Master of Arts in TESOL

Graduate Diploma in TESOL

TESOL Internship Handbook

School of Humanities and Communication Arts

University of Western Sydney

Table of Contents
1. Important Contact Information ..................................................................................... 3
2. Introduction to the UWS TESOL Internship in English Language Teaching Institutions4
3. Overview of the UWS Internship ................................................................................. 4
3.1. Purpose of the Internship ......................................................................................... 4
3.2. Timeframe of Internship ........................................................................................... 5
3.3. Student Support Groups during Internship ............................................................... 5
4. Components of the practicum ..................................................................................... 5
4.1. Observation of classroom teaching - 20 hours ......................................................... 5
4.2. Service learning activities - 20 hours ........................................................................ 6
4.3. Supervised teaching activities - 10 hours ................................................................. 6
5. Internship tasks for student teachers........................................................................... 8
5.1. Observations (20 hours) .......................................................................................... 8
5.2. Service learning tasks (20 hours) ............................................................................ 8
5.3. Designing an schedule of observations and other tasks ........................................ 10
5.4. Keeping of reflective journal during the internship .................................................. 10
5.5. Six meetings at university (12 hours) ..................................................................... 10
5.6 Two assignments (4,500 words in total) .................................................................. 11
6. Role of Teacher Mentors ........................................................................................... 11
7. Role of UWS TESOL Internship Coordinator ............................................................ 13
8. Checklist for student teachers to guide observations ................................................ 15
9. Checklist for observations ......................................................................................... 17
10. Guidelines for student teachers in preparing and teaching their service learning
sessions .................................................................................................................... 19
Appendix: UWS Assessment Criteria and Standards for 10-hour Supervised
Teaching.....................................................................................................................21

1. Important Contact Information

1.1.

UWS TESOL Internship Staff Members

Name

Organization

Office Location

Contact

Email

Amanda
Mcnamara

UWS Internship Liaison Officer

(general internship inquiry, e.g.
mentor payments, emergency
assistance etc.)

Bankstown Building
5.G.04

Tel: (02) 9772 6685

Fax: (02) 9772 6373

a.mcnamara@uws.edu.au

Ping
Yang

Academic Course Advisor for

MA in TESOL
UWS Internship Coordinator
(inquiry about unit information,
practicum placements
assignments etc.)

Bankstown Building
5.1.14

Tel: (02) 9772 6514

Fax: (02) 9772 6373

p.yang@uws.edu.au

2. Introduction to the UWS TESOL Internship in English

Language Teaching Institutions
This model for teaching internship is designed to offer service to the workplace
where it takes place, at the same time providing opportunity to the student
teacher undertaking the internship to learn on the job.
All TESOL practicum placements provided by various UWS TESOL internship
partners are posted on vUWS, where the student teachers choose their preferred
placements on the first-come-and-first-served basis. The student teachers are
placed with a workplace for a substantial period of time, during which they offer
their services to that workplace in the form of teaching-related activities, and
participate in all aspects of the work of that workplace.
Since student teachers are often working full time/part time, they will need to
negotiate their work placement times individually with the workplace.

3. Overview of the UWS Internship

3.1. Purpose of the Internship
The Internship is the professional practice requirement for students enrolled in
the Graduate Diploma in TESOL and the Master of Arts in TESOL at the
University of Western Sydney.
For each student teacher, there will be three main phases for the internship,
supervised by the allocated supervising teachers in the workplace.

Class observation
Service learning
Supervised teaching
Volunteer Tutoring

20 hours
20 hours
10 hours
10 hours

Other elements in the internship are

Attendance at university meetings for briefings, reflections and evaluation

Completion of two written internship assignments

3.2. Timeframe of Internship

The internship should be as flexible as possible for both parties, taking into
account other obligations of all. The internship should commence early in one of
the UWS spring/autumn semesters, in March/August and continue to the end of
semester in late May or early June/late October or early November.
Semester
Autumn
Spring

