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Evaluation of performance of a developing teacher or a teacher novice


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Evaluation of performance of a developing teacher or a teacher novice

Evaluation of performance of a developing teacher or a teacher novice
Admin - Apr 29 2015

Recently, the concept teacher novice has come to play an important role in TESOL Training.  The question raised is how to set up a standard of evaluation for new teachers?

I think the important elements for teachers evaluation are as follows:

Clear teaching objectives: For each lesson, teachers need to set clear learning objectives that can be measured, by observing the students and their performance during and after the lesson (student and teacher follow-up re homework is a great indicator on how the lesson went). To add to Adam and Andrew, the teacher should be open to reflect on their performance with a colleague/themselves. When working with teachers who are sent out on practicum from University, they would have a workbook to complete with a space for personal reflection or be instructed to add a “reflection” column/section to their lesson plan.

Students differentiation: identify personality, learning styles, learning pace, interest, goal, and motivation of each student.

Class environment  and Questioning techniques: So, the teacher need to modify practice slowly and consistently until it is habitual. Then, the next goal for improvement is set and worked on.
Great teachers reflect and continuously improve independently. I think one must also look at student involvement, i.e. the extent to which students are involved n the lesson, as opposed to students being sedentary casual observers. Equally important, as was already stated, is for the developing teacher to set their objectives re their performance. Once that is done, assessment tools should follow logically.

Learning Motivation: Yes every country””s education dept would have a proforma for teaching skills review. Monotony and boredom which are negative influences in learning should be the first to be overcome when teaching-learning content is discussed. In lesson development the questioning techniques used should elicit core concepts from the class, of the lesson learned . The students would participate well as the lesson develops. But it is not a great tool for ””evaluation””

It depends on the goal of what you are doing. Effective teacher appraisal is more than evaluation – it helps teachers improve their practice. The appraisal rubric should be clear and simple. The teacher should be able to set goals for improvement, one facet at a time. Therefore, observation instruments (checklists, etc) should be focused. For example, if classroom management is an issue, then observations and feedback are about that, although other aspects may be commented on. Getting a new or struggling teacher to try to “fix” everything at once almost certainly leads to meltdown.

Relationship with students: teachers need to maintain ””eye and ear contact”” with her wards and specifically see to it that they are being instructed according to their receptive capacity. I may be digressing from the topic of discussion but I must say that encouragement, competition and co-operation all count in the evaluation. How the teacher directs the pattern of activity is without wasting time is of importance in showing that the teacher is developing her instructional strategy well.

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