Class Observation RubricTeacher observed: Pamela Sanhueza CastilloObserver’s name: Miss Patricia Martínez I. / Pamela Sanhueza CastilloName of the school: Liceo La Asunción Thno.Class: 1st grade high Nº of learners: 45 Age of the learners: 14 aprox.Date: April 25th 2012 City: TalcahuanoType of school: Subsidized school Length of the class: 90’ aprox.Instructions: Read the left-hand column criterion. Put a tick in the appropriate column depending if the criterion is observed or not. Write the evidences you find in the right hand column.Aim: to notice if the Student-Teacher demonstrates a correct use of his/her voice in theclassroom.CRITERIA OBSERVED NOT INDICATORS OBSERVEDIs the posture andbody language of thestudent-teacherappropriate to enrichand project his/hervoice in theclassroom?Does the student-teacher keep his/hervoice calm whengiving directions ormentioninginappropriatebehavior?Does the student-teacher change his/hertone, pitch, volumeand speed to meethis/her non-verbalcommunication?
Does the student-teacher use anenthusiastic voiceusing a variety ofmodulations and tonesto increase motivationamongst students?Does student-teachermaintain eye contactand a calm voicewhen speaking to thestudents?Does the student-teacher avoidshouting to the classwhen bad behaviorappears?Is the student-teacher’s voice loudand clear enough tobe heard in the frontas well as at the backof the classroom?Does the student-teacher vary theloudness of his/hervoice depending onthe stage of the lesson(e.g presenting v/smonitoring)?Post observation comments and/orsuggestions:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
BibliographyHarmer, J. (2003). How to Teach English: An Introduction to the practice of English Language Teaching.Harlow : Pearson Education.Paterson, K. (2005). 55 teaching dilemmas: Ten powerful solutions to almost any classroom challenge. Ontario: Stenhouse. Teacher: Mrs Patricia Martínez I. Student: Pamela Sanhueza C.