06 OBSERVATION SCHEDULE for Micro Lesons
Mount Tabor
ekjijan@gmail.com
|
Name
of the Student Teacher :
Teaching
Stage: Teach/Re-teach Class
:
Content:
Duration:
5-7 minutes Date:
Name
of the Supervisor :
Tally
|
Components
(Desirable
behaviour)
|
Rating
Scale
Poor/ Not
satisfactory/Average/ Good/ very Good
|
Body movements
|
1
2 3 4
5
|
|
Use of gestures
|
1
2 3 4
5
|
|
Change in
speech pattern
(Intonation & pitch)
|
1
2 3 4
5
|
|
Change in interaction style,
|
1
2 3 4
5
|
|
Pausing
|
1
2 3 4
5
|
|
Focusing
|
1
2 3 4
5
|
|
Oral-visual switching.
|
1
2 3 4
5
|
|
Physical involvement of students
|
1
2 3 4
5
|
(The proforma is meant to ascertain
the extent to which the student teacher exhibits or uses the skill)
§ Mark
tallies in the appropriate cells for the occurrence of different components of
the
skill of Stimulus
Variation during the lesson.
§ Indicate
the extent of acquisition of the various aspects of the skill by encircling
( ) the appropriate number you see fit. The scale value ‘1’ indicates
that the student teacher did not use the concerned aspect(s) of the skill
at all, where as the scale value ‘5’ means that the student teacher
used/practiced the skill aspect(s) very much.
Mount Tabor
ekjijan@gmail.com
|
Name
of the Student Teacher :
Teaching
Stage: Teach/Re-teach Class
:
Content:
Duration:
5-7 minutes Date:
Name
of the Supervisor :
Tally
|
Components
(Desirable
behaviour)
|
Rating
Scale
Poor/ Not
satisfactory/Average/ Good/ very Good
|
Use of praise words and
statements (positive verbal reinforcers like good,
excellent etc.)
|
1
2 3 4
5
|
|
Use of pleasant and approving gestures and expressions (positive
non-verbal reinforcers like Nodding of head, smiling, turning ears towards
responding student etc)
|
1
2 3 4
5
|
|
Extra verbal cues (‘hm’,
’Aaah’)
|
1
2 3 4
5
|
|
Repeating and rephrasing
|
1
2 3 4
5
|
|
Accepting and using
pupils’ idea
|
1
2 3 4
5
|
|
Writing pupils’ answer on the black board
|
1
2 3 4
5
|
(The proforma is meant to ascertain
the extent to which the student teacher exhibits or uses the skill)
§ Mark
tallies in the appropriate cells for the occurrence of different components of
the
Skill of
Reinforcement during the lesson.
§ Indicate
the extent of acquisition of the various aspects of the skill by encircling
( ) the appropriate number you see fit. The scale value ‘1’ indicates
that the student teacher did not use the concerned aspect(s) of the
skill at all, where as the scale value ‘5’ means that the student
teacher used/practiced the skill aspect(s) very much.
Mount Tabor
ekjijan@gmail.com
|
Name
of the Student Teacher :
Teaching
Stage: Teach/Re-teach Class
:
Content:
Duration:
5-7 minutes Date:
Name
of the Supervisor :
Tally
|
Components
(Desirable
behaviour)
|
Rating
Scale
Poor/ Not
satisfactory/Average/ Good/ very Good
|
Prompting
|
1 2
3 4 5
|
|
Re-direction
|
1 2
3 4 5
|
|
focusing
|
1 2
3 4 5
|
|
Seeking further explanation (how?, why?)
|
1 2
3 4 5
|
|
Increasing critical awareness
|
1 2
3 4
5
|
(The proforma is meant to ascertain
the extent to which the student teacher exhibits or uses the skill)
§ Mark
tallies in the appropriate cells for the occurrence of different components of
the
Response
Management (Obtaining Correct Response) during
the lesson.
