I. Initiating and Maintaining Interest
The teacher initiated the interest of the students in the lesson by helping them see the importance of the lesson in terms of their needs.
The teacher maintained the interest of the students in the lesson by appealing to various student desires and values, and varying the types of student participation.
II. Stimulating Student Thinking
The teacher used questions and obtained student participation in the lesson.
The teacher’s questions helped the students to think and reason, to make judgments, and to analyze problem situations rather than emphasize memorization.
III. Use of Instructional Tools
The teacher selected appropriate instructional tools (audio-visual equipment, charts, samples, films, reference materials, chalkboard, transparencies, etc.) for the lesson.
The teacher effectively used the selected instructional tools.
IV. Classroom Management and Interpersonal Relationships
There was variety and proper pacing in the classroom activities.
The teacher’s verbal and non-verbal expressions reinforced desirable student behaviors.
There was evidence of congeniality and rapport between the teacher and student and among students. They accepted the opinions of others, differed courteously, and there was an overall favorable “emotional tone” associated with the teaching-learning situation.
The teacher maintained high time-on-task rates and effectively used available lesson time.
V. Application and Practice
The teacher brought the students to the point where they could practice or apply what was taught.
Student practice and application were part of the teaching-learning process.
