1. TRAINEE HANBOOK
TASK 4.6 Part 3
PREPARING A TRAINEE HANDBOOK
Aim: To design a training manual for a
teacher training.
Handbook for UT Teacher Training in
UNIVERSIDAD TECNOLOGICA DEL SURESTE DE
VERACRUZ.

2. TASK 4.6 Part 3
PREPARING A TRAINEE HANDBOOK
Aim: To design a training manual for a teacher training.
Handbook for UT Teacher Training in UNIVERSIDAD TECNOLOGICA DEL
SURESTE DE VERACRUZ.
GENERAL INFORMATION
The aims of the training
The requirements
Which language the training is offered in and for
Requirements of the trainee
Application form for trainees interested
A questionnaire
Course rules
STRUCTURE AND TIMING
CONTENTS
CERTIFICATE
General information
Application form for certification
Application form for lesson observation
MANUAL
Dossiers Explanation
Instructions for dossier Elaboration
EVALUATION
Teaching dossiers checklists
Class Observation checklist
Evaluation Procedure and Assessment criteria
Trainer Evaluation checklist
MATERIAL
Reading List
Dossiers Examples
Materials

3. GENERAL INFORMATION
The aims of the training
This Trainee handbook (TH) is designed and produced by Jorge Augusto Ordoñez
Valencia members of the English Academy from Universidad Tecnologica del Sureste de
Veracruz (UTSV), which has provided examinations in English for speakers since 2003.
The teacher in training should know: concepts related to pronunciation training, listening
comprehension, understanding different accents, learning spoken and written language,
planning and preparing dossier in language awareness, language and culture, language
learning processes, language teaching, planning and evaluation and self-assessment and
development.
This handbook also will encourage teachers in their professional development by providing
steps in a developmental framework of awards for teachers of English.

4. The requirements
The trainee handbook is suitable for:
- Teachers in training who teach levels 1 - 9 in the Universidad Tecnologica del
Sureste de Veracruz
- Classroom assistants who work with levels 1-9 in the UTSV
- Candidates taking this certification will normally have some experience of teaching
English to speakers of other language.
- Teachers need at least an intermediate level of English level B1 of the Council of
Europe’s Common European Framework of Reference for Languages (CEFR), e.
g. TKT band score of 2.
- English as an additional language teacher who work with non-native speaker
learners in mainstream classes.
Which language the training is offered in and for
This trainee handbook is offered only in English language for helping teachers in training
to develop their own teaching dossiers. The TH includes the language used as English
teachers and their activities. It guides to understand and design a dossier for the 6 areas,
for any topic and level 1-9 that they choose to work on.

5. Requirements of the trainee
All the candidates taking this training will normally have experience of teaching English to
speakers of other language. They may also be taken:
- Candidates studying for teaching qualifications who may have non-native learners
in their classrooms.
- Teachers need at least an intermediate level of English. Level B1 of the Council of
Europe’s Common European Framework of Reference for Languages (CEFR)
- Candidates taking this training are expected to be familiar with the language of
teaching a represented in the glossary from level 1-9 as well as the terminology
related to the description of language, subject vocabulary and concepts for this
training.
- Successful candidates are likely to have experience of teaching school subjects
through the medium of English.
- Candidates should be certificated in a teaching Knowledge Test with minimum
band 3.
- All trainees must receive at least major or bachelor is necessary for our college
admission.
- All trainees must update their application form for trainees interested.
- We are required to send a quarter progress reports on the training.
- All trainees must answer the questionnaire to get integrated in their profile.
- Trainees’ updated CVs every year
- All trainees are required to be involved in conducting or teaching research and
policy. All trainees are required to present work in progress about their dossiers.
- Trainees will receive formal and informal instructions in the responsible conduct of
research, including language and teaching integrity and ethical principles of
teaching.

