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    Colegio de San Francisco Javier: Pre-Service Teacher's Actual Teaching Checklist

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    Nadz Lacaya Coronel Bantoya
    This document is a checklist for evaluating a pre-service teacher's actual teaching performance in several key areas. The checklist contains criteria in 6 areas: (1) teacher's personality, (2) lesson planning, (3) content knowledge, (4) teaching methods, (5) classroom management, and (6) questioning skills. For each criterion, the mentor teacher rates the pre-service teacher's performance on a scale of 1 to 5, with 5 being "excellent" and 1 being "unsatisfactory". The checklist collects feedback on elements such as the teacher's preparation, alignment of objectives and activities, subject mastery, adaptation of methods, and ability to engage students through questioning.

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    Colegio de San Francisco Javier: Pre-Service Teacher's Actual Teaching Checklist

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    Nadz Lacaya Coronel Bantoya
    59 views1 page
    This document is a checklist for evaluating a pre-service teacher's actual teaching performance in several key areas. The checklist contains criteria in 6 areas: (1) teacher's personality, (2) lesson planning, (3) content knowledge, (4) teaching methods, (5) classroom management, and (6) questioning skills. For each criterion, the mentor teacher rates the pre-service teacher's performance on a scale of 1 to 5, with 5 being "excellent" and 1 being "unsatisfactory". The checklist collects feedback on elements such as the teacher's preparation, alignment of objectives and activities, subject mastery, adaptation of methods, and ability to engage students through questioning.

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    This document is a checklist for evaluating a pre-service teacher's actual teaching performance in several key areas. The checklist contains criteria in 6 areas: (1) teacher's personality, (2) lesson planning, (3) content knowledge, (4) teaching methods, (5) classroom management, and (6) questioning skills. For each criterion, the mentor teacher rates the pre-service teacher's performance on a scale of 1 to 5, with 5 being "excellent" and 1 being "unsatisfactory". The checklist collects feedback on elements such as the teacher's preparation, alignment of objectives and activities, subject mastery, adaptation of methods, and ability to engage students through questioning.

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    59 views1 page

    Colegio de San Francisco Javier: Pre-Service Teacher's Actual Teaching Checklist

    Uploaded by

    Nadz Lacaya Coronel Bantoya
    This document is a checklist for evaluating a pre-service teacher's actual teaching performance in several key areas. The checklist contains criteria in 6 areas: (1) teacher's personality, (2) lesson planning, (3) content knowledge, (4) teaching methods, (5) classroom management, and (6) questioning skills. For each criterion, the mentor teacher rates the pre-service teacher's performance on a scale of 1 to 5, with 5 being "excellent" and 1 being "unsatisfactory". The checklist collects feedback on elements such as the teacher's preparation, alignment of objectives and activities, subject mastery, adaptation of methods, and ability to engage students through questioning.

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    COLEGIO DE SAN FRANCISCO JAVIER

    College of Teacher Education


    Bachelor of Secondary Education (CRASH COURSE)
    Rizal, Zamboanga del Norte, Philippines

    Pre-Service Teacher’s Actual Teaching Checklist

    Name of Mentee:________________________________Name of Mentor: Dr. Vicente Jose V. Suarez II


    Subject Taught:__________________________________Date:
    Time of Instruction:______________________________2 nd Semester School Year 2018 – 2019

    Directions: Below are the criteria by which teachers will be evaluated. Write your numerical rating corresponding to the
    observation on the blanks opposite the criteria.

    5 -Excellent 3 -Good 1 -Unsatisfactory


    4 -Very Good 2 -Fair NA -Not Applicable

    1. TEACHER’S PERSONALITY
    A. The teacher is neat and well-groomed. _______
    B. The teacher is free from mannerisms that tend to disturb the student’s attention. _______
    C. The teacher’s personality is strong enough to command respect and attention. _______
    D. The teacher shows dynamism and enthusiasm. _______
    E. The teacher has well modulated voice. _______

    II. LESSON PLANNING


    A. Lesson plan is well prepared. _______
    B. There is congruence between:
    1. objective and evaluation _______
    2. objective and teaching procedure _______
    3. objective and subject matter _______
    4. objective and assignment _______

    III. CONTENT
    A. The teacher demonstrates in depth knowledge of the subject matter. _______
    B. He/She is able to relate lessons to actual life situations. _______
    C. Keeps abreast o new understanding in the field. _______
    D. Gives sufficient and concrete examples to create meaningful learning experiences. _______

    IV. TEACHING METHODS

    A. Method/s used was/were suited to the needs and capabilities of the learners. _______
    B. The teacher was creative enough to adapt his/her methods to the learners’ capabilities _______
    C. Visual aids and other examples were used to illustrate the lesson. _______
    D. The teacher made effective use of the formative test after teaching. _______

    V. CLASSROOM MANAGEMENT
    A. The teacher had a systematic way of checking:
    1. Attendance _______
    2. Assignment/Homework/Agreement _______
    3. Practice exercises _______
    4. Group work/projects _______
    5. Passing in and out of the room _______
    6. Correcting, distributing, and collecting paper _______
    B. Order and discipline were present in the classroom _______
    C. Visual aids were within easy reach of the teacher during his/her teaching _______

    VI. QUESTIONING SKILLS


    A. The teacher’s questioning skill stimulates discussion in different ways such as:
    1. Probing for learner’s understanding _______
    2. Helping learners articulate their ideas and thinking process _______
    3. Promote risk-taking and problem solving _______
    4. Facilitate factual recall _______
    5. Encourage convergent and divergent thinking _______
    6. Stimulate curiosity _______
    7. Helps learners to ask question _______

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