§ Indicate
the extent of acquisition of the various aspects of the skill by encircling
( ) the appropriate number you see fit. The scale value ‘1’ indicates
that the student teacher did not use the concerned aspect(s) of the
skill at all, where as the scale value ‘5’ means that the student
teacher used/practiced the skill aspect(s) very much.
Mount Tabor
ekjijan@gmail.com
|
Name
of the Student Teacher :
Teaching
Stage: Teach/Re-teach Class
:
Content:
Duration:
5-7 minutes Date:
Name
of the Supervisor :
Tally
|
Components
(Desirable
behaviour)
|
Rating
Scale
Poor/ Not
satisfactory/Average/ Good/ very Good
|
Clarity
|
1
2 3 4
5
|
|
Continuity
|
1
2 3 4
5
|
|
Relevance to content
|
1
2 3 4
5
|
|
Using beginning and
concluding statements
|
1
2 3 4
5
|
|
Covering essential points
|
1
2 3 4
5
|
(The proforma is meant to ascertain
the extent to which the student teacher exhibits or uses the skill)
§ Mark
tallies in the appropriate cells for the occurrence of different components of
the
skill of Explaining
during the lesson.
§ Indicate
the extent of acquisition of the various aspects of the skill by encircling
( ) the appropriate number you see fit. The scale value ‘1’ indicates
that the student teacher did not use the concerned aspect(s) of the
skill at all, where as the scale value ‘5’ means that the student
teacher used/practiced the skill aspect(s) very much.
Mount Tabor
ekjijan@gmail.com
|
Name
of the Student Teacher :
Teaching
Stage: Teach/Re-teach Class
:
Content:
Duration:
5-7 minutes Date:
Name
of the Supervisor :
Tally
|
Components
(Desirable
behaviour)
|
Rating
Scale
Poor/ Not
satisfactory/Average/ Good/ very Good
|
Legible and neat
|
1
2 3 4
5
|
|
Adequate with reference to content covered
|
1
2 3 4
5
|
|
Systematic
|
1
2 3 4
5
|
|
Use of match stick drawing/diagrams where
essential
|
1
2 3 4
5
|
|
Use of colour chalk-to highlight/focus
|
1 2
3 4 5
|
|
Underlining where necessary
|
1
2 3 4
5
|
(The proforma is meant to ascertain
the extent to which the student teacher exhibits or uses the skill)
§ Mark
tallies in the appropriate cells for the occurrence of different components of
the
skill of Blackboard
writing during the lesson.
§ Indicate
the extent of acquisition of the various aspects of the skill by encircling
( ) the appropriate number you see fit. The scale value ‘1’ indicates
that the student teacher did not use the concerned aspect(s) of the
skill at all, where as the scale value ‘5’ means that the student
teacher used/practiced the skill aspect(s) very much.
Mount Tabor
ekjijan@gmail.com
|
Name
of the Student Teacher :
Teaching
Stage: Teach/Re-teach Class
:
Content:
Duration:
5-7 minutes Date:
Name
of the Supervisor :
Tally
|
Components
(Desirable
behaviour)
|
Rating
Scale
Poor/ Not
satisfactory/Average/ Good/ very Good
|
Calls pupils by their
names
|
1
2 3 4
5
|
|
Keeps pupils in eye span
|
1
2 3 4
5
|
|
Gives clear directions
|
1
2 3 4
5
|
|
Ensures sufficient work
for each pupil
|
1
2 3 4
5
|
|
Recognises &
reinforces attentive behaviour
|
1
2 3 4
5
|
|
Check inappropriate
behaviour immediately
|
1
2 3 4
5
|
(The proforma is meant to ascertain
the extent to which the student teacher exhibits or uses the skill)
§ Mark
tallies in the appropriate cells for the occurrence of different components of
the
skill of
Classroom Management during the lesson.
§ Indicate
the extent of acquisition of the various aspects of the skill by encircling
( ) the appropriate number you see fit. The scale value ‘1’ indicates
that the student teacher did not use the concerned aspect(s) of the
skill at all, where as the scale value ‘5’ means that the student
teacher used/practiced the skill aspect(s) very much.
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