6. Application form for trainees interested
Personal Information
Saludation First Name Last name
Email
( ) ( )
Phone Mobile phone
/ /
Birth day Birth month Birth year
Citizenship
F M
Gender
Marital Status
City
Country
Zip / Postal code
Education and Experience
Title of Bachelor
Years of Years as a teacher
experience
Certification Band /Score

7. Personal Information
Signature

8. A questionnaire
NAME: ____________________________________________________________
Instructions: Choose the best answer
1. When you are teaching do you use the appropriate terminology to your students?
a) Yes b) Sometimes c) No d) I need to improve in it
2. Do you understand the principles of language learning and teaching?
a) Yes b) Sometimes c) No d) I need to improve in it
3. Do you select the appropriate teaching points from teaching materials to suits different
levels?
a) Yes b) Sometimes c) No d) I need to improve in it
4. Do you provide your students with clear and effective explanations in a way that is
helpful to them?
a) Yes b) Sometimes c) No d) I need to improve in it
5. Do you use grammar books, platforms or websites effectively to provide your students
with clear answers?
a) Yes b) Sometimes c) No d) I need to improve in it
6. Do you provide to my students styles and strategies for learning?
a) Yes b) Sometimes c) No d) I need to improve in it
7. Do you give your students feedback on their language competence in a way that is
appropriate and helpful?
a) Yes b) Sometimes c) No d) I need to improve in it
8. Do you encourage and motivate your students to improve?
a) Yes b) Sometimes c) No d) I need to improve in it
9. Do you define the aims of my lesson and understand how to achieve them?
a) Yes b) Sometimes c) No d) I need to improve in it
10. Do you use a variety of exercise types?
a) Yes b) Sometimes c) No d) I need to improve in it
11. Do you use various media forms appropriately as moodle, whiteboard, smart board,
etc?

9. a) Yes b) Sometimes c) No d) I need to improve in it
Course rules
This training handbook includes all the rules to do these certifications possible.
- All trainees must update their application form for trainees interested before starting
the training.
- Trainees’ updated CVs with their application form
- We are required to send a quarter progress reports on the training, depending the
English level that they’re teaching.
- All trainees must answer the questionnaire to get integrated in their profile.
- All trainees are required to be involved in conducting or teaching research and
policy. All trainees are required to present work in progress about their dossiers.
- Trainees will receive formal and informal instructions in the responsible conduct of
research, including language and teaching integrity and ethical principles of
teaching.
- This course should be read it completely before planning and doing the dossier.
- The questionnaire should be answered by all candidates without any exception.

10. STRUCTURE AND TIMING
Face to face
The face to face program provides you an opportunity to sit in on University of
Technological of south-east from Veracruz class to explore experiential learning in a small
class setting. This trainee handbook can be development in different structures or way to
teaching.
The training will include “train the trainer” programmes. This course also comes with a set
of a manual where it describes and explain how to do the dossier in six different areas and
it will explain the topic of the dossier as Language Awareness, Language and Culture,
Language Learning Processes, Language Teaching, Planning and Evaluation, Self-
Assessment and Development.
Members of the English academy will explain to the trainees what are the aims of the each
lesson, it will give an example of the description of a class, it also will explain what are the
correct procedure to do the dossier and the conclusion of the lesson. It is also important
for trainees to know all attachments or resources that they could use for develop their
classes.
All the material or resources to support are showed face to face by the English Academy
will also be made available. The ultimate objective should be to create increased the best
methodology and strategies for teaching, so that all trainees can utilise the information for
improvement of their quality of teaching, and to create scope for teaching skills
development.
All nine members of the English academy will be instructors who will teach in the face to
face format. We should not forget all benefits of face to face training which are though face
to face communication, additional information is available such as the deducting through
body language, tone, volume and modulations of voice. Sometimes technology often does
not facilitate the right type of information being shared or exchanged. This means that
learning potential can be limited. However, the trainees are not entirely passive in this
relationship or tutorial, as they give the instructor valuable information about how they are
progressing, areas in which they are doing well and those that would benefit from further
input. Face to face also delivery allows trainees to share their personal experiences,
thoughts and challenges in relation to the content. This can be a rich source of learning
and one that many trainees miss when undertaking distance education.
The timing for this program using face to face training will be twice a week, three hours per
day, counting 60 hours in total

