UNIVERSITY OF IBADAN, NIGERIA
Department of Teacher Education
Professional Practice Observation
Record (200 Level)
For use in the
Faculty of Education
Name:_
Department:
Matric Number:
UNIVERSITY OF IBADAN, NIGERIA
Department of Teacher Education
Professional Practice Observation
Record (200 Level)
For use in the
Faculty of Education
© Copyright Department of Teacher Education
University of Ibadan.
First Printing, January 2000
All Copyright reserved.
No part of this publication may be used without written permission from the
Department of Teacher Education, University of Ibadan, Nigeria.
DEPARTMENT OF TEACHER EDUCATION
UNIVERSITY OF IBADAN PROFESSIONAL
PRACTICE: TEE 205
For all Faculty of Education Students
INFORMATION TO ALL SECOND YEAR (200L) STUDENTS
The practice consists of:
(a) observing two teachers in action in your major subject area in any three
schools of your choice.
(b) observing a teacher twice making a total of six (6) observations.
(c) grading the teaching using the assessment forms contained in this record
book.
(d) writing a comprehensive report on the observations made.
OBSERVATION
1. The minimum period allowed for observing teachers in action is two (2)
weeks.
2. Every student must observe six lessons during this exercise.
3. The class teacher observed and the school principal must endorse your
observation Record form on each date you observe a lesson. The Record
Form is included in this book.
4. You will collect a letter of introduction which you must present to the
appropriate school authorities whenever you visit.
GRADING
1. One copy each of two assessment formats and Entry Forms are provided in
this record book.
2. Study the assessment sheets very carefully before use. Note all the skills
that are critical to classroom interactions.
3. Score the teacher objectively according to your perception of his/her
performance on the skills.
4. At the end of this exercise, comment on the comparability and suitability of
the two assessment formats used.
5. Study the school factors (e.g. laboratory, equipment, library, playground,
class size, and other available facilities).
REPORTING
(a) At the end of the exercise, you must submit your report to your faculty
coordinators in the department of Teacher Education.
(b) Your report must focus particularly on the following sub-headings.
(i) Teaching Techniques (15)
(ii) Interactions with Students (15)
(iii) Interaction with Materials (15)
(iv) Personal and Professional Attributes (15)
(v) Suitability and Comparability of Assessment formats (10)
(vi) School conditions in relation to the teaching of the subject under
Review (15)
(vii) Suggestions for improving the teaching of this subject (15)
Total 100
(c) Each report must be typed with double spacing. The full report must not
be less than three and not more than five quarto pages.
(d) The report must be submitted and not later than the third week after
professional practice observation.
The faculty wishes you a successful exercise.
Coordinator
TEACHER EDUCATION DEPARTMENT
FACULTY OF EDUCATION
UNIVERSITY OF IBADAN
TEE 205: PROFESSIONAL PRACTICE
……………………………….. Session
OBSERVATION RECORD FORM
Sir/Madam:
Kindly confirm whether the bearer, whose particulars are shown below observed a
lesson in his subject area for the full period indicated on your school time-table and
on the dates stipulated in the record below.
Thank you.
…………………………………………………………………
Head, Department of Teacher Education
Date:---------------------------------------------
STUDENT’S NAME: ……………………………………………………………………………..
MATRIC No.:……………………………………….. DEPT: …………………………………
SUBJECT(S) OF SPECIALIZATION: …………………………………………………………
S/N Date of Name of Subject & Period Teacher’s V.P./Principal’s
Observation Teacher Class Signature Signature/Schools’
Observed Stamps
1.
2.
3.
4.
5.
6.
FACULTY OF EDUCATION
UNIVERSITY OF IBADAN
TEACHING PERFORMANCE ASSESSMENT SHEET
1. Name of Student:
Matric No.:_ Dept.:_ Year of Study:
Major Teaching Subject:_ Date:
2. Name of Teacher Observed:_
Subject Taught:_ _Period: _Class:_
Topic:_
_
ITEMS/LESSON FEATURES Max Score Scores Remarks
1. PREPARATIONS
Does the teacher have lesson notes?
Are objectives stated in measurable terms? 5
Are there logically related steps? Any
evidence of evaluation at the lesson notes?
2. MAKING LEARNERS READY
How did the teacher start the lesson?
Did he, through questioning, proceed from 5
the known to the new lesson?
3. GRADING
Is the content appropriate to the level of the
pupils? Is the content sufficiently 5
sequenced?
4. PROGRESSION
Does the teacher make his/her lesson
progress logically so that one idea leads to 5
another until conclusion?
