Общая культура и коммуникативная деятельность учителя

FOCUS ON THE (FIRST) LESSON

Общая культура и коммуникативная деятельность учителя

Student-teacher's name	Form
Observer's name	Date
Coursebook
Topic:
Aim(s) of the lesson:

№	НАПРАВЛЕНИЯ	БАЛЛ
I	Внешний вид а) Осанка: - прямая; подтянутость, собранность - равномерность движений	1	2	3	4	5
б) Одежда: - аккуратность - цветовая гамма - соответствие возрасту и условиям работы - чувство меры в выборе украшений	1	2	3	4	5
в) Макияж и прическа (умеренность, соответствие условиям работы)	1	2	3	4	5
г) Мимика - выражение доброжелательности, уверенности - взгляд направлен на объект общения (eye contact) - эмоциональная выразительность	1	2	3	4	5
д) пантомимика - жесты естественны, способствуют деятельности - целесообразность хождения по классу - суетливость, нервозность	1	2	3	4	5
II	Культура педагогического общения а) Тон в общении и контакт: - умение слушать и воспринимать речь учащегося - умение задавать вопросы	1	2	3	4	5
б) Реакция на обращенные вопросы: - положительная (ответил, одобрил) - уход от ответа, отсутствие реакции	1	2	3	4	5
в) Стремление к установлению контакта: - видит и понимает реакцию уч-ся	1	2	3	4	5
г) Речь: - свободное владение, использование английского языка - использование положительного оценочного суждения - использование отрицательного оценочного суждения	1	2	3	4	5
III	Организация взаимодействия учащихся: - целесообразность работы в парах - целесообразность работы в группах	1	2	3	4	5
IV	Культура речи: - грамматическая правильность	1	2	3	4	5
- лексическое богатство и адекватность уровню учащихся	1	2	3	4	5
- выразительность, интонационное оформление - фонетическая правильность	1	2	3	4	5
- адекватное использование терминологии	1	2	3	4	5
- громкость и темп - направленность на нужный объект	1	2	3	4	5
V	Саморегуляция: - умение не выказывать волнение - умение сдерживать в проблемной ситуации - умение создать доброжелательную атмосферу	1	2	3	4	5

Questions for Student-teacher's self-reflection:

1.  What are your strong points? _____________________________________________

2.  What are your weak points? ______________________________________________

3.  What you are going to do to improve the situation? ____________________________

CLASSROOM MANAGEMENT

Student-teacher's name	Form
Observer's name	Date
Course book
Topic:
Aim(s) of the lesson:

#	Classroom management
1	Starting a lesson: -  warming-up activity is involving -  topic is elicited from the learners -  time spent on the warming-up activity -  objectives of the lesson are presented
2	Using classroom board: -  date is in the right top corner -  notes are precisely organized -  handwriting is legible -  classroom board is used by the teacher only
3	Maintaining discipline in the classroom: -  asks learners to keep silence (how many times?) -  uses gestures to calm learners down (effectively or not?) -  notices learners who are not disciplined -  learners are always busy and have no time to break the discipline -  mentor has to interfere to help keeping the discipline
4	Arranging seats adequately to the tasks
5	Confidence building in learners: -  uses supportive words and phrases (e. g. 101 words to praise a child) -  uses gestures to support the child -  gives feedback to the learners answers
6	Timing a lesson: -  follows the time planned -  waits for the learners answers (how long) -  elicits learners answers without wasting time -  wastes time preparing things for the activity -  thinks over/ explains the instruction for a long time (how long?)
7	Teacher talking time (for organization/ managing the lesson the lesson)
8	Learners talking time (every opportunity is used)
9	Closing up: -  aim achievement task is done -  feedback on the lesson is given -  learners’ reflection on their skills acquired on the lesson is done -  hometask is given (orally and written on the class board) before the bell

Questions for Student-teacher's self-reflection:

1.  What are your strong points? _____________________________________________

2.  What are your weak points? ______________________________________________

3.  What you are going to do to improve the situation? ____________________________

FOCUS ON INSTRUCTION-GIVING SKILLS

Student-teacher's name	Form
Observer's name	Date
Course book
Topic:
Aim(s) of the lesson:

#	SKILLS	SCORE	COMMENTS
1	signalling of beginning of activity	clearunclear
2	stating of aims	clearunclear
3	loudness of the voice	clearunclear
4	eliciting information from learners	clearunclear
5	use of examples	clearunclear
6	eye movement to hold attention	clearunclear
7	mime, gestures and other body language	clearunclear
8	repeating instruction in different ways	clearunclear
9	asking questions to check understanding (but not “Do you understand?” or “Is it clear?”)	clearunclear
10	use of language appropriate to the learners’ level	clearunclear
11	use of visual aids to make instruction clear (e. g. class board, cards, worksheets, pictures, real objects)	clearunclear
12	complex instruction is given orally and in written form	clearunclear
13	signalling the end of activity	clearunclear

Questions for Student-teacher's self-reflection:

1.  What are your strong points? _____________________________________________

2.  What are your weak points? ______________________________________________

3.  What you are going to do to improve the situation? ____________________________

FOCUS ON PUPILS' INVOLVEMENT AND INTERACTION

Student-teacher's name	Form
Observer's name	Date
Course book
Topic:
Aim(s) of the lesson:

Kate . + ++. .