11. Blended course
The benefits of face to face courses are well documented elsewhere on this handbook.
Onsite courses have the face to face contact which online courses lack, and online
courses do not include any practice teaching, and for this reason are less recommended
for absolute beginner teachers
There are many factors which may lead a trainee to go for online training, however, factors
which include convenience, cost, access, location, learning styles and preferences.
Online courses do enable you to gain a useful insight into this handbook, and where there
is a lower minimum requirement for the qualifications of teachers, these courses can serve
as a 'passport' into teaching. Online courses give a foundation which is ideal for helping to
orientate potential teachers who may be going off on a short term teaching mission, where
teaching English is not being seen as a long-term career, nor to provide a sustainable
source of income, where teaching might take place on a casual or volunteer basis.
This kind of course will take more time because it will required more practice for face to
face and online practices. It should count 60 hours in total.
Online course
With our busy lives, conventional employee training can become a repetitive, time-
consuming task for all involved. In-person classroom training requires that everyone
involved get together at the same time/place, and the teacher must be paid for his/her
time, even though the same material is presented again and again. Conventional training
involves print materials, travel expenses, and many other cost-producing aspects.
Flexibility: Online training works great with tight schedules. Since many people are living
busy lives, these Web-based applications can be reached from home or any other
Internet-accessible computer anytime! No more scheduled training sessions to work
around. Trainees can train at their own pace, and work around their schedules, thereby
minimizing loss of productivity.
Relevance: All content-managed courses stay up-to-date, ensuring that the most accurate,
relevant information reaches trainees.
Affordable: Companies with a large volume of high-turnover positions where continuous
training is necessary can save thousands with online training programs. They eliminate
classroom related costs and materials' expenses. Now trainers can develop the course
content, present it once and go on to the next project. Trainers only need to revisit the
course if the content needs to be modified.
Retention: Since trainees are learning at their own pace, the learning retention rate is often
higher than in a classroom setting. They can still have opportunities to email or call the

12. teacher to ask questions, although many online courses now offer an updatable FAQ
section where they can look first for answers to the most commonly asked questions,
which reduces repetitive questions.
Reporting: Most applications, like Osmosis, are customizable. The reporting tools are also
customized to suit the company. During the analysis phase of the project, specialists
determine what components are most important and develop easy ways to gather the
exact data needed for grading.
This kind of course will take more time because it will required more practice for face to
face and online practices. It should count 60 hours in total.
Weekend course
The way for this training will be only apply on weekends, it gives to teachers all the
information that they need to know but on weekends so they will be able to develope their
work and put in practices their experimental work in the week with their students.
Compact course
In this course, we use the summary of all the methodologies and strategies for teaching, it
also focus in the meaning of the main concepts and includes a lot of examples about to
how make the dossiers. Talking about compact course is spending the same hours for
having this course but the insensitive for learning and practice increase, it means that
teachers will have to spend more time practicing and doing research that reading or assist
face to face to a course. It will be more practical than theoretical.

13. CONTENTS
This handbook helps the teachers in training to develop their own teaching dossier. It is
really practical for trainees; it will help in order to design teacher’s teaching dossiers. This
manual contents general information such as the aims of the training, the requirements of
the trainee, the application form for trainees interested, the questioner and all the course
rules.
It also specifies all strategies, structure and timing that we are using for this training. Some
strategies are face to face, blended course, online course, weekend course, compact
course.
This trainee handbook will develop the language awareness, language and culture,
Language Learning Processes, Language Teaching, Planning and Evaluation and Self-
Assessment and Development in all the trainees teachers in order to guide to meet,
understand and design six dossiers for different areas, for any topic and level they choose
to work on.
The six main areas of the training are:
1. Language awareness, where trainees will improve their pronunciation training, learning
vocabulary, listening comprehension, understanding different accents, learning spoken
and written languages. Trainees will be able to describe the language I am teaching and
use the appropriate terminology, to understand the principles of language learning and
teaching, to select the appropriate teaching points from teaching materials to suit
different levels, to provide my students with clear and effective explanations in a way
that is helpful to them, to select and apply the appropriate methodological tools to
highlight differences in language systems, to use reference materials (i.e. grammar
books) effectively to provide my students with clear answers with regards to language-
related questions at the end of the course.
2. Language and culture, the purpose in this area is awareness of socio-cultural and
intercultural aspects of language use and language learning, dealing sensitively with
difficult classroom situations relating to intercultural differences, understanding different