Start
March
August

Finish
Late May/early June
Late October/early November

The time required for different components of the practicum requirements will be

observations (approx 20 hours at least half of which should be conducted

in centres other than the one in which trainee teachers undertake their
internship) and
service learning tasks (20 hours)
supervised teaching activities (10 hours)
unsupervised volunteer tutoring activities (10 hours)

3.3. Student Support Groups during Internship

It is recommended that student teachers undertake their internship in peer
support groups of two or three where appropriate.
This approach has the advantage for student teachers that they will be able to
discuss all aspects of their internship together, and relate it back to theoretical
and other aspects of their TESOL teacher training program at UWS.
It has an advantage for the centres teachers that they will not be called upon as
frequently to debrief with student teachers, which can be very time consuming.
Work and other constraints however may make it difficult for student teachers to
always attend the centre together. Similarly some centres may only be able to
accommodate one student teacher.

4. Components of the practicum

4.1. Observation of classroom teaching (20 hours)

This phase involves observing relevant tasks performed by qualified and

experienced teachers in the field, in the classroom as well as in other learning
situations such as distance learning, Individual Learning Centres and computer
learning centres. Student teachers will observe and research the teaching
approaches, the types of activities and the curriculum used in teaching. Student
teachers will have guidelines to assist them in their observations. It is
recommended that two or more student teachers observe together for
convenience to the centre and for maximum opportunity for discussion
afterwards among themselves.
The observation of teaching should take place in several centres representative
of the English language teaching industry as a whole, not just in the centre to
which student teachers has been assigned for their service learning so that they
are able to observe a variety of teaching situations such as AMEP, ELICOS,
SEE, General English programs, TAFE ESOL classes, bilingual classes, distance
learning programs, community teaching programmes, migrant resource centre
programmes.
Students are responsible for designing and organising their own observation
schedule and for deciding which aspects of teaching and learning they will focus
upon in each observation.
They should include this schedule and observation task plan in their report.
4.2. Service learning (20 hours)
This component of the internship is essentially one where student teachers offer
twenty hours of their time in teaching/learning-related activities which will benefit
both themselves and the centres where they learn. It is very flexible. The
following types of activities are examples of those which the student teacher
might engage in.

Assisting in an Individual Learning Centre or Computer-Assisted Learning

Centre for instance, assisting individual learners, preparing resources
with guidance.
Researching and familiarizing themselves with the teaching and learning
materials and resources available for use in the centre, especially those
used in the various classes they observe by offering to assist class
teacher with materials preparation.
Participating as either observer or participant, where appropriate, in
organizational aspects of the workplace, such as staff meetings, or
curriculum development meetings, training sessions, other types of
activities such as assessments and excursions etc.

4.3. Supervised Teaching (10 hours)

This phase of the internship is essentially one where student teachers offer ten
hours of their time in in-class teaching activities which will provide student
teachers with opportunities to experiment TESOL theories and put them into
practice under the supervision of their teacher mentors, who are expected to
observe them teaching and discuss with them after each session. Student
teacher should reflect on their teaching practices with reference to the teacher
mentor's comments and guidance. The following types of activities are examples
of those which the student teacher might engage in.
Performing a variety of guided teaching tasks. For their development as
beginning teachers, it is important that student teachers experience a wide
variety of activities in the classroom setting itself.

supporting teaching staff in a class by working with small groups of

students, preparing materials with guidance, team teaching or other aid to
the class teacher as directed.

teaching a small group (conversation/literacy) regularly, with guidance and

support, either preparing materials themselves or using teacher prepared
materials.

4.4. Volunteer Tutoring (10 hours)

Volunteer tutoring can be carried out with non-profit organizations, such as
Mission Australia, Salvation Army or a church. The unsupervised tutoring
activities focus on improving basic and functional English language
communication skills needed by the migrants or recently arrived refugee
learners.

