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The evaluator gave the demo teacher a grade of 96% and commended her mastery of content, well-groomed appearance, and ability to engage students. Areas for improvement included minimizing use of Tagalog during math lessons and maximizing use of the whiteboard. The evaluator praised the teacher's student engagement, tone of voice, and manner of feedback. Suggestions to avoid included direct writing on the projector and shifting discussion too rapidly. Overall, the evaluator felt the teacher was doing a good job of making math more enjoyable for students.

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59 views6 pages

Continue Avoid Form

The evaluator gave the demo teacher a grade of 96% and commended her mastery of content, well-groomed appearance, and ability to engage students. Areas for improvement included minimizing use of Tagalog during math lessons and maximizing use of the whiteboard. The evaluator praised the teacher's student engagement, tone of voice, and manner of feedback. Suggestions to avoid included direct writing on the projector and shifting discussion too rapidly. Overall, the evaluator felt the teacher was doing a good job of making math more enjoyable for students.

Uploaded by

api-652108329
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Name of Demo Teacher B: Sarah Leanne V.

Ramos__ Date:_ ___

Name of Evaluator/s: __Raychelle Ann A. Gallo__ Grade given by evaluator: __96__

CONTINUE AVOID

● The mastery of content was evident! ● Messy board work. You can maximize
Keep it up so you will be confident in the whole board from left to right. :)
● Avoid speaking in Tagalog/Filipino
teaching your students.
● especially when teaching mathematics.
Well-groomed! Remember that the best
visual aid in the classroom is the teacher. You did a good job because you also
● used English but please make the
You made your students engaged! Keep it
up! Filipino minimal. Use it when you want
●
Good and modulated voice! ● to emphasize concepts.
Art of questioning can be improved.

Grade Level: _7_


Assessor′s Name and Signature

Name of Demo Teacher B: Sarah Leanne V. Ramos__ Date:_ ___


Name of Evaluator/s: John Michael Estillore Grade given by evaluator: 95% Grade
Level: _7_

CONTINUE AVOID
Students’ Participation 1. Board Work
• The level of teacher-student engagement • To help students to take better notes,
is great especially when students are refrain from writing directly on the
given the chance to ask questions, get projector's screen.
answers, and contribute to the lesson in • To make it more aesthetically pleasing
some other way. and simple to follow and understand,
board work or board utilization must
• Students' responsiveness and lack of
begin on the left side of the board and go
passivity are visible throughout the
to the right, do not start in the center.
discussion due of the teacher's great
• Avert writing on the board that will
facilitation of their participation.
obstruct the students' view. (Practice
Stage-Blocking)

2. The Teacher 2. Art of Questioning


• As far as you can, try to avoid asking
• The teacher's tone of voice, posture, questions that the students will respond to
grooming, and attitude in front of the in chorus, particularly since some of them
class are all good, and it notably helped to will just repeat the majority's response. It
foster a pleasant learning environment. is best to ask a student or students who
• The manner the teacher provided helpful have an answer that differs from the
feedback also made students feel more at majority, if these inquiries cannot be
ease while asking and responding to avoided.
questions. The teacher may ignite an • Do not ask questions like "ano pa?"',
enthusiasm of mathematics in the when doing operations, particularly when
enquiring about the students'
students.  Although the teacher's use of
comprehension of the problem at hand, as
time is commendable, it could be this will serve as a clear indication to
improved because it sometimes seems them that you are looking for further
like the discussion shifts too rapidly. responses. Because it is more admirable
if students themselves figure out how to
utilize certain operations in a particular
3. Activities and Instructional Materials situation. By posing questions that will
encourage them to ponder, you can
• Regarding how well the motivational encourage them to continue exploring the
activity relates to the subject, it is problems rather than pressuring them to
commendable. come up with an immediate solution and
• It is clear that the teacher used answer.
inventiveness when creating her 3. Classroom Management and Teacher’s
educational materials, and this should Personality
continue. • Avoid starting an activity or a discussion
without setting ‘house rules” because
It is clear that a lot of students dislike sometimes during the teaching-learning,
mathematics because of its complexity, and the students are a little rowdy or preoccupied
concept of problem-solving may only make them with something other than the lesson.
despise it more. However, the way the teacher  Avoid mannerisms as much as you can,
involved the students in the lesson and gave them especially ones that the students could
the right reinforcements is very commendable find a little bit distracting, such fixing
because it might alter students’ negative hair and fixing the microphone.
perceptions of the subject and even of
mathematics teachers. Because it is really It can be difficult to teach problem-solving since
difficult to learn mathematics if the students don't it requires more than simply mathematics; for
want the teacher from the start. instance, it also requires students' reading
comprehension. Avoid asking the students
directly about the question or questions that the
problem poses after by just reading the problems
to them aloud. Graphics and drawings must be
used to better explore the problem and make it
more understandable, take-note that they are just
Grade 7. The problem should also be translated
into Filipino, if necessary but not advised.

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