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    Checklist For Demostration Teaching

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    Je Al
    This document provides a checklist for evaluating a pre-service teacher, Rhea Laiza T. Bael, who taught a 1st semester subject. 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. A mentor, Vicente Jose V. Suarez II, observed and rated the teacher's performance in each criterion on a scale of 1 to 5.

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    Checklist For Demostration Teaching

    Uploaded by

    Je Al
    48 views1 page
    This document provides a checklist for evaluating a pre-service teacher, Rhea Laiza T. Bael, who taught a 1st semester subject. 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. A mentor, Vicente Jose V. Suarez II, observed and rated the teacher's performance in each criterion on a scale of 1 to 5.

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    Checklist for demonstration for teachers

    Original Title

    Checklist for Demostration Teaching

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    This document provides a checklist for evaluating a pre-service teacher, Rhea Laiza T. Bael, who taught a 1st semester subject. 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. A mentor, Vicente Jose V. Suarez II, observed and rated the teacher's performance in each criterion on a scale of 1 to 5.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    48 views1 page

    Checklist For Demostration Teaching

    Uploaded by

    Je Al
    This document provides a checklist for evaluating a pre-service teacher, Rhea Laiza T. Bael, who taught a 1st semester subject. 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. A mentor, Vicente Jose V. Suarez II, observed and rated the teacher's performance in each criterion on a scale of 1 to 5.

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    © All Rights Reserved
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    DMC COLLEGE FOUNDATION INC.

    College of Teacher Education


    Teacher Certificate Program (TCP)
    Sta. Filomena, Dipolog City

    Pre-Service Teacher’s Actual Teaching Checklist

    Name of Mentee: _______________________________Name


    RHEA LAIZA T. BAEL of Mentor : Vicente Jose V. Suarez II
    Subject Taught:_________________________________Date:_________________________________
    October 5, 2019
    Time of Instruction:_____________________________ 1nd Semester School Year 2019

    Directions:Below are criteria by which teachers will be evaluated. Write you numerical rating
    corresponding to the observations 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 of 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 method 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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