Meeting with the appointed person in charge of the organization

Attending an information session prior to starting tutoring
Attending relevant training session as required by the organization
Meeting with the client and discussing his/her learning needs and
schedules
Working out learning outcomes, aims and objectives, tutoring
methodology and curriculum, and tutoring venues (e.g. home or library)
Implementing tutoring plan and changing it as appropriate
Assessing the learning outcomes

5. Internship tasks for student teachers

5.1. Observations (20 hours)
Student teachers are required to observe English language teaching in a range of
different learning environments such as
different levels from beginners to advanced
different learning objectives
different curriculum documents and resources
distance learning or self access learning
The observations have three phases.
Preparing for observation
Student teachers should prepare for these observations by familiarising themselves
with the characteristics of the learners, their level, needs etc and other features of
the group they will be observing through

reading the syllabus documents, lesson plans and broader course

outlines,
discussing the aims of the program with the teacher or their supervising
teacher beforehand,
familiarising themselves with the resources and curriculum frameworks
used in each learning situation

Observing
A checklist to guide student teachers in their observations can be found in this
handbook. They should also consult Ruth Wajnrybs Classroom Observation Tasks
and discuss their observations with each other. Student teachers should plan in
advance to focus on a different aspect of teaching in each observation session and
make notes of their reactions, using Wajnryb as a guide.
Debriefing after observation
Where possible, student teachers should discuss their observations with each other
after they have observed classes and keep notes of these discussions. Sometimes
they may be able to debrief with the teacher.

5.2. Service learning tasks (20 hours)

These tasks may consist of a range of activities in the centre such as attending staff
meetings, assisting in Individual Learning Centres, team teaching with teacher mentor,
teaching small groups, assisting in the classroom and researching teaching resources.
The student teacher is encouraged to explore all opportunities which come up in the
centre and beyond and keep a diary on what they do.

Team teaching and supported teaching

If the teacher mentor is prepared to allow the student teacher to team teach on his or her
class, or to teach a segment of the class, this would be an excellent opportunity for the
student teacher to learn on-the-job. However, it is not something that the student teacher
can expect since it is very demanding on the teacher mentor.
Teaching small groups
Where appropriate, student teachers are encouraged to make themselves available to
take small withdrawal groups for specific purposes such as literacy or conversation or to
assist the teacher in the classroom by working with small groups.
Staff meetings/ program meetings/ curriculum planning meetings
Student teachers should try to attend any meetings which take place in the centre, which
they feel they are welcome to attend and keep notes on what happens.
Assistance in Individual Learning Centres, Computer-Assisted Language Learning
Centres
Student teachers can observe in these types of centres or they can offer assistance to individual
students if they and the centre staff feel it is appropriate. They should research the materials used
in these centres.

Researching teaching resources

Student teachers should undertake a comprehensive analysis of the resources used in
different English language teaching programs. It is ideal if the resources the student
teacher examines are resources they can see being used in their observations or will be
able to use themselves in their service learning.
Teaching resources might include
curriculum frameworks
syllabus documents
teaching sequences and lesson design resources
commercially produced course and text books
teacher-produced grammar activities
reading/writing, listening/speaking development activities and resources
activity design resources
teacher-produced materials
Individual learning resources used in self-access programs. These should include
computer assisted language learning (CALL) resources, CD ROMs, videos and other
electronic resources
resources based on authentic texts such as spoken instructions, conversations,
meetings, news items, radio talkback, or written resources such as forms and other
documents for use in social, legal and financial transactions, news reports,
pamphlets and brochures, magazines etc.

Student teachers should consider the following aspects of these resources

what type of learner they are designed for

what level of language learning they are designed for
what other purposes they are designed for
what organising principles they are based on
what methodologies or approaches to language they use
what they aim to teach
how they are designed to be used
what type of adaptation would be required to use them in different contexts with
different learner groups
how effective they think this resource might be.

Student teachers should seek opportunities to discuss these resources with their support
group and they should keep a record of the resources they examine for their Internship
Evaluation Report. They should comment on how they saw the resources used, their
effectiveness, whether they were adapted for use with the particular class and if so, how
they were adapted as well as a brief outline.

5.3. Designing an schedule of observations and other tasks

Student teachers should draw up an observation schedule to assist them in planning,
implementing and keeping records of their observations and other internship tasks.
NB This schedule should be handed in with their proposal and again in revised mode
with final assignment.

