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The document is a checklist for evaluating a pre-service teacher's actual teaching performance. It contains sections that assess the teacher's personality, lesson planning, content knowledge, teaching methods, classroom management, and questioning skills. The mentor uses it to observe and provide remarks on how well the teacher demonstrates organization, enthusiasm, knowledge of their subject area, the effectiveness of their teaching approach, and their ability to engage and manage students.

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Cha Hontiveros
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19 views

G

The document is a checklist for evaluating a pre-service teacher's actual teaching performance. It contains sections that assess the teacher's personality, lesson planning, content knowledge, teaching methods, classroom management, and questioning skills. The mentor uses it to observe and provide remarks on how well the teacher demonstrates organization, enthusiasm, knowledge of their subject area, the effectiveness of their teaching approach, and their ability to engage and manage students.

Uploaded by

Cha Hontiveros
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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PRE-SERVICE TEACHER’S ACTUAL TEACHING CHECKLIST

Name of Mentee ______________________________Name of Mentor_________________________

Subject Taught _____________________________Date______________ Time________________

School______________________________________________________________________

Not
Observed Remarks
Observed
I.TEACHER’S PERSONALITY
A. The teacher is neat and well-groomed.
B. The teacher is free from mannerisms that tend to
disturb the student’s attention.
C. The teacher’s personality is strong enough to
command respect and attention.
D. The teacher shows dynamism and enthusiasm.
E. The teacher has well-modulated voice.
II.LESSON PLANNING
A. Lesson plan is well prepared.
B. There is congruence between:
1. Objective and subject matter.
2. Objective and teaching procedure.
3. Objective and formative test.
4. Objective and assignment.
III. CONTENT
The teacher:
A. Demonstrates in depth knowledge of the subject
matter.
B. Is able to relate lessons to actual life situations.
C. Keeps abreast of new ideas and understanding in
the field.
D. Gives sufficient and concrete examples to create
meaningful learning
experiences.
IV. TEACHING METHODS
A. Method/s used was/were suited to the needs and
capabilities of the students.
B. The teacher was creative enough to adopt his/her
method to the student’s capabilities.
C. Visual aids and other examples were used to
illustrate the lesson.
D. The teacher made effective use of the formative
test results during teaching.
V. CLASSROOM MANAGEMENT
A. The teacher had a systematic way of checking:
1. Attendance
2. Assignment/homework/agreement
3. Practice exercise
4. Group work/ project
F-P-COE-002 Rev.0 (08-01-22)
“An internationally recognized private non-sectarian university committed to academic
excellence, transformational, and innovative education.”
M . D e l a V i c t o r ia S t . , P a r d o , Ce b u C it y 60 0 0 • p a r d o. u v . e d u. ph
5. Passing in and out of the room
6. Correcting , distributing and collecting paper
B. Order and discipline were present in the
classroom.
C. Instructional materials were within easy reach of
the teacher during his/her teaching.
VI. QUESTIONING SKILLS
The teacher’s questioning skill such as the following
stimulates discussion in
Different ways:
1. Probing for learner’s understanding
2. Helping students articulate their ideas and
thinking process
3. Promoting risk-taking and problem solving
4. Facilitating factual recall
5. Encouraging convergent and divergent
thinking
6. Stimulating curiosity
7. Helping student to ask question

F-P-COE-002 Rev.0 (08-01-22)


“An internationally recognized private non-sectarian university committed to academic
excellence, transformational, and innovative education.”
M . D e l a V i c t o r ia S t . , P a r d o , Ce b u C it y 60 0 0 • p a r d o. u v . e d u. ph

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