LESSON OBSERVATION / ASSESSMENT 1.

Details of class:
Year in school:
Year in English:
Number in class:

Seating arrangement:
9
5
14

xx
xx
xx

00
xx

xx
xx
xx

Mark with an X the number which corresponds to your view of the lesson.
5 would be a very good lesson, 1 would be not good.

1
2
3
4
5
___________________________________________________________________________
PERSONAL QUALITIES OF TEACHER
Relaxed and self-confident
Friendly relationship with class as a whole
Accepts and encourages them as individuals
Voice clear and easy to understand

x
x
x
x

PLANNING
Evidence of planning as well as clear and limited aims
Children aware of aims

x
x

TEACHING OF LESSON
The activities were
developed logically
motivating and interest to children
appropriate to the level of the class
sufficiently varied
The materials were
attractive and varied
relevant to the aims of the lesson

x
x
x
x

x
x

Lesson Observation / Assessment 1.

1
2
3
4
5
___________________________________________________________________________
The teacher
showed an ability to use games, songs etc. to keep students attention
3
showed an ability to change activity if children are tired
4
used classroom language which was economical and at the right level for the children
5
provided enough controlled practice, both individual and choral
4
tried to encourage the use of real language
4
was aware of, and effectively treated childrens errors
4
checked childrens understanding of new language
5
kept the lesson flowing smoothly
5
___________________________________________________________________________
To what extent were the aims of the lesson achieved?
The original aim was the practising of many, much, little, few, a lot of structures and the
differences btw. few/little and a few/a little. The lesson was successful and there were no
definite examples of misunderstanding the latter.
___________________________________________________________________________
Further comments:

LESSON OBSERVATION / ASSESSMENT 2.

Ratings should be marked in the spaces provided.

Evidence of real
communication
( meaning + purpose )

Good use of EFL by teacher and

pupil.
Plenty of opportunity for Ss to
use EFL.

little sustained use of English

S s encouraged to:
ask questions
take initiative
re-use
vocabulary
and
structures in different situations
show sustained use of EFL.

S s only answer questions; not

given opportunities to show
initiative.

Integration
of
( balance of skills )

Drilling

skills

Dull, mechanical rehearsal of

test items;
meaning / purpose dont matter.
Overuse of Hungarian;

of

discrete

High level of involvement/

participation of pupils.

sit it out , are passive Ss

or worse !

Interest,
attention
Sufficient intellectual
challenge.
Time generally on task.

does not
work
taking seriously;

held.

skills.

T. does most of the work;

S s bored, inattentive;
seem worth
little lesson time spent learning
anything.

Variety and imagination ( in

materials,
tasks,
ways
of
working, use of equipment ) .

Uninspiring exercises, tedious

material;
just work through the book.

Pace: brisk, lively,

Effective use of time.

Lacking in pace;
inappropriate use of time.

S s not really sure of what to do.

Task clarity.

vigorous

Lesson Observation / Assessment 2.

Pupils feel they are making

progress.

S s feel they re ...

... not getting anywhere;
... wasting their time.

Teacher ( and pupils ) have clear

idea of lesson goals.
(What will be different by the end
of lesson? )

No clear idea of goals.

(Well, well be working through
page 49.
- but why ?)

Good planning:
materials, tasks, activities chosen
specifically

No apparent connection between

activities and aims.

Good planning: small steps /

stages to reach goals. Problems
foreseen.
Opportunity for practice. Good
techniques to elicit EFL use.

because
through

Good relationship,
pupils - teacher rapport.

No mutual respect; hostile; too

tense / too casual.

Working environment pleasant,

good use of display potential

Tatty, depressing; no use of display

potential.

S s unable to perform task(s )

they have not gone
practice stages that
would help get them there.

LESSON OBSERVATION / ASSESSMENT 3.

Teacher
Good

Bad

Notes

Voice

Clear

Eye contact / body language

Smiling, using hands to point at Ss

Position / movement

Instructions

Moving btw. desks, move close to

Ss.
Short and clear

Rapport

Management
Good

Bad

Notes

Monitoring

Disciplining

STT / TTT

Are real events exploited?

