This document provides guidance on tasks related to coaching a colleague on their teaching performance. It includes 5 tips for the coaching session: 1) relate back to previous objectives, 2) use exploratory questioning, 3) be patient, 4) help develop strategies rather than impose them, and 5) provide easy wins like exercises or uses of technology. It also includes two checklists to evaluate teaching performance, assessing preparation, language use, lesson presentation, classroom management, classroom atmosphere, and use of technology.
1. 4.3 TASK
GUIDE:
1. Relate back to previous objectives set
2. Use exploratory questioning
3. Be patient
4. Help people to develop their own strategies, don’t impose it on them
5. Give some “easy wins” – give your colleague some ideas of things they can put into practice in
their next lesson, for example a starting exercise, or way of using the Smart board. There will then
be a feeling of immediate progression.
CHECKLIST 1
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1.A clear statement
that the performance
2.The correct time line
for the performance
3 Effectively organizes
learning situations to
meet the objectives of
the class presentation
4 Uses instructional
methods encouraging
relevant student
participation in the
learning process
5 Uses instructional
methods encouraging
relevant student
participation in the
learning process
6 Demonstrates
enthusiasm for the
subject matter
7Communicates
clearly and effectively
to the level of the
students.
8 Demonstrates
command of subject
matter.
9. Responds
appropriately to
student questions and
2. 4.3 TASK
comments.
10.Encourages critical
thinking and analysis.
CHECKLIST 2
A. PREPARATION 4 3 2 1
1. The instructor had a clearly discernible
lesson plan.
2. There was an appropriate balance of
structured and open-ended/communicative
activities.
3. The exercises and activities were introduced
in context.
4. The plan was geared toward real/authentic
language use.
B. LANGUAGE USE 4 3 2 1
1. The instructor used the target-language in the
classroom appropriate
and effectively.
2. Use of English was appropriate to student
needs
C. LESSON PRESENTATION 4 3 2 1
1. The lesson was presented effectively and
clearly.
2. The activities/exercises chosen to achieve
the objectives were effective.
3. There were smooth transitions between
activities.
4. The time allotted for activities was
appropriate.
5. The amount of teacher talk and student talk
was appropriate.
3. 4.3 TASK
6. The type and amount of teacher feedback
was effective.
7. Cultural instruction was integrated into class
activities.
D. CLASSROOM MANAGEMENT
1. The use of small groups/pair work during
each activity was appropriate.
2. The seating arrangement facilitated learning.
3. The use of audio-visual & tech materials was
effective.
4. The instructor divided his or her attention
among students appropriately.
5. Student participation was on task.
E. CLASSROOM ATMOSPHERE 4 3 2 1
1. Student participation was active and lively.
2. The class atmosphere was warm, open and
accepting.
3. The instructor was sensitive to students'
difficulties and abilities.
F. USE OF TECHNOLOGY 4 3 2 1
1. Use of technology (video, audio, web
materials) was appropriate given the material
being presented..
2. Use of technology was particularly creative,
i.e. it accomplished something that could not
have been done as easily with other media.
4. 4.3 TASK
3. Use of technology is limited in the classroom,
but used appropriately outside the class (e.g. for
email, drilling, background, etc..
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