This document contains a class observation checklist used to evaluate whether a student teacher follows proper class stages during their teaching performance. The checklist contains criteria like clearly stating the lesson aim, reviewing previous lessons, introducing the new topic, checking student comprehension, modeling activities, giving clear instructions, allowing student practice with feedback, using helpful resources, concluding with an activity related to the aim, and checking student learning. The observer and student teacher would sign off after notes are provided in the post-observation comments section. References are included at the end from authors on teaching strategies, reflective teaching, and exploring teaching beliefs and practices.

1. UNIVERSIDAD CATOLICA DE LA SANTÍSIMA CONCEPCIÓN
FACULTAD DE EDUCACIÓN
DEPARTAMENTO DE LENGUAS
PEDAGOGÍA EN EDUCACIÓN MEDIA EN INGLÉS
PRACTICA PROFESIONAL
CLASS OBSERVATION CHECKLIST
Class: N° of learners: ______________ Age of the learners: ________________
Date: _________________________ City: ___________________________________________
Length of the class: _________________ Type of school: _______________________________
Name of the School: _____________________________________________________________
Observer’s name: _______________________________________________________________
Teacher observed: ______________________________________________________________
Aim of the lesson: _______________________________________________________________
The aim of this class observation checklist is to identify if the student-teacher follows the class
stages during his teaching performance.
CRITERIA YES NO EVIDENCES
CLASS STAGES
Is the lesson aim clearly stated at the
beginning of class?
Does the student-teacher encourages the
learners to recall what they have learnt in
previous lessons?
Does the student-teacher lead the learners
into the topic of the lesson by a clear
introduction?
Does the student-teacher check learners’
comprehension of the new topic of the
lesson?
Does the student-teacher model the
task/activities that learners will do during the
practice stage?

2. UNIVERSIDAD CATOLICA DE LA SANTÍSIMA CONCEPCIÓN
FACULTAD DE EDUCACIÓN
DEPARTAMENTO DE LENGUAS
PEDAGOGÍA EN EDUCACIÓN MEDIA EN INGLÉS
PRACTICA PROFESIONAL
Does the student-teacher give clear
instructions for tasks/activities to the
students?
Does the student- teacher provide
opportunities to learners to check the
tasks/activities and give them feedback?
Are the teaching resources helpful and well
prepared?
Does the student-teacher finish his lesson
with a useful activity according to the aim of
the lesson?
Does the student-teacher checks what
learners have learnt?
Post observation comments/suggestions:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_________________________ _________________________
Observer signature Student-teacher signature

3. UNIVERSIDAD CATOLICA DE LA SANTÍSIMA CONCEPCIÓN
FACULTAD DE EDUCACIÓN
DEPARTAMENTO DE LENGUAS
PEDAGOGÍA EN EDUCACIÓN MEDIA EN INGLÉS
PRACTICA PROFESIONAL
REFERENCES.
Chamot,A.U.,Barnhardt,S.,El-Dinary,P.B.,& Robbins, J. (1999). The learning strategies
handbook. White Plains, NY: Addison Wesley Longman.
Richards, J.C. & Lockhart, C. (2006).Reflective Teaching in Second Language Classrooms.
Cambridge University Press.
Richards, J.C. & Lockhart, C. (1999).Language Teaching Awareness a Guide to Exploring
Beliefs and Practices .
Cambridge University Press.
By: David Medina Novoa.

4. UNIVERSIDAD CATOLICA DE LA SANTÍSIMA CONCEPCIÓN
FACULTAD DE EDUCACIÓN
DEPARTAMENTO DE LENGUAS
PEDAGOGÍA EN EDUCACIÓN MEDIA EN INGLÉS
PRACTICA PROFESIONAL