5. COMMUNICATION
Does the teacher show the ability to teach
his pupils? Does he use appropriate words? 10
Does he avoid distracting mannerisms
ITEMS/LESSON FEATURES Max Score Scores Remarks
6 TEACHER-PUPIL INTERACTION
Does the teacher use appropriate
techniques to make pupils actively engaged
in the lesson? Does he use questions
requiring various levels of performance of 15
skills? Are they answerable and well
distributed? Do pupils ask questions or are
they listeners?
7. PRAISES AND REWARDS
Does the teacher praise or reward good
performances? Does he use cues to indicate
when answers are wrong and encourage
5
pupils to improve on poor performance?
8. CLASSROOM ATMOSPHERE
Does the teacher manage the class during
his/her lesson skillfully and render it
15
conducive for learning to take place?
9. INSTRUCTIONAL MATERIALS
Does the teacher use teaching Aids? Are 10
they appropriately put to use?
10. SUBJECT MASTERY
Does the teacher show through his teaching
that he is a master of what he wants his/her
15
pupils to learn?
11. ASSIGNMENTS
Does the review of a sample of pupils’
exercise books show that the teacher gives
5
regular assignments? Does he/she review
them?
12. TEACHER DEMEANEUR
Does the teacher conduct him/herself in a
manner expected of a teacher? Does he/she
dress simply but neatly that his/her dressing
does not cause distraction either to students 5
or to him/herself? Has he/she confidence in
him/herself?
TEACHING PERFORMANCE ASSESSMENT ENTRY FORM
Matric No. Name of School Date of 1 2 3 4 5 6 7 8 9 10 11 12 Total Comment Average
Teacher Observation Score Score
Observed
1st
Observation
1
2nd
Observation
1st
Observation
2
1st
Observation
3
2nd
Observation
Name of Student-Teacher:
Matric No: Department:
Signature:
TEACHER EDUCATION DEPARTMENT
FACULTY OF EDUCATION
UNIVERSITY OF IBADAN
CLASSROOM INTERACTION ASSESSMENT SHEET
1. Name of Student:
Matric No: Dept: Year of Study:
Major Teaching Subject: Date:
2. Name of Teacher Observed:
Subject Taught: Period: _Class:
Topic
Teaching Techniques
1. Evidence of well planned and internally consistent 1 2 3 4 5
lesson (clearly outlined, sequenced and related to
objective).
2. Variety and Effectiveness of procedures 1 2 3 4 5
3. Skill in questioning (Type, frequency, relevance, 1 2 3 4 5
distribution, ability To motivate answerability).
4. Use of lecture/demonstration/individual activity/ 1 2 3 4 5
discussion/illustration/other teaching techniques
5. Evidence of subject mastery 1 2 3 4 5
Interaction with Students
6. Provision for individual differences (students are 1 2 3 4 5
active, attentive, show evidence of comprehension
and so on).
7. Ability to elicit student response and enthusiasm 1 2 3 4 5
8. Ability to elicit varied level of thinking/actions 1 2 3 4 5
9. Encouragement of self direction and independent 1 2 3 4 5
thinking
10. Maintenance of discipline based on respect and 1 2 3 4 5
understanding: attentive, alert to incipient problems:
maintains control even under informal conditions
Lesson Features
11. Praises and rewards students appropriately 1 2 3 4 5
12. Assignment and evaluation of given task 1 2 3 4 5
Interaction with Materials
13. Preparation, use and appropriateness of learning 1 2 3 4 5
Materials
14. Use of Chalkboard/duplicated instruction/lesson notes 1 2 3 4 5
15. Use of text equipment/other learning aids 1 2 3 4 5
Personal and Professional Attributes
16. Skill in communication (voice projection, diction, correct 1 2 3 4 5
language usage, avoidance of distractive mannerisms
17. Sensitivity to students’ interest and needs 1 2 3 4 5
18. Poise and appearance dressing (confidence, competence) 1 2 3 4 5
19. Intellectual curiosity enthusiasm, resourcefulness, 1 2 3 4 5
ingenuity
20. Understanding of principles of learning (e.g. influence of 1 2 3 4 5
Age, sex, cultural background on behaviour).
TEACHER EDUCATION DEPARTMENT
UNIVERSITY OF IBADAN
TEE 205: PROFESSIONAL PRACTICE ……………………………
Observation Assessment Entry form
Teacher School Date of LESSON FEATURES/SKILLS Assessment
TOTAL
observation Format used
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Name of Student-Teacher:
Matric No.: Department_
Signature:
