ESL/EFL CLASSROOM OBSERVATION FORM
INSTRUCTOR DATE CLASS LEVEL (Beg./Int./ Adv.)
LOCATION OBSERVER
NO YES
INSTRUCTIONAL SKILLS COMMENTS
WARM-UP
Teacher begins lesson with an engaging warm-up activity that
relates to what students are about to learn.
CLASSROOM ATMOSPHERE
Teacher creates a comfortable environment where learners are
willing to take risks and use the target language.
CULTURAL AWARENESS
Teacher demonstrates awareness of, and sensitivity to, cultural
differences and how they inform the multiple roles and
responsibilities of learners.
INSTRUCTIONAL EXAMPLES
Teacher uses adequate instructional examples that are meaningful,
clearly illustrated, and varied.
CLARITY OF VISUALS
Teacher’s visual presentations are clear (boards, chart, flip charts,
pictures, etc.)
VARIETY OF MODES
Teacher uses a variety of learning modes (e.g. see it, hear it, say it,
touch it, write it and read about it.)
VARIETY OF TECHNIQUES
Teacher uses: print materials, audio-visual media, drill and practice,
choral work, role plays, small group and individual work.
VOICE, BODY LANGUAGE, CUES
Teacher uses effective voice, body language, gestures and cues.
TEACHER TALK MINIMUM
Teacher talk is minimized, and students are given ample opportunity
to practice.
CORRECTION AND FEEDBACK
Teacher provides feedback on students’ questions and errors.
Teacher knows what to correct and what to ignore, gives effective
encouragement and promotes self-correction.
EQUAL ATTENTION
Teacher gives attention to learners depending on individual need.
ADEQUATE TIME
Teacher allows appropriate amount of time for each activity.
LEARNER-CENTERED INSTRUCTION
Teacher engages students as a) learners and b) designers of their
own learning.
TECHNOLOGY
Teacher integrates diverse technologies to enhance language
learning (from CDs/DVDs to computers).
CONTENT KNOWLEDGE
Teacher shows an understanding of the subject matter being taught.
NO YES
ORGANIZATIONAL SKILLS COMMENTS
PLANNED LESSON
Teacher has a planned, organic lesson which shows evidence of a)
sequence, b) connection to yesterday and tomorrow, c) a focus on
goal and d) task analysis.
INSTRUCTIONAL DESIGN
Teacher has planned a lesson appropriate to the level (student
population) of the class.
MATERIALS CHOSEN
Teacher has designed and/or adapted materials to address relevant
themes and learner needs.
NO YES
CLASSROOM MANAGEMENT SKILLS COMMENTS
STUDENT-TO-STUDENT INTERACTION
Teacher provides opportunities for a) peer teaching and b) peer
correction.
FLEXIBILITY
Teacher recognizes “teachable moments” and adapts to new
situations that arise, and accepts correct alternative answers.
CHECKPOINTS FOR STUDENT LEARNING
Teacher stops periodically during lesson to evaluate learning and
adjusts material and pace accordingly.
STAYING ON THE TOPIC
Teacher sticks to the subject at hand and doesn’t wander off topic.
WAIT TIME
Teacher allows several seconds of quiet time for learners to respond.
MULTI-LEVEL CLASSROOMS
Teacher recognizes and manages different levels in the classroom.
1. What part(s) of the lesson worked particularly well?
2. What part(s) of the lesson worked less well?
3. What would be your recommendation to the teacher regarding the lesson?
4. As an educator yourself, what did you gain from this observation to take it to your own classroom?