Shopping

Real use of languages

Real need to buy something

Controlled / Free practice

No need to do

Lesson Observation / Assessment 3

Lesson Content
Good

Bad

Notes

Structure

Use of mother tongue ( reason)

When grammar is explained

Correction

In English

Aids ( used properly )

No aids, it was practising

Variety of activities

Homework ( appropriate )

Checking

INSTRUCTION GIVING

Put a ring around the number that corresponds to your view of the teachers performance.
7 is outstanding, 1 is very weak.
TEACHER PERFORMANCE

WEAK

The teacher was able to obtain

the attention of all the students.

The voice was clear and easy to

understand.

OK

GOOD

The instructions were staged and

easy to follow.

The instructions were presented in

a logical manner.

The instructions were brief and to

the point.

Each stage was clearly indicated

and students were told exactly
what they had to do.

Understanding was effectively

checked.

The manner was reassuring and

students could ask questions if
they wanted to.

Any written instructions were

easy to read.

The language of the instructions

was at the right level for the
students.

Instruction Giving
Instructions to observer / appraiser
Observe the way your colleague / the teacher gives instructions and complete the observation
sheet.
Ask the teacher you have observed to comment on his / her performance.
Give your colleague the completed observation sheet and allow him / her to comment on your
observation.
See if you reach agreement.
Discuss this question: if you were to repeat the activities would you change your approach to
the instructions ?
How ?

CLASSROOM MANAGEMENT

During the lesson make notes and comments for each category possible.

1. The class understood what was wanted at all times.

If they not, they asked the teacher in English.
2. All instructions were clear.
Yes
3. Every student was involved at some point.
Every student was involved at least three times
4. The teacher carried out comprehension checks.
Only in speaking
5. Student groupings were appropriate.
There were no groups, only pairs
6. Class atmosphere was positive.
Ss were kind, helpful and enthusiastic
7. The pacing of the lesson was appropriate.
50 % speaking (situation) 50% reading comprehension and homework checking
8. The teacher did not talk too much.
She talked the appropriate quantity.
9. Error correction and feedback was appropriate.
Errors were corrected in English and students understood them easily.
10. There was genuine communication.
Communication was about shopping in a supermarket
11. There was opportunity for controlled practice.
Yes.
12. Any other comments are classroom management.

SELF-ASSESSMENT CRITERIA
FOR
EFL TEACHERS AND TEACHER TRAINEES
By
Balzs rpdn
Matern Pressing Anik
Dr. Por Zoltn
Por Zsuzsnna

SELF - ASSESSMENT 1.

PERSONAL QUALITIES Was my voice clearly audible to 1

all the pupils all of the time ?
Did I speak at the right speed ? 1

Did I control the level of my

own language to what was
appropriate for the pupils ?
Did I establish and maintain
good rapport with my pupils ?
GENERAL SHAPE OF Did the overall shape and
balance of the lesson work out
THE LESSON
as planned ?
Did I follow the stages of my
lesson plan ?
Was there variation in types of
activity or was there too much
of one activity ?
Did the time each activity took
work out as planned ?
Was the pace of each segment
appropriate for that type of
activity ?
(Was the presentation too fast ?
The drilling too slow ? )
MATERIALS
Were the materials appropriate
with regard to the age and level
of the class:
in terms of their linguistic
difficulty ?
in terms of their functional
difficulty and use ?
in terms of their cultural
content ?