Draw a classroom diagram and mark each time the pupil is asked but does not answer with a dot (•) or if the pupil answers with a cross (+). For example:

Take notes (put a tick each time the way is used) of the ways of interaction and ways of arousing interest in the tasks (P. Ur):

#	WAYS	USE
1	Interaction patters: -  group work -  close-ended teacher questioning -  individual work -  choral responses -  collaboration (different from group work where the task itself necessitates interaction; here Ls do the same sort of task as individuals but work together to achieve the best result) -  student initiates, teacher answers -  full-class interaction (Ls debate the topic or do a language task as a class; T stimulates or monitors) -  teacher talk (this may involve some kind of Ls response, such as written dictation, but there is no initiative on the part of the Ls) -  self-access (Ls choose their own learning tasks and do them autonomously)
2	Arousing interest in tasks: -  clear goals (T makes Ls aware of the objectives of the task) -  varied tasks (a wide range of different techniques over time) – how many? -  visuals -  tension and challenge (game-like activities provide pleasurable tension and challenge through the process of attaining some ‘fun’ goal while limited by rules) -  entertainment (can be T produced – jokes, stories, songs, dramatic presentations – or recorded – movies, video clips, TV documentaries) -  play-acting (role play anв simulations) -  information gap -  personalization (Ls own or each other’s opinion, tastes, interests, experiences, suggestions) -  open-ended cues (a cue which invites a number of possible responses)

Questions for Student-teacher's self-reflection:

1. Could you have used other patterns of interaction? How it would have changed the

lesson? _________________________________________________________________

2.  What you are going to do to improve the situation? ____________________________

FOCUS ON USE OF BLACKBOARD/VISUALS

Student-teacher's name	Form
Observer's name	Date
Course book
Topic:
Aim(s) of the lesson:

1) Draw "the class board" and write everything the teacher has written on the board before the lesson. Draw in a separate sheet of paper and attach it to this sheet.

2) Take notes on the effective use of the class board (tick if the quality exists and give commentaries):

#	QUALITY	EXIST	COMMENTARY
1	T has a tool kit (a bag/ box/ special place where eraser or sponge, board pointer, some pieces of chalk or board pens, are; sponge is clean and wet)
2	At the start of the lesson the board is clean, the date is written in the right top corner, something is written on it if necessary
3	Class board writing looks like printing. Stylish loops and spirals are avoided. Writing is large enough so that those seated at the back can read easily.
4	Writing all the way across the class board is avoided. T (if there is much to write) divides the board onto three main sections (it makes reading easier).
5	When writing on the board, T stands at 45 degrees and writes with the arm extended, not with T’s back to the class.
6	T comments on her drawing or writing, invites Ls to read or comment, tell her what to write next, how to spell, and so on. T does not write in silence.
7	T uses not the class board but home made visuals (posters, pictures, etc.) in case they need much time for drawing. T avoids long periods of inactivity on the part of the class.
8	T organizes the information on the class board in a logic precise way (the scheme of the board is included in the lesson plan in case it is used intensively). The recommended structure is: new vocabulary or grammar points are written to the right and to the left; the centre is used for ongoing work (scribbling area), such as pictures, working examples and notes. The board does not look overcrowded.
9	Ls are welcomed to work/ write on the board. (how often and reasonable?)

Questions for Student-teacher's self-reflection:

1.  Which of the aids helped your lesson? How? __________________________

2.  What you are going to do to improve the situation? ____________________________

ORAL CORRECTION TECHNIQUES

Student-teacher's name	Form
Observer's name	Date
Course book
Topic:
Aim(s) of the lesson:

#	Teacher’s responses to mistakes	How often (tick each time)	Commentary
1.	Does not react at all
2.	Indicates there is a mistake, but does not provide any further information about what is wrong
3.	Says what is wrong and provides a model of the acceptable version
4.	Indicates something was wrong, elicits acceptable version from the learner who made a mistake
5.	Indicates something was wrong, elicits acceptable version from another member of the class
6.	(May go with any of the 3-5 above) Asks the learner who made the mistake to reproduce the correct version
7.	(May go with any of the 3-5 above) Provides or elicits an explanation of why the mistake was made and how to avoid it

Questions for Student-teacher's self-reflection:

1.  Sum up the result of the observation: what are your typical responses

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2.  How is your typical response influences the number and quality of Learners mistakes

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3.  What should you do to improve your style of responding the mistakes

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