5.4. Keeping of reflective journal during the internship

Student teachers are required to keep a reflective journal of their learning during the
internship. It should consist of comprehensive notes and records of observations,
teaching experience and other events they participate in, discussions with peers,
teachers and students, and their own observations and analyses of events, and critical
incidents as part as an ongoing critical reflection on their internship. This journal needs
to be kept carefully as much of the content will form the basis of the final evaluative
report. This journal should be submitted along with other required documentation as
appendices in the final report.

5.5. Six meetings at university (12 hours)

Meeting 1, Week 1 Briefing on the internship and its components and requirements
placements available and preparing for practicum, information
about volunteer tutoring.
Meeting 2, Week 2 Discussing class observation, discussing Internship Proposals,
relevant reading materials and experiences and issues to date.
Meeting 3, Week 3 Discussing service learning, engaged in group discussion, peer
reflections on practicum activities. Progress meeting and
discussion of issues.

10

Meeting 4, Week 4 Discussing supervising teaching, engaged in group discussion,

peer reflections on practicum activities and issues.
Meeting 5, Week 7 Further reflections on practicum, discussion of internship
experience to date- observation and service learning. Preparation
for supervised teaching. Questions and answers on Internship
Report.
Meeting 6, Week 12 Reflections on practicum. Discussion of internship experience to
date. Practicum presentation. Teaching reflection/groups tasks.
Final TESOL Internship report due.

5.6. Two assignments (4,500 words in total)

(These are more fully described in the unit outline.)
a. TESOL Internship Proposal (1,500 words)
Student teachers are to submit an internship proposal in which they outline their
intended internship plans with reflections on critical reading.
b. TESOL Internship Report (3,000 words)
Student teachers are required to prepare an evaluative, analytical report of their
internship based on their observations and experiences, as noted in their reflective
journal, for submission as part of the assessment of the unit. Their observation schedule,
lesson plans, evaluation of resources as well as reports on other activities they have
participated in should be submitted as part of this report.

6. Role of Teacher Mentors

The teacher mentor is an experienced teacher who has agreed to mentor the student
teacher or teachers undertaking service learning with his or her class during the
internship.
In principle, the criteria for an experienced teacher are:

TESOL specialist training, preferably with TESOL qualifications (Graduate Certificate

or Graduate Diploma or MA in TESOL)
experience in teaching ESL and/or Literacy
regarded as competent by their peers

The teacher mentor is asked to

1. Liaise and consult with the UWS TESOL Internship coordinator where needed.
2. Plan a Service Learning Program with the student teacher or student teachers, and
TESOL internship coordinator where appropriate.

11

Guidelines for teacher mentors for optional practice teaching sessions

Student teachers are not required to undertake sustained
supervised English as a second language teaching with a class to
successfully complete their Internship.
However, team teaching with the teacher mentor, and some guided
teaching within the lesson is highly recommended, if the teacher
mentor feels this is suitable.
Teacher mentors are encouraged to invite student teachers to
contribute to the class by undertaking extended teaching practice
within the lesson where they feel the student teacher is ready for
such an experience. While this is not an obligatory part of the
service learning arrangement, it could be a valuable activity for both
the student teacher, and the teacher, who may be able to
concentrate on aspects of the classroom-based teaching /learning
experience such as individual students during this time.
Should teacher mentors offer a teaching experience to their student
teachers, they are asked to provide developmental feedback to the
trainee but they are not required to complete written reports.
If you would like the student teacher to do some teaching practice
on your class, here is a guide based on ten hours, which would be
included within the thirty hours service learning which the student
teacher must undertake. You might however choose to offer more or
less than ten hours teaching practice.
It is suggested that practice teaching take place in the latter part of
the internship. The practice teaching should start with short teaching
sessions which may consist of teaching a single activity, or part of
an activity, within a class, and move to longer teaching sessions
which could, at first, consist of a significant component of the
lesson, and move to the student teacher teaching an entire lesson
on their own.
Any practice teaching should begin with short sessions of twenty
minutes or more, and, building on this initial experience, should
develop to teaching longer segments up to three hours. A complete
lesson where the student teacher or student teachers are
responsible for the planning and implementing of the entire lesson is
a very desirable option.
Any teaching which the student teacher undertakes, short or long,
should be prepared in consultation with the class teacher, their
teacher mentor.