Self- Assessment 1.
CLASSROOM
MANAGEMENT

ERRORS
QUESTIONS

CHORAL PRACTICE

CHECKING

COMMUNICATION

Did I have any problems in

managing the class ?
Were my instructions clear and
clearly understood by the
pupils ?
At each stage of the lesson,
were the pupils sitting in the
best position for the type of
activity involved ?
Did any re - arrangement of
seating, movement of pupils in
the classroom, giving out or
collecting of books, etc.
happen smoothly ?
Did I cope effectively with the
pupils errors which arose in
class ?
Were the questions phrased
correctly to get the answers I
wanted ?
Were there varied types of
questions ?
(Questions
for
specific
information, for gist, inference,
etc. )
Were my questions properly
graded
from
easy
to
understand to difficult ?
Did I distribute my questions
among the pupils equally ?
(oral)
Was there the right amount of
choral repetition ?
Did I have full control of the
technique ?
Did I pay enough attention to
each individual in the class ?
Did I check that every pupil
had grasped the main teaching
point ?
Did I give the pupils an
opportunity for genuine
communication ?
Were the materials, exercises
and situations authentic ?

Self- Assessment 1.
AIDS

PUPILS' RESPONSE

UNEXPECTED
SUMMARY

Was my blackboard clear and

well laid out ?
Were my visual aids necessary,
and clear ?
Were my audio aids necessary,
and clear ?
Were all the aids used effective
for the purpose envisaged ?
Were they all easy for me to
use ?
Were all the pupils interested
all of the time ?
(Were there any sign of
boredom, restlessness or
indiscipline ?)
Were there any unexpected
things that I had to cope with ?
If so, how well did I cope ?
Did I succeed in achieving my
aim ?
Did I actually need to teach
what I set out to teach ?
How much did the pupils
actually gain from my lesson ?

SELF - ASSESSMENT 2.

Pronunciation
Did I have any problems with any vowels or consonants ?
No.
______________________________________________________________________
Stress
Did I have any problems with stress in individual words or in sentences ?
No.
______________________________________________________________________
Rhythm
Did I read too slowly or too quickly ? Did I pause in the right places ?
I did not read.
______________________________________________________________________
Intonation
Did I sound interesting or boring and did I vary my intonation were appropriate ?
Did I use the appropriate intonation for questions, statements, lists and so on ?
I varied my intonation, used question intonation and jokes.
______________________________________________________________________
Variation
Did I vary the pace and the loudness of my voice where appropriate ?
Did I disguise my voice enough for the different characters ?
I used two voices: one for myself and one for my bag as a living person.
______________________________________________________________________
Pupil participation
Did I pause in the correct places and use appropriate intonation to invite my pupils to join it ?
Did I ask the appropriate questions to encourage my pupils to predict what comes next ?
Yes.
______________________________________________________________________
General impression
How did I sound in general ? Clear ? Expressive ? Lively ?
Lively.
______________________________________________________________________
What do I need to improve ?
What shall I focus on this week ?

SELF - ASSESSMENT 3.

Before the lesson, look at your plan and ask yourself:

Have you chosen an activity that is interesting and will generate meaningful language
use ?
I have chosen an activity which raises Ss attention and is funny.
What classroom arrangement will you use ?
What materials do you need ?
Arrangement was traditional :three rows of desks
I used realia: containers, a bag; pictures.
Is your organisation smooth ?
Are the instructions clear ?
Do the pupils know the rules of your class ( who they can talk to, when, etc. ) ?
Ss were very co-operative and used the vocabulary I planned before.
At what point in your lesson will the pupils use language for a real purpose ?
They want to know something (some information) about the school I teach in.
Write down a question you will ask to encourage a thoughtful answer rather than a
correct answer.

Self-Assessment 3.
During the lesson and after the lesson, ask yourself these questions and write the answers:

Write down something(s) that a pupil said in the lesson where language was used for a
purpose.
Coffee is made in Brazil and of coffee-beans.
Write down any evidence that your activity was successful / unsuccessful, was smoothly /
badly organised, was interesting / boring.
The starting of the lesson was surprising for the Ss and interesting, the game was smoothly
organised and they were not bored of it.

My thoughts:

What would you like to improve / have done better in the lesson ?
More games and I intend to use more humour which I use in Hungarian.
What have you learnt ?
Breaking the ice is very important and the best way to do it to make something very surprising
and weird when starting the lesson.
Write down your thoughts about how you would like to improve / change / develop your
teaching in the future.
Using more situations /more realia

SELF - ASSESSMENT 4.
Answer these questions after you have taught the lesson.
Write brief notes on a separate sheet of paper.

