LD&P

ENGLISH ACADEMY
CLASS OBSERVATION REPORT

Trainer's Name Observation 1 Observation 2 Observation 3 Observation 4Observation 5

Overall Scores 0 0 0 0 0
Observer:
Date:
CRITERIA SCORES

TRAINER’S PROFESSIONALISM (10 points)

1 Preparation

TRAINER'S COMMUNICATION (30 points))

1 Enthusiasm (10 points)
2 Communication (10 points)
3 Clarity & Voice Control (5 points)
4 Positioning / Interaction (5 points)

METHODOLOGY (60 marks)

1 Organization (10 points)

2 Presentation and explanations (10 points)

3 Activity Achievement (10 points)

4 Correction (10 points)

5 Use of English (5 points)

6 Monitoring (5 [points)

7 Trainer-Student Talk Time (5 points)

8 Closing (5 points)

OVERALL SCORE: / 100 0 0 0

Trainer’s Professionalism: /10 0 0 0

Trainer's Communication:/30 0 0 0

Trainer's adherence to Methodology:/60 0 0 0

LD&P CLASS OBSERVATION REPORT
ENGLISH ACADEMY

Trainer's name: Class: OFFLINE Presence:

Observer: Unit: Level: Date & Time:

OVERALL FEEDBACK

STRENGTHS AREAS FOR IMPROVEMENT OVERALL ASSESSMENT & RECOMMENDATION

CRITERIA POINT EXPLANATION POINT

TRAINER’S PROFESSIONALISM 10

⦁ Trainer is punctual and well-prepared for the class- Lesson plan.

⦁ Trainer wears proper attire and make-up.
1 Preparation 10
⦁ Trainer masters the learning platform/technology/course materials to be used for
teaching.

TRAINER'S COMMUNICATION 30

⦁ Trainer shows enthusiasm for the lessons.

1 Enthusiasm 10 ⦁ Trainer demonstrates positive attitude and openness to students.
⦁ Trainer actively encourages students' questions.

⦁ Trainer starts a class with ice breaker (questions).

⦁ Trainer provides an encouraging and supportive environment.
2 Communication 10
⦁ Language is adjusted to students' proficiency level, resulting in coherent trainer -
student communication.

⦁ Trainer speaks with a clear voice.

3 Clarity & Voice Control 5
⦁ Appropriate voice tone, pitch and volume are applied.

⦁ Trainer uses appropriate posture, body language and facial expressions.

⦁ Trainer maintains eye contact with students
⦁ Trainer is present, keeps in touch and ensures that students in need of support receive
Positioning (Offline Class)/
4 5 it
Interaction (Online Class)
⦁ Trainer creates dialogue in simple systems that students can use, for
example: chat, video conferencing, social media and telephone
⦁ Trainer actively monitors how students work with different assignments

METHODOLOGY 60

⦁ Trainer presents topics in logical sequence.

⦁ Trainer paces lessons appropriately.
1 Organization 10
⦁ Games/ activities focus on the lesson content and provide all Ss opportunities to
practice and are not too time-consuming (e.g. 7-10 minutes/activity).

⦁ Trainer makes effective use of white board / visual presentation.

⦁ Trainer gives clear instruction and explanation. (varying explanations for difficult
2 Presentation and explanations 10
material)
⦁ Trainer uses proper grammar and language.

⦁ Trainer sets clear objectives and achieves it.

3 Activity Achievement 10
⦁ Trainer asks concept-checking questions to monitor understanding.

⦁ Mistakes (grammar, vocabulary, pronunciation, etc.) are highlighted and corrected

4 Correction 10 timely, appropriately, and positively.
⦁ Trainer gives Ss opportunities to practice correction.

⦁ Trainer uses the ‘total immersion’ approach effectively.

5 Use of English 5
⦁ Trainer encourages students to speak 100% English.

⦁ Trainer is alert and engaged at all times; monitors class and pays attention to all
6 Monitoring 5
learners equally (not focus on some certain students).

⦁ There is a balance between TTT and STT (e.g. T20% - S80%)

7 Trainer-Student Talk Time 5
⦁ Encourage students to speak in full sentences where possible.

⦁ Trainer summarizes the main points and gives constructive feedback at the end of the
8 Closing 5 lesson for each and every student.
⦁ Trainer gives encouragement and recommendation to each individual student.