3. Guide the student teacher in the preparation for supervised teaching activities.
4. Provide useful and encouraging feedback to assist the student teacher in the
preparation of the next supervised teaching session.

12

5. Assess student teachers by completing a mentor report on their observation of each

teaching session and using the UWS assessment criteria and standards (see appendix).
6. Provide all reports to UWS TESOL internship coordinator after completing mentoring
each student teacher.
Teacher mentors are encouraged to take more than one student teacher and to
supervise the student teachers as a team.

Support strategies for teacher mentors

This internship model is designed to provide flexibility in time and tasks for both student
teachers and teacher mentors, taking into account the other obligations of both parties.
Some of the ways it will do this are as follows

two or more student teachers are encouraged to observe (and participate if

appropriate) in a classroom at the same time
two student teachers are encouraged to team teach together as part of their
service learning.
two or more student teachers to be placed in the centre together during their
internship where possible or to work together when placed individually in different
smaller centres and thereby to provide support for each other so that they will not
be needing to debrief with teacher mentors about all aspects of their internship.

7. Role of UWS TESOL Internship Administrative Officer

The Internship administrative officer is responsible for organising and managing general
component of the internship.
The tasks include

Attending to teacher mentor queries about internship administration matters, e.g.

mentor teacher payment.

Providing TESOL placement providers

documentations and relevant documents.

Responding to student emergency assistance with arrangements.

with

UWS

student

insurance

13

8. Role of UWS TESOL Internship Coordinator

The Internship Coordinator is responsible for organising and managing the academic
component of the internship.
The tasks include

Negotiating placement opportunities in all aspects of the UWS Internship for

TESOL student teachers with the managers of participating English language
teaching and other organisations and teacher mentors.

Consulting with and advising participating teacher mentors during the internship
regarding the student teachers needs, performances and progress, where
appropriate.

Liaising with teacher mentors about the development and implementation of the
service learning phase of the Internship.

Visiting the centre and class of student teachers and teacher mentors during the
service learning phase of the Internship, where appropriate, to discuss the
internship experience for both parties.

Offering advice and assistance to student teachers regarding all aspects of their
internship.

Attending to teacher mentor queries about UWS Assessment Criteria and

Standards for supervised teaching.

Assisting students with different

extension/special consideration.

Overseeing the internship within the context of the unit, conducting the meetings
at the university and marking and giving feedback on the assignments.

learning

needs

and

requests

for

14

School of Humanities and Communication Arts

Master of Arts in TESOL and Graduate Diploma in TESOL

9. Checklist for student teachers to guide observations

Choose one or two features to focus on in each observation session.
Wajnryb, R. (1992). Classroom observation tasks: A resource book for language
teachers and trainers. Cambridge: Cambridge University Press.
Crookes, G. (2003). A practicum in TESOL: Professional development through teaching
practice. Cambridge: Cambridge University Press.

Refer to the above books and others for further assistance in choosing how to focus your
observations. These are a few of the features you should look at, but there are many
others you might decide to include.
Focus on teaching skills and strategies

How does the teacher start the lesson?

What use is made of the whiteboard?
What kind of visuals does the teacher use?
How is questioning conducted, eg around the class, to a few individuals etc?
How is language elicited?
Is silence used i.e. is there time given to answer questions?
Do students ask the teacher any questions? What kind? How does the teacher
answer?
Can you tell if learning is taking place? How?
What is the feeling in the group? Does the teacher have rapport with the group? Is
there energy and interest among the students? How do the students relate to each
other?
Is there a positive atmosphere?
Would you like to be in this group if you were learning English?
Is the lesson teacher-centred or learner-centred?
Do learners have opportunity for spontaneous production of speech?
Does teacher take account of all learners and their different needs?

15

Focus on classroom management

How is the classroom arranged?