14. backgrounds (therefore different study methods) of students, cross-cultural
communication and applicacion of this knowledge to the teaching situation. Trainees
will be able to take into account and incorporate into my teaching the educational
experiences my students have had previously, to provide for individual learner styles
and strategies in my teaching, to design my lessons with my students' needs and
interests in mind in order to make it interesting, lively and motivating, to give my
students feedback on their language competence in a way that is appropriate and
helpful (i.e. error correction) taking into account the stage of language development they
are at, to encourage and motivate my students to improve at the end of the course.
3. Language learning processes, in this area the trainees will be able to take into account
and incorporate into my teaching the educational experiences my students have had
previously, to provide for individual learner styles and strategies in my teaching, to
design my lessons with my students' needs and interests in mind in order to make it
interesting, lively and motivating, to give my students feedback on their language
competence in a way that is appropriate and helpful (i.e. error correction) taking into
account the stage of language development they are as well as the stage aim we are
trying to achieve in a particular stage of a lesson, to encourage and motivate my
students to improve, being aware of different types of motivation and capable to relate
those to my students at the end of the course.
4. Language teaching, trainees will be able to define the aims of my lesson and
understand how to achieve them by the end of the lesson as well as make my students
aware of what my aims are, to be confident in selecting, adapting and designing
materials to suits those aims, to use a variety of exercise types, to use various media
forms appropriately (Moodle, whiteboard, Smartboard...), to evaluate learning tasks and
activities, to incorporate learning tasks and activities which encourage and facilitate
learner autonomy and take into account learners' learning styles and cultural
expectations, to give clear instructions and make sure they are understood, to manage
a class effectively in a wide variety of contexts taking into consideration the learners'
needs and levels of language competence as well as mixed abilities and clarify the
meaning of new vocabulary through the use of different means and I am able to check
that the students have understood at the end of the course.
5. Planning and evaluation, in this area trainees will be able to state the general aims of a
course with reference to the CEFR (European Framework), to define the aims of my
lesson so that they fit within the context of the whole course, to plan lessons and
teaching programmes and include appropriate tasks to suit the learning outcomes, to
use various ways of conducting a course evaluation, to do a needs analysis and assess
my students' language competence according to the CEFR, to inform my students on
language examinations available to them and advice them on the appropriate options
for them, to help my students to plan further learning to suit their needs and use a
variety of inductive and deductive approaches to present a grammar structure and
select an effective approach taking into account the grammar point in question and the
group I'm teaching at the end of the course. At the last area but not the least

15. 6. Self-assessment and development, in this area trainees wil be able to reflect and draw
conclusions from observations and self-observation in order to gain a better
understanding of the teaching situation and validate, bring changes to and improve my
own teaching, to receive and make use of feedback on my teaching performance, to
give constructive feedback to colleagues , to incorporate the systematic sharing of ideas
with colleagues to promote best practice, to access the relevant support systems that
will enable me to develop further and find solutions to my teaching problems and to put
forward ideas on how to ensure continuous professional development at the end of the
course.
CERTIFICATE
General Information
Getting a certification as English trainee teachers will improve the trainee’s teaching-
learning strategies in English as a second language. It gives the teacher the abilities and
understanding to increase the cognitive process in the way that they teach, it also helps all
the communications strategies to develop the intercultural understanding.
The global necesity to learn another language, specially English, as teacher, we should
motivate our student the importance of this language at present and getting this
certification will help teachers to do that kind of motivation.
This certification will provide to teachers to develop their own teaching strategies or
metodologies for teaching. Getting this certification, teachers will improve how to correct
mistakes from their students in class, it is really important to teachers use social forms and
identify how adults learn a language.
The documents require to obtain the certificate are:
- A bachelor degree
- Teaching Knowledge Test certification (three modules with at least band 3 in each
one)
- Elaborate and develop six dossier in areas as Language Awareness, Language
and Culture, Language Learning Processes, Language Teaching, Planning and
Evaluation and Self-Assessment and Development.
- Have at least 1 year of experience in teaching
- Trainee teachers should be attendance to all hours of this course
The candidates receive a certificate for Trainee Teachers. Candidates performance is
reported to the European Competence Systems Certificate and evaluate it by this
important and international organization. This one will be who decided is the certification
has been successful and it will let the teachers know about it.

16. Application form for certification
Fill in the boxes with your information, all required fields must be completed or your form
will be returned.
LAST NAME (as photo ID)
FIRST NAME (as photo ID)
ADDRESS. LINE 1
ADDRESS. LINE 2
CITY
COUNTRY ZIP CODE
PHONE NUMBER GENDER
MAL FEMALE
E
DATE OF BIRTH NATIVE LANGUAGE
MO D YEA
NTH AY R

17. Application form for lesson observation
Date / Time: Duration:
Teacher: Level. & Subject: No. in Class:
Support Staff: Observer:
Context:
Where the teaching was effective, it was Where the teaching was not so effective it
because: was because:
Where the learning was effective, it was Where the learning was not so effective it
because: was because:

