Self-observation Report

Practicum Observation Rubric (CEP)

Student Teacher/Level: Joey Cheng-Hsun Hsu

Observation Date/Time: February 12, 2016/ 10 11 AM

Observer: Dr. Crosby

Observation No:

Post-Observation:

Signatures:______________________________________________________

Rating Scale (Please mark the appropriate box.) 0 = skill was not observed; 1 = skill is emerging; 2 = skill was fully demonstrated

N 1
A

V
V
V
V

V
V
V
V
V
V

V
V

V
V

V
V
V
V

V
V

Section One: SKILL

PROFESSIONALISM The teacher:
1. Arrives early and starts on time.
2. Brings all necessary materials and handouts to class
(prepared in advance).
3. Provides copy of lesson plan and materials for
observer.
4. Supports teaching partner as needed.
Section Two: SKILL
LESSON IMPLEMENTATION The teacher:
5. Describes the lesson objectives and activities in
language appropriate to student level.
6. Explains each activity and provides step-by-step
instructions for students on slide or handout.
7. Checks comprehension and offers clarifications or
follow-up explanations if necessary.
8. Observes and responds to students throughout lesson.
9. Circulates during group and individual work.
10. Uses chart (or takes notes) to offer appropriate
feedback and error correction for students.
LESSON TIMING
11. Follows the lesson plan appropriately (any changes
are made based on valid reasons).
12. Uses time effectively (incl. technology)
CONTENT The teacher:
13. Provides challenges to students with greater abilities
or experience.
14. Provides additional support to students who are
struggling.
CLASSROOM MANAGEMENT and CLIMATE The
teacher:
15. Creates a safe, respectful, positive environment in a
multi-cultural classroom.
16. Provides adequate amount of teacher talk.
17. Encourages active student participation.
18. Effectively transitions from one activity to another.
PRESENCE and COMMUNICATION The teacher:
19. Uses appropriate social register for classroom
environment.
20. Uses appropriate voice volume and tone.

Total Points: _35_/40

Areas that I could have done better Lesson implementation:

To be more comfortable in explaining grammar rules and pertinent concepts, I could have transcribed those
parts for instruction.

The deductive way of grammar teaching could have been better if it had not been a rush and more example
sentences had been illustrated to students. The explicit grammar explanation could have been reduced for
more exercises and practice.
Lesson timing:

Time was not effectively managed. For example, the class went over time and insufficient time was
allocated for each activity. It seemed that I rushed through every activity in order to touch upon everything
on the lesson plan. I could have instead reduced one activity or two and dug deeply into the lesson, so
students would feel solid and have some tangible take-aways with them after class.
Presence & communication:

Filler words, such as right, okay and good, were often used but not intrusive. It was unsure whether filler
words might have distracted students from teacher talk. However, it might have been good for advanced
learners to cognitively develop their linguistic system or for them to observe teachers style or to
understand how a language is naturally spoken. For low level students, a teacher however should be more
aware of the accuracy of his/her utterances because low level students will pay attention to everything the
teacher says.

Due to nervousness, it seemed that there was a stammer in teacher talk and that self-correction took place
from time to time. To counter help the issue, a teacher should at least teach content accurately and
correctly.
Areas I have done well Lesson implementation:

The application of grammar to daily life English was emphasized (3: 15), in which students attention was
directed to the connection between grammar rules and their meaning and usage.

The instruction for each activity was step-by-step and fairly clear. For example, the instruction of the
poster design activity was presented on the PowerPoint slide and the sample was also provided.

During the class activity (4: 15 + poster design), I circulated around the class, monitored the discussion and
scaffolded students when necessary. For instance, the feedback such as keep the slogan short was given
to students when their slogan seemed weak and lengthy.

Clarification So you are talking about the logic, the pattern of English writing, right? (11:33) and
elicitation Can you give me an example? (17:22) were required when students responses were not
clearly articulated.

A lively example sentence, our relationship has been ended (22:44), was provided in the lecture to
enhance students learning of the passive voice.

Elicitation (Can we say that?) with a bit humor was adopted to address this semantically weird sentence
I would be very happy if Monday could do the homework for me. Besides, correction took place as I
said, the gardener picked? pick? or picks (with the s sound lengthened and stressed, suggesting this is the
correct form ) . . . (2:10). Recast took place as I said, . . . submit THE (with an emphatic stress)
homework. . .
Content:

I took the opportunity to challenge students by asking why they thought a topic sentence made it easier to
get a gist of a text (4: 15). To answer this question, students had to step back and think of the function of a
topic sentence, using their meta-analysis ability.

I also encouraged students to challenge each other and to compare and contrast two groups work (9:13 &
12:58), the process which facilitated students critical thinking and sparked meaningful discussion.
Prompts were provided to help students with the review (12:12).

Classroom management & climate:

Adequate and equal individual participation was ensured by me encouraging students contribution (6:27).
Adequate and equal amount of student talk was also ensured by me throwing the dices (to select whom to
talk) and calling on silent students.

Active participation and volunteer contribution were also highly encouraged.

The strategy of advance organization was employed when I reminded students that And, this is the second
section of the class. We have finished . . . (13:39).

The connection of one students response to another was established Thats quite similar with what you
said. (15:09) in that students would feel appreciated and acknowledged in terms of their contribution.

Students work (e.g., mapping and posters) was reviewed by the class and therefore students voices were
heard and the opportunity of active participation was encouraged.
Presence & communication:

My body language was so vivid but not distracting that students attention could be directed to the
highlights of the lesson.

An important concept was emphasized by me asking students - Please write that down. Enhancement
then was created for effective learning.