How does the teacher get the students attention?
What does the teacher do during activities -eg circulate, assist individuals etc?
Are students working in pairs, groups or alone?
Do students listen when the teacher is talking?
Are some students more dominant in the class and how are they managed?
How are quieter students accommodated?

Focus on lesson content

How is the language content chosen?

How is the content arranged? For instance is it theme, topic, text based etc?
Is grammar taught explicitly?
Is the lesson activity based?
How is content related to the lived experience? Is it culturally appropriate?
How is content linked across the macro skills?
Is there a chance for learners to produce new language?
Is there a learning sequence?
What sorts of material are used e.g. materials photocopied from published workbook,
teacher produced materials, authentic materials drawn from the society around?

Focus on lesson planning

Can you tell what has gone on before the lesson and what will come after?
Is there a balance or a concentration on one skill area?
Can you pick the stages in the lesson?
What different kinds of activities are used?
What were the objectives of the lesson?
What learning took place that could be immediately used outside the class?
Is the learning pitched at the appropriate level?
Are there disparate learner groups in the class?

Personal Reflection

What would you do differently, e.g. how would you enliven or otherwise change
things and why?
How do you think the students felt about this lesson? Was it worth their while
coming? What take-home skills did they learn?

16

School of Humanities and Communication Arts

Master of Arts in TESOL and Graduate Diploma in TESOL

10. Checklist for observations

Student teachers can make a copy of this template to assist with note-taking on
each observed teaching session.

Name of student teacher/s:_______________________________________________

Level/type of class: _____________________________________________________
Length of teaching session: ______________________________________________
Date of teaching session: ________________________________________________

1. Setting the scene

2. Managing the learners

17

3. Managing the teaching

4. Managing the learning environment

5. Managing the content

6. Structuring the learning effectively

7. Overall reflections and comments

18

School of Humanities and Communication Arts

11. Guidelines for student teachers in preparing service learning

and supervised teaching sessions
These guidelines will assist you as you prepare your service learning and
supervised teaching sessions. However, you will have many other resources to
draw on in this preparation. You should take the opportunity to discuss your
internship plans with the UWS Internship coordinator as well as with your teacher
mentor.
Shorter sessions

What is the curriculum or syllabus from which this course has been designed?
What type and level of learner is this course designed for?
Where does this lesson fit into the broader course outline?
What are the objectives or learning outcomes of this lesson?
How are the language features being taught in this lesson?
How is this lesson organised?
What are the tasks and activities you will use in the lesson or part of a lesson
which you are teaching?
What resources are you going to use? Will you need to modify them?

Notes:

19

Longer sessions

What is the curriculum framework from which this course has been designed?
What type and level of learner is this course designed for?
Where does this lesson fit into the broader course outline?
What are the learning outcomes expected from this lesson?
What are the objectives or learning outcomes of your lesson?
Design the lesson plan for the lesson you are going to teach, using one of the
plans you have observed as a model if you choose.
Make note of the sequence of activities and the timing of activities.
Choose or design yourself each of the learning activities for the lesson and show
where they fit into the overall lesson.
Choose or design the assessment tools you will use to assess the learning
during this lesson.
Choose all the resources you will use for each of the activities.

Notes:

20

Appendix: UWS Assessment Criteria and Standards for 10-hour Supervised Teaching
Fail
0-49

Pass
50-64

Credit
65-74

Distinction
75-84

High Distinction
85 up

Shows little
research has
been
undertaken in
teaching plan
Demonstrate
little knowledge
about various
ESL teaching
approaches and
methodologies
Demonstrate
poor skills in
applying ESL
theories to incontext
teaching
practices
Demonstrate
poor skills in
critical thinking
and analysis.
Demonstrate
poor skills in
managing
learning and
teaching
environments
Poor oral and
written
communication
skills
(appropriatenes
s, accuracy,
clarity and
fluency)

Researched with
a satisfactory
teaching plan
Demonstrate
acceptable
knowledge
about various
ESL teaching
approaches and
methodologies
Demonstrate
limited but
satisfactory
skills in applying
ESL theories to
in-context
teaching
practices
Demonstrate
limited but
satisfactory
skills in critical
thinking and
analysis.
Demonstrate
limited but
satisfactory
skills in
managing
learning and
teaching
environments
Satisfactory oral
and written
communication
skills
(appropriatenes
s, accuracy,
clarity and
fluency)