18. Agreed areas for development
MANUAL
Dossiers Explanation
The first area is Language Awareness. Here the trainee is going to be able to describe the
language taught in class, and making reference about appropriate terminology. The
apprentice is going to learn how to select the appropriate teaching points from materials, in
order to share the principles of language learning; also he/she is going to learn how to
provide effective explanations to the learners through the use of appropriate
methodological tools. By doing this, is necessary to make use of reference materials which
are going to provide clear information related to the language.
Instructions for dossier Elaboration
Cover.- Your dossier must contain a cover where you specify the area that you are going
to work with. Provide the title, the date, and the name of the person that is elaborating the
dossier.
Description of the area.- Here you have to explain the characteristics of the area that you
are developing, providing just a brief explanation about the area in no more than a full
page.
Description of the class and course.- here you have to explain the participants of the class.
You have to include number of students that are in the class, the level of the learners, their
age; the characteristics of the course like the goals of the session, the topic, and the order
which is going to be performed.
Topic.- You have to provide the main topic that you are using to elaborate your dossier.
Aims of the lesson.- provide the objectives that learners have to achieve at the end of the
lesson according to the topic.
Personal aims.- provide the personal objectives that you want to achieve at the end of the
lesson.

19. Procedure.- In this section you have to describe all the activities of the class. This
description has to be very detailed. It must be described in order, and explaining what
should the learners do and the dynamic issues. It is important to add the materials that
students need in every activity. It must cover the whole class, from the introduction to the
conclusion.
Conclusion.- here you have to write a general conclusion about the way you developed the
dossier. You have to provide your thoughts about the aims you completed, and if it is
necessary changing anything.
Self evaluation.- in this section you have to elaborate a personal evaluation about your
performance and if you found any problem during the dossier creation. You have to
include what you have learnt, and what do you think you could improve for future activities.
Lesson plan.- here you have to include the lesson plan that you elaborated for the dossier.
You have to consider all the activities of the class, the material that you are going to use,
the time for each activity, and how is going to be the interaction per activity.
Attachments.- in this section you have to include all the extra materials that you are going
to use for the class; they could be worksheets, flashcards, pictures, etc.
Dossier Format
Cover.-
“ENGLISH LEVEL”
Objectives of the lesson
Topic
Theme:
“NAME OF THE AREA”
Date
Body.-
You have to consider this format:
Font: Arial 12

20. Line space: 1.5
Include a content table.
Note: The information of each section of the dossier, does not have to pass 15 lines, only
the procedure section must be no less than a full page
EVALUATION
Teaching dossiers checklists
Teaching Dossier Area: Language Awareness
Necessary point to cover Covered? Observation/comment
yes no
The teacher is completely familiar with
the basic tools for language analysis.
The teacher is able to make general
comparisons between the source
language of the learners and the target
language.
The teacher can deploy this knowledge
in his/her teaching, using it in particular
for the planning of language lessons
and language courses.
The teacher is able to check his/her
knowledge of the language system and
to further develop it, using relevant
reference sources.
Uses correct and appropriate
terminology to describe language.
Formulates learning objectives clearly
and comprehensibly for language
lessons and parts of language lessons
Analyses language and help learners to
understand language structures

21. Perceives and understand difficulties
related to the structures of the target
language which learners encounter and
to provide appropriate didactical and
methodological measures to deal with
such problems
Provides grammatical explanations
which are readily comprehensible and
accessible to his/her learners
Teaching Dossier Area: Language and Culture
Necessary point to cover Covered? Observation/comment
yes no
The teacher is aware of socio-cultural
and intercultural aspects in language
use and language production.
The trainer is able to sensitive
learners to cultural differences.
Shows empathy with/sensitivity to the
cultural background(s) of the learners
Promotes sensitivity towards cultural
differences whilst avoiding cultural
stereotypes in his/her learners.
Integrates socio-cultural and
intercultural topics into the language
lessons.