Preparation
How useful was your lesson plan ?
The lesson plan provides me with 4-5 types of exercises
Were you able to follow it or did you have to depart from it during the lesson ?
I had to depart from it because there was not enough time for the last exercises.
What difficulties did you find in planning the lesson ?
Planning totally different exercises on the same grammar.
Now that you have taught your lesson, what changes would you make to the plan for the
next time ?
Less exercises and more situations.
Your teaching
How successful was the lesson ?
Ss enjoyed it and aims were achieved.
Which part of the lesson was most successful ?
Why ?
The introduction; it raised the Ss attention
Which part of the lesson was least successful ?
Why ?
The end, I forgot to give the Ss homework.
How did you ensure that all the students understood ?
All students had to ask /or answer questions at least once.
How much did you use the blackboard ?
Was it effective ?
I wrote the questions and drew figures on it.
What other aids did you use ?
Were they effective ?
Realia, Ss could touch them and use them when answering my questions.

Which of the four skills did you develop most ?

Speaking and listening
How much did you use the students own language ?
Should you have used more or less ?
Neither they nor I used it. They were smart and possessed a remarkable vocabulary.
What aspect of the lesson give you most difficulty ?
Why ?
Remembering the Ss names and not mixing them.
How was this lesson different from the one you taught before and after it ?

Self-Assessment 4.

The students
What activities did the students enjoy most ?
Why ?
Ss enjoyed when they could ask questions and had to guess things.
What did the students find the most difficult ?
Why ?
I did not recognize anything they found difficult.
Did any students fail to participate ?
If so, why was it ?
No, they all participated in the lesson.
What discipline problems were there ?
What caused them ?
How did you deal with them ?
There were no discipline problems.
What advice might the students give you about the lesson ?
Do not wipe the board with your hands if there is a sponge but you cant see it.

SELF - ASSESSMENT
Lesson Management
Does my lesson start smoothly and promptly; and induce a positive mental set among
pupils ?
It started quickly.
Does the management of the lesson help to elicit and maintain pupils attention, interest
and motivation
I managed to maintain their attention
Is the pace and flow of the lesson maintained at an appropriate level and are transitions
between activities well - managed ?
Transitions were quick, different activities lasted 5-10 minutes
Do I carefully monitor the progress of pupils so that the effectiveness of the lesson is
maintained by giving individual help or making modifications and adjustments to the
development of the lesson, as appropriate ?

Do I give clear guidance and direction concerning what is expected of pupils during each
activity, and manage their time and effort, in relation to their involvement in and the
sequencing of the various activities, to good effect ?
Students were in aware of the aims of the lesson and the my aims

Self Assessment - Lesson Management

Do I make effective use of the various materials, resources and teaching aids, so that
pupils time is not wasted waiting for equipment to be set up or materials distributed ?

The distribution of materials was quick and there were no technical difficulties.
Do I organise and control the logistics of classroom life, such as how pupils answer
questions, collect equipment, or form into groups so that the order necessary for
learning to occur is maintained ?
Yes, some control is needed but Ss were helpful and were aware of the techniques of ELT.
In particular, do I use effective management strategies in handling pupil movement and
the general level of noise ?
Yes. The only noise were laughing and some remarks on the exercises.

Is the feedback conveyed to pupils about their progress helpful and constructive, and
does it encourage further progress ?

Do my lesson end effectively, in terms of ending on time, drawing the topic of the lesson
to an appropriate conclusion, and having a well - ordered exit by pupil from the
classroom ?
I reached the appropriate conclusion but timing was not successful.

CLASSROOM MANAGEMENT

Make notes and comments for each category during the lesson

1. Each student is involved at some point.

Questions were asked and each S had to make their own questions.
2. The teacher encourages real use of language. (Real situations are provided. )
The situation was a quiz game and it worked!
3. There is genuine communication between
T-S

S-S

T - Class

S - Class

Teacher controlled the quiz game, students asked the class about an invention (see appendix).
4. Group work is organised
on a spontaneous basis
according to students ability
on other principles.

5. Pair work is organised

on a spontaneous basis
according to students ability
on other principles.
Pair work was not used.
6. The ratio between TTT and STT is appropriate.

Class: Kodolanyi J. Szakkzpiskola

Grade: 11th
Time: 2005. 02.23.
Consultant teacher: Plskeyn Tihanyi Tmea
Student teacher: Vit Olivr
Main topic: passives
Course book: Headway Pre-Intermediate
Aims: The main objective of this lesson is to practice the passive structures (present and
past), both in questions and affirmatives. Emphasis is put on repetition and guided practice.
Present and past passive: omitting the subject.
1. Warming up and presentation (T + Ss one after the another at the board)
What is it made of?
Where is it made?
What is made in (country) 2-3 things
(Realia: a bag, food and containers, each representing a country, 10 countries) Board: The
bag is made in Hungary).
France: cheese, Greece: Ouzo, Germany: beer, Brazil: coffee, Peru: chocolate, China: tea,
USA: Coke, UK: pudding, Switzerland: wristwatch, Hungary: pepper
5-10 minutes (depending on the number of volunteers)
2. My school and your school (guessing out the questions from the answers) Passive qst.
Board:
Where is it situated?
Near the underground station.
What is it called?
Katona Jzsef
(T: right question or wrong question)
How many lessons are held a week for a class? Usually 30-33 and extra classes.
How much money is spent on computers?
300 000 on each (with a monitor,
mouse, DVD)
How often is it cleaned/painted?
Every morning btw. 5-6 o'clock
When was it built?
Almost 50 years ago.
When was it modernized?
How many students are taught?
About 800: there are 5 classes at each
grade and
30 students in every class.
How is it furnished and decorated?
Furniture is good, there are
benches/posters...
Spend, teach, build, hold, modernized, paint, clean, decorate (on the board in a circle)
Ss then answer the questions about their school.
5-8 minutes
3. Groupwork: asking and answering about inventions (Team A and B)
Who was it invented/made by?

8- 8 definition Team A and B ask questions taking turns and read out parts of the
definitions. When was it invented/Who was it invented by/Why was it invented?/Where
was it used? (Board: question types)
Cards
Team A: wine, tea, shoes, poker, dictionary, matches, croissant, whiskey, glasses
Team B: shampoo, stamps, saxophone, chewing gum, coffee ,esperanto, coca-cola, mouse,
10 minutes
4. Pairwork:
Put the sentences in the right order and put them into the passive (wine production)
Passives with or without by, transformation methods
10 minutes
Additional tasks:
/5. Listening and gap-filling (The Tower of London)
Short text, past participles missing, gap-filling.
/6. Flashcards

1
HOW TO MAKE RED AND WHITE WINE? = HOW WINE ___ ______ ?
What do you need? Grape juice and grape skins.
Put the sentences in the right order.
___Wine-growers bottle wine, put a cap on the bottles
and a machine labels all bottles.

Wine____________________________

__People put the grapes in a machine.

Grapes___________________________

__Later they put egg white in the wine to clean it.

________________________________

__The sugar in the wine produces alcohol during a few days.___________________ by the sugar.
__Wine-growers fill the must into large barrels (casks).

Must____________________________

__In autumn, wine-growers pick grapes and take them to the winery. ________________________
We call this vintage or grape harvest.
This_____________________________
__Wine-growers drain the new wine off.

________________________________

__This machine crushes (presses) the grapes.

________________________________

__After a few weeks, storing makes the wine softer and rounder.____________X_______________
__We call the end product must.

________________________________

__First, farmers grow grapes on slides of hills.

Grapes__________________________

__Stores and supermarkets sell the wines.

________________________________

__They store wine in stainless steel casks.

________________________________

Now, change the sentences and put them into the passive.