Soundly
researched
with a good
teaching plan
Demonstrate
good
knowledge
about various
ESL teaching
approaches
and
methodologie
s
Demonstrate
good skills in
applying ESL
theories to incontext
teaching
practices
Demonstrate
good skills in
critical
thinking and
analysis.
Demonstrate
good skills in
managing
learning and
teaching
environments
Good and
effective oral
and written
communicatio
n skills
(appropriaten
ess, accuracy,
clarity and
fluency)

Well researched
with a very
good and
effective
teaching plan
Demonstrate
very good
knowledge
about various
ESL teaching
approaches and
methodologies
Demonstrate
very good skills
in applying ESL
theories to incontext
teaching
practices
Demonstrate
very good skills
in critical
thinking and
analysis.
Demonstrate
very good skills
in managing
learning and
teaching
environments
Very good and
effective oral
and written
communication
skills
(appropriatenes
s, accuracy,
clarity and
fluency)

Well researched
and thought
provoking, with
an excellent and
effective
teaching plan
Demonstrate
expert
knowledge
about various
ESL teaching
approaches and
methodologies
Demonstrate
excellent skills
in applying ESL
theories to incontext
teaching
practices
Demonstrate
excellent skills
in critical
thinking and
analysis.
Demonstrate
excellent skills
in managing
learning and
teaching
environments
Excellent and
most effective
oral and written
communication
skills
(appropriatenes
s, accuracy,
clarity and
fluency)
21

 Demonstrate
unwillingness to
assist learners.
Ineffective or no
use of teaching
strategies,
equipment and
teaching aids
(e.g.
whiteboard,
computers,
website, TV
programs, DVD
/video
recordings,
realia whichever
applicable) to
achieve
proposed
teaching and
learning
objectives and
outcomes
Fail to keep
learners
engaged and
interested in
learning
activities
Never use
functional and
authentic
learning
materials
A very poor
presentation of
handwriting
(readability and
neatness)

Demonstrate
limited
willingness to
assist learners.
Limited use of
effective
teaching
strategies,
equipment and
teaching aids
(e.g.
whiteboard,
computers,
website, TV
programs, DVD
/video
recordings,
realia whichever
applicable) to
achieve
proposed
teaching and
learning
objectives and
outcomes
Occasionally
keep learners
engaged and
interested in
learning
activities
Limited use of
functional and
authentic
learning
materials
An acceptable
presentation of
handwriting
(readability and
neatness)

Demonstrate
strong
willingness to
assist learners.
Use effective
teaching
strategies,
equipment
and teaching
aids (e.g.
whiteboard,
computers,
website, TV
programs,
DVD /video
recordings,
realia
whichever
applicable) to
achieve
proposed
teaching and
learning
objectives and
outcomes
Keep learners
engaged and
interested in
learning
activities
Use functional
and authentic
learning
materials
A good
presentation
of handwriting
(readability
and neatness)

Demonstrate
stronger
willingness to
assist learners.
Use very
effective
teaching
strategies,
equipment and
teaching aids
(e.g.
whiteboard,
computers,
website, TV
programs, DVD
/video
recordings,
realia whichever
applicable) to
achieve
proposed
teaching and
learning
objectives and
outcomes
Keep learners
more engaged
and interested
in learning
activities
Use very
functional and
authentic
learning
materials
A very good
presentation of
handwriting
(readability and
neatness)

Demonstrate
the strongest
willingness to
assist learners.
Use the most
effective
teaching
strategies,
equipment and
teaching aids
(e.g.
whiteboard,
computers,
website, TV
programs, DVD
/video
recordings,
realia whichever
applicable) to
achieve
proposed
teaching and
learning
objectives and
outcomes
Keep learners
most engaged
and interested
in learning
activities
Use the most
functional and
authentic
learning
materials
An excellent
presentation of
handwriting
(readability and
neatness)

22