OVERALL SCORE: / 100 0

Trainer’s Professionalism: / 10 0
Trainer's Communication: / 30 0
Trainer’s adherence to Methodology: / 60 0
 Dimension Observable examples of
Area the teacher.... Value teacher activities:

… has a list of students who do not have access to WIFI and / or

do not have a home / family / private situation that supports
learning online
… ensures that all students:
1. have a login to learning platform
2. have the equipment and materials needed
3. know where they can get technical support
4. know what is expected in terms of participation/assignments
5. understands the code of conduct that exists which the teacher
can refer to about bad behavior
creates conditions … pays attention to and acts on cheating by having an
for teaching online agreement and rules that students have agreed to in advance

… masters the … masters the technology, functions and the course materials
learning platform, … can, without hesitation, help students who have technical
technology and / or problems
other course ... is prepared for unforeseen circumstances and can quickly
materials to be used switch to other solutions or means for communication when
for online teaching problems arise

- The structure of headings, links and other documents makes it

easy to navigate and engage in the teaching, even for students
who are just starting out with online learning
… has a clear - Headings, navigation, links and other documents:
structure and 1. are clear and intuitive
Part 1. wellstructured material 2. are current, up to date and active
Preparations for for online teaching 3. contains different examples and / or variation
learning
has a lesson plan that in itself is well structured and engaging
… has communicated the lesson plan in advance
… welcomes the students and makes a clear start to the lesson
… sets the goals for the lesson
… presents the purpose and activities of the lesson
… puts the lesson into context
… links the lesson to previous lessons
… clearly explains expectations and assessment criteria
… carries out a well-
thought through start of
the lesson

Part 2. … gives the lesson a logical flow with assignments associated with
Lesson design the introduction and the learning goals
for learning … creates overview and context
*** Structure and … creates a balance between teaching and student activity
clarity are … uses the digital platform, technology and / or other material in a
important in all clear and functional way
teaching and carries out a well- … does not risk teaching with unnecessarily long elements and
extra important structured lesson complicated technology that can lead to problems, disturbances
for teaching that works online and distractions for students
online - it can
mean that the
teacher has focus
on:
- articulation
- repetition
- illustration
- getting involved
 *** Structure and
clarity are
important in all
teaching and
extra important
for teaching
online - it can
mean that the
teacher has focus
on:
- articulation
- repetition
- illustration
- getting involved
explains how individual elements and assignments are related to
the lesson's overall learning goals or initial review
… breaks down, if necessary, overall goals into observable interim
goals
… provides written and visual examples of how assignments can
be solved
… provides examples of what digital technology can be used
… gives students freedom of choice with different themes and
solutions
… uses a language the students understand
… uses assignments … sets reasonable deadlines and gives suggestion for students'
that work online planning

ensures that students receive assignments that are challenging

based on their circumstances
… uses assignments … gives students opportunities to reflect and problematize
that work online … gives students assignments that stimulate their own activity

.. is present and "visible" continuously in the teaching by

participating in discussions and answering questions
… creates dialogue in simple systems that students can use, for
example: chat, video conferencing, social media and telephone
… actively monitors how students work with different assignments
… provides students with constructive feedback
… provides feedback that doesn't take too long (student's
perspective)
… gives students the opportunity to devote more time to an
... is present, keeps in assignment if needed
touch and ensures that … actively supports students with their study technique / planning
students in need of … uses a language that is both informal and accurate
support receive it … Is a role model for appropriate tone of voice online

creates social communication that sometimes does not directly

relate to school work
Part 3. … provides opportunities for students to interact and discuss /
Communication … creates a discover / test solutions, content or different perspectives
for learning community and ... pays attention to and:
moderates students' 1. moderates students' communication in different channels
communication 2. acts when some students are silent or isolate themselves

asks challenging questions to get a picture of the students'

understanding
… lets any student summarize in front of the whole class or
students’ group
… gives students feedback on what they need to develop and how
… controls students' they can go about reaching learning / course objectives
learning and has a … uses methods where students' work is further processed when
formative approach needed
to teaching … tests what really leads to learning

… makes a clear
summary of the ends in a planned way
lesson and gives … makes a summary
students the … makes a connection to the next step or lesson
opportunity to reflect ... talks to the students and lets the students talk to
on their learning reflect / evaluate on their work processes and their own learning
Observations – reflections - questions:
The teacher’s own reflections – based on the lesson plan

Areas for improvement – to develop: