Scribd
Upload
13 views5 pages

Teaching Intern Observation Form

The document is a Class Observation Form for teaching interns, designed to evaluate their performance in laboratory and lecture classes across various criteria such as teacher preparedness, student interaction, and learning environment. It includes a rating scale for assessing competencies and provides sections for remarks, strong points, improvements, and suggestions. The form is intended to be filled out by a student teaching mentor to provide feedback on the intern's teaching effectiveness.

Uploaded by

Joel Batucan Ngojo Jr.
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
13 views5 pages

Teaching Intern Observation Form

The document is a Class Observation Form for teaching interns, designed to evaluate their performance in laboratory and lecture classes across various criteria such as teacher preparedness, student interaction, and learning environment. It includes a rating scale for assessing competencies and provides sections for remarks, strong points, improvements, and suggestions. The form is intended to be filled out by a student teaching mentor to provide feedback on the intern's teaching effectiveness.

Uploaded by

Joel Batucan Ngojo Jr.
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

COLLEGE OF TEACHER EDUCATION

ST Form 6
October 2012
Revision: 0
Page 1 of 2 pages

TEACHING INTERN’S CLASS OBSERVATION FORM

Name of Student Teacher: __________________________________Subject: ______________________

Topic: _____________________________________Date: ____________ Time: _________Room: ________

LEGEND: 1 Outstanding 2- Very Good 3- Good 4- Fair 5- Poor NA- Not Applicable

______LABORATORY CLASSES 1 2 3 4 5 NA ______ LECTURE CLASSES

A. TEACHER A. TEACHER
1. Laboratory planning and organizing skills. 1. Preparedness
2. Ability to conduct laboratory class logically and 2. Mastery of the subject matter
systematically
3. Evidence of the appropriate choice and effective
3. Initiative and common sense. use of methods and techniques.
4. Awareness of current issues for lesson
4. Resourcefulness. enrichment.
5. Ability to encourage student’s participation. 5. Communication skills competence/ effectiveness.
6. Projection of dynamic personality traits (grooming,
6. Ability to motivate students for critical thinking refinement of voice/ action, creativeness,
and independent study during laboratory classes.
resourcefulness, democratic leadership, etc.)
7. Ability to evaluate laboratory work (i.e. 7. Promotion of desirable values.
practical examination/ laboratory exercises)

8. Tasks on time (time management of activities,


accomplishment of objectives, and provision for
further research).

Total ________ Mean________ Total _________ Mean _________


B. STUDENTS
B. STUDENTS
1. Evidence of a perceptive learning (related to the
1. Student- Teacher interaction. previous assignment with the present lesson).
2. Manifestation of student- teacher interaction
2. Preparedness for laboratory work. (student’s active participation).
3. Tangible evidence/s of learning achievement
3. Communication skills (results of quizzes, student’s feedback, and lesson
retention/ application of basic truths studied/ learned).
4. Interest
5. Awareness of new concepts
Total ________ Mean _________ Total ________ Mean _________
C. LEARNING ENVIRONMENT C. LEARNING ENVIRONMENT
1. Availability and accessibility of equipment, 1. Classroom management/ setting (discipline,
supplies and materials. cleanliness, orderliness).
2. Arrangement of equipment/ furniture in the 2. Adequacy of instructional facilities (prepared by the
laboratory. ST)
3. Safety conditions
4. Lighting and Ventilation
5. Water supply
6. Housekeeping (Orderliness & Cleanliness)
Total ________ Mean _________ Total ________ Mean _________

Overall Numerical Rating: _________ Descriptive Rating: _________

Page 2 of 2 pages
COLLEGE OF TEACHER EDUCATION

REMARKS / COMMENTS:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

STRONG POINTS:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

IMPROVEMENTS:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

OTHER SUGGESTIONS:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Evaluated by:

_____________________________________________________________
Printed Name and Signature of Student Teaching Mentor/ Supervisor

Conforme:

_____________________________________________________________
Printed Name and Signature of Student Teacher

IN/OFF CAMPUS STUDENT TEACHING EVALUATION FORM


ST Form 5
October 2012
Name of Student Teacher: ____________________________Yr., Sec. & Curr.: ______________ Revision: 0
Name of Laboratory School: _____________________________________________________ Page 1 of 2
Name of Student Teaching Mentor: _________________________________________________ pages

POINTS OBSERVED. Kindly rate appropriately on the space which corresponding indicated
COLLEGE OF TEACHER EDUCATION

behavior benefits the performance of the Student Teacher inside or outside the classroom. The rating scale is
as follows
1 - Outstanding 2 - Above Average 3 - Average 4 - Below Average 5 - Poor

POINTS
CRITERIA DEFINITIONS
1 2 3 4 5
I. INSTRUCTION COMPETENCIES
1. Identifies specific needs, interest and capacities of individual pupils/
Students and provides adequately for these.
2. Analyzes and identifies specific learning tasks.
3. Shows evidence of mastery of subject matter.
4. Provides varied learning experiences for the learners.
5. Prepares and utilizes instructional materials effectively in achieving
teaching goals.
6. Motivates on the lessons and tasks questions effectively to develop critical
thinking/creativity.
7. Communicates effectively in English and Filipino.
8. Prepares adequately for the days learning tasks.
9. Provides the maximum involvement of pupils in the learning activities.
10. Simulates and compliments pupils to elicit positive and active interaction.
11. Functions effectively as a member of a learning group.
12. Helps pupils/students develop self-discipline in and through the learning
process.
13. Prepares adequately for the days learning tasks.
14. Starts learning activities promptly.
15. Provides permissive and stimulating atmosphere that encourages pupils to
raise questions and suggest alternative solutions to the problem.
16. Achieves teaching objectives for the particular subjects, lesson or activity
within a reasonable period of time.
17. Maintains order or discipline in class.
18. Uses specific criteria for the accurate evaluation of individual performance.
19. Selects, evolves and uses criterion-reference tests.
20. Analyzes and interprets evaluate results effectively.
21. Utilizes evaluation results as a basis for improving instructions.
22. Administers test effectively/returns corrected answer sheets other pupils’
works promptly.
TOTAL
TOTAL FOR INSTRUCTIONAL COMPETENCIES
MEAN
COLLEGE OF TEACHER EDUCATION

Page 2 of 2 pages

POINTS
CRITERIA DEFINITIONS
1 2 3 4 5
I. PERSONAL AND SOCIAL COMPETENCIES
1. Set example in moral and ethical behavior to the pupils, peers, and
community.
2. Shows honesty and integrity in all his or her activities.
3. Accepts and performs leadership and integrity in all his or activities.
4. Shows evidence of professional and cultural growth.
5. Gets along with students/school staff/community without comprising
rules of propriety.
6. Participates actively in cultural, professional, and other
community organization activities.
7. Shows evidence of mental health stability.
8. Shows evidence of sound physical health.
9. Observes proper grooming and attire all the times.
10. Shows creativeness and resourcefulness his/her performance.
11. Prepares and submits neat and accurate reports and
requirements on time.
12. Observes official time and is already to serve beyond the call. of duty
when the needs arise.
13. Uses free time wisely.
TOTAL
TOTAL FOR II PERSONAL AND SOCIAL COMPETENCIES
MEAN
GRAND MEAN: 70% (I)
30% (II)
OVER-ALL MEAN

III. COMMENTS / RECOMMENDATIONS

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
______________________________________

Evaluated by:

Printed Name and Signature of Student Teaching Mentor

Conforme:

Printed Name and Signature of Student Teacher


COLLEGE OF TEACHER EDUCATION

Common questions

Powered by AI

Effective laboratory class management involves several key elements: laboratory planning and organizing skills, the ability to conduct laboratory classes logically and systematically, and the ability to encourage and motivate student participation and critical thinking . These elements contribute to student learning by ensuring that classes are well-structured, engaging, and conducive to deeper understanding and independent study .

A teacher's ability to evaluate laboratory work is assessed through their capability to conduct practical examinations and manage laboratory exercises systematically . This is essential for student assessment in experiential learning settings as it ensures that students can apply theoretical knowledge in practical scenarios, thereby affirming the understanding and application of scientific concepts .

Motivating students for critical thinking and independent study is emphasized as it helps develop students' analytical skills and promotes lifelong learning . Critical thinking allows students to logically evaluate information and processes, while independent study fosters self-discipline and personal responsibility in learning, empowering students to pursue knowledge beyond the classroom .

Adapting teaching methods to current issues is beneficial for lesson enrichment as it makes learning more relevant and engaging for students . This approach helps connect theoretical knowledge to real-world applications, sparks students' interest, and encourages critical thinking by relating lessons to contemporary contexts .

The arrangement of equipment and furniture in the laboratory plays a significant role in ensuring a conducive learning environment by enhancing accessibility, safety, and orderliness, which are crucial for effective teaching and learning . Proper arrangement facilitates smoother transitions between activities and minimizes distractions, thus maximizing instructional time .

Student-teacher interaction is measured through evidence of perceptive learning, manifestation of student participation, and tangible evidence of learning achievements such as quiz results and lesson retention . These measures signify that active communication and participation between students and teachers are vital for reinforcing learning and ensuring that educational objectives are met .

The document evaluates teacher performance based on communication skills by assessing their competence/effectiveness in communication and their ability to conduct class discussions that encourage student interaction and participation . Effective communication is crucial for classroom dynamics as it facilitates clear instructions, enhances student engagement, and fosters a positive learning environment .

Promoting desirable values in teaching is important as it influences students' social and emotional development, creating a supportive and respectful classroom atmosphere . This approach encourages students to exhibit ethical behavior, enhance cooperation, and develop a sense of responsibility, further preparing them for future societal roles .

Time management is crucial as it ensures the efficient use of instructional time to achieve teaching objectives within a reasonable period . Effective time management allows for the completion of planned activities, enhances classroom productivity, and provides additional opportunities for further research and exploration of topics, enhancing overall learning outcomes .

The evaluation criteria for personal and social competencies include setting an example in moral behavior, honesty, integrity, professional growth, and participation in community activities . These criteria impact professional development by fostering a well-rounded, ethical, and community-oriented educator, promoting a positive influence on students and enhancing professional opportunities .

You might also like