-didactic competence and skills andknow when and how to apply themUnderstands the different aspectsand problems related to modernlanguage teachingReflects and analyse own teaching,based on practical examples, anddraw conclusions for own furtherdevelopment.Tries out and evaluate new andalternative solutions.Learns from others.Works together with others.
Class Observation checklistName of trainee _____________________ Observer ___________________________Class observed _____________________ Date ______________________________ Mark with an X in the appropriate space: 1: Excellent, 2: Good, 3: acceptable 4: Could improve, 5: Not observed Teaching Dossier Area: Global EvaluationNecessary point to cover Result Observation/ 1 2 3 4 5 CommentBefore the lesson takes part: The planning of the lesson The choice of material, activities and tasks Reflection on potential problems Well designed materialsDuring the lesson: Review of previous topic Invites to class discussion Solicits students input Demonstrates awareness of individual needs of students aims of the lesson (clear and transparent) correction (how)
language of instruction Context appropriate? classroom management social forms atmosphere Confidence provider Content organized Relates concept to students needs and experienceAfter the lesson: topics to be discussed Commitments Proper and clear feedback Personal feedback (if needed)Evaluation Procedure and Assessment criteriaThe evaluation criteria for the trainee are going to be according to the way whichevaluation is held in the institution. The evaluations’ university is divided in two parts, 70%practice and 30% theoretical knowledge. Based on this, the observation must beconsidered by following the practical part. It is important that the trainee provides practicalactivities, more than grammar explanation. Also, the institution is focused oncommunicative approach; for this reason, the interaction must be by speaking practices.The evaluation criteria would be obtained by taking into account the next activities:Class preparation, class development, and class ending. The first part must contain theway which the trainee is getting ready for the class, including material, resources, and howthere is an anticipation to possible problems.During the class development, it is considered the interaction between the trainee and thestudents. It is necessary to catch student’s attention by providing interesting information forthem. One of the most important points to consider in this part is clarifying doubts and
questions properly, as well as providing clear explanations about grammar structures andcommunication patterns.Finally, the class ending must cover a feedback about the topic. It is important that duringthis section of the class, students clarify all the doubts. It is needed a general review of thesession as well.In order to achieve a satisfactory evaluation of 70% of practice, and 30% theoreticalknowledge, the teacher has to achieve those three sections in every session. For thatreason, the trainee has to comprehend and put into practice all those requirements. Theevaluation will be divided in the next form:Class preparation.- 30%Class development.- 45%Class ending.- 25%Trainer Evaluation checklistName of trainer _____________________ Date ______________________________Class observed ______________________ Mark with an X in the appropriate space: 1: Excellent, 2: Good, 3: acceptable 4: Could improve, 5: Not observed Trainer EvaluationPoint to cover Result Observation/ 1 2 3 4 5 Comment 1. The training met my expectations. 2. I will be able to apply the knowledge learned.
3. The training objectives foreach topic were identifiedand followed.4. The content wasorganized and easy tofollow.5. The materials distributedwere pertinent and useful.6. The trainer wasknowledgeable.7. The quality of instructionwas good.8. The trainer met thetraining objectives.9. Class participation andinteraction wereencouraged.10. Adequate time wasprovided for questions anddiscussion.11.- The trainer showedpatience during the training12.- The trainer showedfairness and objectivity inevaluations