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Teaching Demonstration Guide for Narrative Paragraph

The document provides a checklist for observing and evaluating a teaching demonstration. It contains competencies in six areas: 1) Preliminary Preparation, 2) Introduction, 3) Presentation, 4) Application, 5) Evaluation, and 6) Teacher's Overall Personality. Each competency contains several items that are rated on a scale of 1 to 5. The observer uses the checklist to rate the demonstration and provide an overall rating, as well as note strengths and areas for improvement.

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Lanie de Guzman
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16 views3 pages

Teaching Demonstration Guide for Narrative Paragraph

The document provides a checklist for observing and evaluating a teaching demonstration. It contains competencies in six areas: 1) Preliminary Preparation, 2) Introduction, 3) Presentation, 4) Application, 5) Evaluation, and 6) Teacher's Overall Personality. Each competency contains several items that are rated on a scale of 1 to 5. The observer uses the checklist to rate the demonstration and provide an overall rating, as well as note strengths and areas for improvement.

Uploaded by

Lanie de Guzman
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Republic of the Philippines

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES


SANTA MARIA BULACAN CAMPUS
Santa Maria, Bulacan

GUIDE FOR TEACHING DEMONSTRATION

Student : Shanidy A. de Guzman


Topic/Subject Matter: Narrative Paragraph
Date: September 28, 2017 Time Started: Time Finished:
_____________

TO THE OBSERVER: Below is the checklist of the competencies that a good teacher normally takes
into account whenever the lesson is to be taught correctly. Opposite each item, encircle the number that
indicates your evaluation. The following interpretation will be used:

5-Oustanding 4-Very Good 3-Good 2-Satisfactory 1-Unsatisfactory

COMPETENCIES EVALUATION SCALE

I. PRELIMINARY PREPARATION
1. Class atmosphere is conducive to learning and teaching :1 2 3 4 5
2. All instructional materials, tools and equipment, devices
and teaching aids are prepared and ready to use. :1 2 3 4 5
3. Board work is neatly prepared and ready to use. :1 2 3 4 5
4. Learners are conveniently and properly seated. :1 2 3 4 5

𝒔𝒖𝒎 𝒐𝒇 𝒕𝒉𝒆 𝒔𝒄𝒐𝒓𝒆𝒔


Average: 𝟒
= 𝟓
=

II. INTRODUCTION
1. Objectives or targets are clearly stated in behavioral form. :1 2 3 4 5
2. Relates previous lesson to present. :1 2 3 4 5
3. Prepares the learners well. :1 2 3 4 5
4. Attracts learners’ attention. :1 2 3 4 5
5. Arouses and sustains learners’ interest. :1 2 3 4 5
6. Succeeds in stimulating a desire to learn. :1 2 3 4 5
7. Lesson plan is well written. :1 2 3 4 5

𝒔𝒖𝒎 𝒐𝒇 𝒕𝒉𝒆 𝒔𝒄𝒐𝒓𝒆𝒔


Average: = =
𝟕 𝟕

III. PRESENTATION
1. Has a loud and modulated voice. :1 2 3 4 5
2. Organizes & presents teaching points in a natural & effective way. :1 2 3 4 5
3. Explains, shows & illustrates carefully one point at a time. :1 2 3 4 5
4. Display showmanship in the use of visual aids & other devices. :1 2 3 4 5
5. Asks questions occasionally to check understanding. :1 2 3 4 5
6. Sticks to the teaching points. :1 2 3 4 5
7. Presents meaningful technical information. :1 2 3 4 5
8. Talks to the class, not “over” the class. :1 2 3 4 5
9. Uses good, understandable, and simple language. :1 2 3 4 5
10. Utilizes appropriate instructional materials effectively. :1 2 3 4 5
11. Removes aids and devices no longer needed. :1 2 3 4 5
12. Erases writing on the board no longer necessary. :1 2 3 4 5
13. Writes neatly and legibly on the board. :1 2 3 4 5
14. Demonstration is appealing to the learners. :1 2 3 4 5
15. Observes proper cleanliness and proper sanitation. :1 2 3 4 5

𝒔𝒖𝒎 𝒐𝒇 𝒕𝒉𝒆 𝒔𝒄𝒐𝒓𝒆𝒔


Average: 𝟏𝟓
= 𝟏𝟓
=
IV. APPLICATION
1. Provides good situation to apply teaching points learned. :1 2 3 4 5
2. Asks the learners to tell, show and explain the key points. :1 2 3 4 5
3. Provides opportunities for free expression of ideas. :1 2 3 4 5
4. Asks questions to strengthen the learners’ understanding. :1 2 3 4 5
5. Corrects errors of learners tactfully. :1 2 3 4 5
6. Distributes question properly. :1 2 3 4 5
7. Rephrases question that learners find hard to answer. :1 2 3 4 5
8. Supervises and assists the learners in their performance. :1 2 3 4 5
9. Helps students’ process data through leading question or clues
whenever necessary. :1 2 3 4 5
10. Praises correct answer/efforts generously. :1 2 3 4 5
11. Credits at least the efforts of learners even when
their answers are wrong. :1 2 3 4 5
12. Maintains classroom discipline. :1 2 3 4 5

𝒔𝒖𝒎 𝒐𝒇 𝒕𝒉𝒆 𝒔𝒄𝒐𝒓𝒆𝒔


Average: = =
𝟏𝟐 𝟏𝟐

V. EVALUATION
1. Learners are on their own during the evaluation. :1 2 3 4 5
2. Test (oral, written or performance) is used with good effort. :1 2 3 4 5
3. Accomplishes satisfactory what is planned to teach. :1 2 3 4 5
4. Uses technique in determining the results of instruction. :1 2 3 4 5
5. Clears/covers the board before giving the test. :1 2 3 4 5

𝒔𝒖𝒎 𝒐𝒇 𝒕𝒉𝒆 𝒔𝒄𝒐𝒓𝒆𝒔


Average: 𝟓
= 𝟓
=

VI. TEACHER’S OVERALL PERSONALITY


1. Shows effective and creative live teaching style. :1 2 3 4 5
2. Speaks distinctly, carefully and empathetically. :1 2 3 4 5
3. Is free from mannerism. :1 2 3 4 5
4. Shows patience and resourcefulness in explaining. :1 2 3 4 5
5. Shows evidence of self-confidence. :1 2 3 4 5
6. Uses gestures for emphasis and understanding. :1 2 3 4 5
7. Observes good budgeting of time. :1 2 3 4 5
8. Exhibits poise and pleasant appearance. :1 2 3 4 5
9. Possesses mastery of the subject matter. :1 2 3 4 5
10. Possesses good communication skills both oral and written. :1 2 3 4 5
11. Shows creativeness and innovativeness. :1 2 3 4 5

𝒔𝒖𝒎 𝒐𝒇 𝒕𝒉𝒆 𝒔𝒄𝒐𝒓𝒆𝒔


Average: 𝟏𝟏
= 𝟏𝟏
=

OVER-ALL RATING

Competencies Average

1 Preliminary Preparation

2 Introduction

3 Presentation
4 Application

5 Evaluation

6 Assignment/Agreement

7 Teacher’s Overall Personality


𝑠𝑢𝑚 𝑜𝑓 𝑡ℎ𝑒 𝑎𝑣𝑒𝑟𝑎𝑔𝑒𝑠
Over-all Rating( 7
)

A. STRONG POINTS:

B. POINTS TO IMPROVE/ RECOMMENDATIONS:

Rated by:

Ms. Kamille D. Legaspi


Subject Instructor

Common questions

Powered by AI

Classroom discipline is crucial for evaluating overall effectiveness as it demonstrates the teacher's ability to maintain order and focus, which are necessary for an optimal learning environment .

The effectiveness of a lesson plan is evaluated based on how well it states objectives in behavioral terms, connects previous and current lessons, prepares and engages learners, and whether it arouses interest and stimulates a desire to learn .

Assignments and agreements are utilized by integrating them into the overall teaching evaluation to ensure that students have understood the lesson, providing opportunities for independent practice, and assessing whether the objectives were met effectively .

A conducive learning atmosphere is achieved by ensuring that instructional materials, tools, and teaching aids are prepared and ready to use, the board work is neatly prepared, and learners are seated properly .

Maintaining cleanliness and sanitation contributes to effectiveness by ensuring a distraction-free environment, reflecting professionalism, and demonstrating respect for students' comfort and health, all of which impact learners' focus and receptivity .

Enhancing personal communication involves speaking distinctly and empathetically, using gestures for emphasis, and demonstrating patience and resourcefulness. Presentation skills improve through creative, confident teaching styles and mastery of the subject matter .

Correcting errors tactfully is key because it helps maintain student confidence and encourages learning through gentle guidance rather than negative reinforcement, which can prevent discouragement and promote a positive learning environment .

Critical factors for effective presentation include using a modulated voice, organizing teaching points naturally, illustrating one point at a time, effectively using visual aids, and engaging students with questions. These elements ensure clarity, maintain engagement, and facilitate understanding .

Adaptability in questioning is addressed by encouraging teachers to distribute questions properly, rephrase difficult questions, and use leading questions or clues to aid understanding, demonstrating an ability to adjust teaching strategies based on student responses .

Visual aids and devices are utilized effectively by displaying showmanship, integrating them at appropriate moments for illustration, and removing them when no longer needed to keep the focus on the relevant content, thereby enhancing comprehension and engagement .

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