1. Classroom Observation Evaluation Form
Page 1
Classroom Observation
Evaluation Form1
Instructor: Pedro Ramirez Date: May 23,
2013
Class Act: Exam Review Time: 50 minutes
Course
Title:
English Course
Level:
Intermediate
Reviewer: Hazel, Jaema, Alejandro and David No.
Students:
13-14
Directions: Indicate with a check () the presence of the following actions and
behaviors that indicate high quality teaching. Leave blank items you do not observe.
Use N/A if an item is not relevant for this class or the instructor’s teaching style.
Variety and Pacing of Instruction
The instructor:
uses more than one form of instruction
pauses after asking questions
 accepts students responses
 draws non-participating students into activities/discussions
prevents specific students from dominating activities/discussions
 helps students extend their responses
guides the direction of discussion
mediates conflict or differences of opinion
demonstrates active listening
provides explicit directions for active learning tasks (e.g. rationale, duration,
product)
allows sufficient time to complete tasks such as group work
 specifies how learning tasks will be evaluated (if at all)
 provides opportunities and time for students to practice
Examples of instructor actions or behaviors that support the ratings above.
The T checks homework by volunteering each student to say the correct answer. If the
SS has a wrong answer the T is helps SS. The T lets SS come up with different answers
if necessary.
1
Adapted 1/2006 from Chism, N.V.N. (1999) Chapter 6: Classroom Observation, Peer Review of
Teaching: A Sourcebook. Bolton, MA: Anker Publishing, by Angela R. Linse, Executive Director,
Schreyer Institute for Teaching Excellence, Penn State. If you further adapt this form, please include
this source citation.

2. Classroom Observation Evaluation Form
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Organization
The instructor:
 arrives on time

relates this and previous class(es), or provides students with an opportunity to do
so
 provides class goals or objectives for the class session
 provides an outline or organization for the class session
knows how to use the educational technology needed for the class
locates class materials as needed
makes transitional statements between class segments
follows the stated structure
conveys the purpose of each class activity or assignment
 completes the scheduled topics
summarizes periodically and at the end of class (or prompts students to do so)
Examples of instructor actions or behaviors that support the ratings above.
The T arrives earlier than expected and receives SS very politely. Gives clear
instructions and clearly states the goal of the class, which is a review for an exam the
following day. The T definitely relates the topic review to previous lessons.
Presentation Skills
The instructor:
 is audible to all students

articulates words so that they are understandable to students, and/or visually
represents words that might he difficult for students to hear
 varies the tone and pitch of voice for emphasis and interest
speaks at a pace that permits students to understand and take notes
 establishes and maintains eye contact
avoids over-reliance on reading content from notes, slides, or texts
avoids distracting mannerisms
uses visual aids effectively (e.g. when appropriate to reinforce a concept, legible
handwriting, readable slides)
 effectively uses the classroom space

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Examples of instructor actions or behaviors that support the ratings above.
The T tone when speaking is clear and audible for SS. The T uses body moments
if necessary so the SS can understand better a word or action that they might not
know. T moves around the class and uses his space very wisely and maintains
eye contact the whole class.

4. Classroom Observation Evaluation Form
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Clarity
The instructor:
notes new terms or concepts
 elaborates or repeats complex information
 uses examples to explain content
makes explicit statements drawing student attention to certain ideas
 pauses during explanations to ask and answer questions
Examples of instructor actions or behaviors that support the ratings above.
The T definitely repeats a lot. He stated something and the SS repeated after him. The T
gave examples to SS for a better understanding. He asked questions regarding the
homework.
Content Knowledge
The instructor:
 makes statements that are accurate according to the standards of the field
incorporates current research in the field
identifies sources, perspectives, and authorities in the field
identifies diverse sources, perspectives, and authorities in the field
 communicates the reasoning process behind operations and/or concepts
Examples of instructor actions or behaviors that support the ratings above.
The T knowledge about the topic were very noticeable.
Instructor-Student Rapport
The instructor:
 attends respectfully to student comprehension or puzzlement
 invites students’ participation and comments
 treats students as individuals, e.g. uses students’ names
 provides periodic feedback
incorporates student ideas into class

uses positive reinforcement (i.e. doesn’t punish or deliberately embarrass students
in class)
Examples of instructor actions or behaviors that support the ratings above.

5. Classroom Observation Evaluation Form
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The T called students by their name and answer any doubts they had about the
homework and about the exam for the following day.

6. Classroom Observation Evaluation Form
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General
What went well in this class?
The T knew the topic very well and used the classroom space well. He seemed to
get along great with his SS and at the beginning of the class they seemed
interested. Most of the SS were participating when checking the homework, by
giving out the answers. It was a small group of SS so it’s easier to work with. The
T did a great job answering doubts about the homework and the exam the
following day.
What suggestions for improvement do you have?
We notice that after the T got done checking homework the SS seemed a bit
irritated. In the activity after checking the homework the T would state something
and the SS would repeat and we notice the students attention started to get out of
hand a little bit. The following activity was in groups of 4 and the SS were just out
of the topic. The SS started to get out of control.
Our Suggestions
We think that making the exam review a bit more fun would attract the SS
attention, having in mind that they are in a stage where is hard to keep up their
attention. A review game would be good because it motivates the SS to try harder
if there is a price at the end that will benefit them in the exam. We think this
activity works good because it’s a small group.
Additional Comments: The T always spoke in the target language which is very
good.
He did a lot of repetition, which we think was kind of boring for the SS.

7. Classroom Observation Evaluation Form
Page 6
General
What went well in this class?
The T knew the topic very well and used the classroom space well. He seemed to
get along great with his SS and at the beginning of the class they seemed
interested. Most of the SS were participating when checking the homework, by
giving out the answers. It was a small group of SS so it’s easier to work with. The
T did a great job answering doubts about the homework and the exam the
following day.
What suggestions for improvement do you have?
We notice that after the T got done checking homework the SS seemed a bit
irritated. In the activity after checking the homework the T would state something
and the SS would repeat and we notice the students attention started to get out of
hand a little bit. The following activity was in groups of 4 and the SS were just out
of the topic. The SS started to get out of control.
Our Suggestions
We think that making the exam review a bit more fun would attract the SS
attention, having in mind that they are in a stage where is hard to keep up their
attention. A review game would be good because it motivates the SS to try harder
if there is a price at the end that will benefit them in the exam. We think this
activity works good because it’s a small group.
Additional Comments: The T always spoke in the target language which is very
good.
He did a lot of repetition, which we think was kind of boring for the SS.