22. Teaching Dossier Area: Planning and Evaluation
Necessary point to cover Covered? Observation/comment
Yes no
Is the teacher able to plan and
evaluate language lessons within the
context of a given curriculum-
syllabus.
Understand the institutional context of
his/her teaching activities and is
familiar with the overall training
programmes offered within his/her
institution.
Understands the levels of
competence defined in the European
Framework of Reference, is familiar
with the main language examinations
offered in the target language and is
able to prepare learners to take such
examinations.
States general aims and objectives
for a course or a series of lessons
Defines aims and objectives for a
lesson and integrate them in the
context of a course
Plans lessons, selecting appropriate
learning tasks and activities to suit
the aims and objectives of the lesson

23. Teaching Dossier Area: Language Acquisition
Necessary point to cover Covered? Observation/comment
yes no
The teacher is aware of the most
important concepts related to current
theories of language acquisition, can
recognise development patterns in
the target language, and is able to
integrate these into the planning of
language lessons, thus structuring
and supporting the language learning
process.
Integrates learners' previous learning
experience in his/her language
lessons
Presents learning materials in a lively
and relevant manner
Takes into consideration the needs
and interests of the learners
Recognises the level of language
competence of the learners
Anticipates possible language
problems and show evidence of
envisaged solutions in his/her
planning

24. Teaching Dossier Area: Global Evaluation
Necessary point to cover Covered? Observation/comment
yes no
Combines theoretical knowledge with
practical language teaching
Acquires basic methodological-
didactic competence and skills and
know when and how to apply them
Understands the different aspects
and problems related to modern
language teaching
Reflects and analyse own teaching,
based on practical examples, and
draw conclusions for own further
development.
Tries out and evaluate new and
alternative solutions.
Learns from others.
Works together with others.

26. Class Observation checklist
Name of trainee _____________________ Observer ___________________________
Class observed _____________________ Date ______________________________
Mark with an X in the appropriate space:
1: Excellent, 2: Good, 3: acceptable 4: Could improve, 5: Not observed
Teaching Dossier Area: Global Evaluation
Necessary point to cover Result Observation/
1 2 3 4 5 Comment
Before the lesson takes part:
The planning of the lesson
The choice of material,
activities and tasks
Reflection on potential
problems
Well designed materials
During the lesson:
Review of previous topic
Invites to class discussion
Solicits students input
Demonstrates awareness of
individual needs of students
aims of the lesson (clear and
transparent)
correction (how)

27. language of instruction
Context appropriate?
classroom management
social forms
atmosphere
Confidence provider
Content organized
Relates concept to students
needs and experience
After the lesson:
topics to be discussed
Commitments
Proper and clear feedback
Personal feedback (if
needed)
Evaluation Procedure and Assessment criteria
The evaluation criteria for the trainee are going to be according to the way which
evaluation is held in the institution. The evaluations’ university is divided in two parts, 70%
practice and 30% theoretical knowledge. Based on this, the observation must be
considered by following the practical part. It is important that the trainee provides practical
activities, more than grammar explanation. Also, the institution is focused on
communicative approach; for this reason, the interaction must be by speaking practices.
The evaluation criteria would be obtained by taking into account the next activities:
Class preparation, class development, and class ending. The first part must contain the
way which the trainee is getting ready for the class, including material, resources, and how
there is an anticipation to possible problems.
During the class development, it is considered the interaction between the trainee and the
students. It is necessary to catch student’s attention by providing interesting information for
them. One of the most important points to consider in this part is clarifying doubts and

28. questions properly, as well as providing clear explanations about grammar structures and
communication patterns.
Finally, the class ending must cover a feedback about the topic. It is important that during
this section of the class, students clarify all the doubts. It is needed a general review of the
session as well.
In order to achieve a satisfactory evaluation of 70% of practice, and 30% theoretical
knowledge, the teacher has to achieve those three sections in every session. For that
reason, the trainee has to comprehend and put into practice all those requirements. The
evaluation will be divided in the next form:
Class preparation.- 30%
Class development.- 45%
Class ending.- 25%
Trainer Evaluation checklist
Name of trainer _____________________ Date ______________________________
Class observed ______________________
Mark with an X in the appropriate space:
1: Excellent, 2: Good, 3: acceptable 4: Could improve, 5: Not observed
Trainer Evaluation
Point to cover Result Observation/
1 2 3 4 5 Comment
1. The training met my
expectations.
2. I will be able to apply the
knowledge learned.

29. 3. The training objectives for
each topic were identified
and followed.
4. The content was
organized and easy to
follow.
5. The materials distributed
were pertinent and useful.
6. The trainer was
knowledgeable.
7. The quality of instruction
was good.
8. The trainer met the
training objectives.
9. Class participation and
interaction were
encouraged.
10. Adequate time was
provided for questions and
discussion.
11.- The trainer showed
patience during the training
12.- The trainer showed
fairness and objectivity in
evaluations