Beginner (1) Developing (2) Expert (3) Score
1 TPR Rarely or never used TPR for classroom commands and new content. Actions were clumsy or unclear. TPR was often given to show classroom commands or teach new content. Actions were intuitive but not consistently used throughout the lesson. TPR was always or almost always used to give classroom commands and teach new content. Actions were intuitive and consistent.
2 Rate of Speech Rarely or never speaks at a slow rate and blends words together. Often speaks at a slower rate with clear pauses between words. Always or almost always speaks at a slow rate with clear pauses between words.
3 Appropriate Language Frequently used language that did not support language goals, or that was too complex for a beginner level student. Usually avoided language that wasn’t necessary for learning goals, or seldom used language that was too complex. Always or almost always avoided language that wasn’t in line with lesson goals. Language that was used was simple and could be supported by TPR.
4 Repetition Frequently had the student repeat new content just once or did not utilize strategies to keep repetition interesting. Had the student practice new content only 1-2 times or practiced 3 times but failed to consistently use a variety of repetition strategies to keep instruction interesting. Always or almost always guided the student to practice new content at least 3 times. Practice was varied and interesting.
5 Teaching Tools Incorporated 1 or less props or teaching tools into the lesson. Incorporated 2 props or teaching tools into the lesson. Incorporated at least three props or teaching tools into the lesson.
6 Scaffolding Activities did not have appropriate scaffolding; Modeling was not always done, or practice with support was not offered. Some activities showed appropriate scaffolding through modeling, teacher supported practice, and independent practice. All activities showed appropriate scaffolding through modeling, teacher supported practice, and independent practice.
7 Encouraging Output Rarely paused in between questions and classroom commands, or student was not encouraged to use full sentences outside of lesson objectives. Often paused in between questions and commands. Student was encouraged to speak at least one full sentence outside of lesson objectives. Always or almost always paused between questions or commands. Student was encouraged to speak at least two full sentences outside of lesson objectives.
8 Praise and Rewards A reward system was not used, or praise was seldom given. A reward system was used but was delivered ineffectively or with poor energy, or praise was given though not consistently. An age appropriate reward system was used. Praise and rewards were consistent, and energy increased while giving praise or rewards.
9 Positive Correction Teacher failed to find an area to demonstrate correction or was too direct in pointing out student mistakes. Teacher corrected student in at least one area, but emphasis on the mistake was not clear or tactful. Teacher corrected student in at least one area in a clear but tactful manner.
10 Creating a Classroom Teacher is not well framed in the video so that props and gestures are not fully visible, and there are often distracting noises or issues with lighting. Teacher is not well framed in the video so that props and gestures are not always fully visible, or there are sometimes distracting noises or issues with lighting. Teacher is well framed in the video so that props and gestures are clearly seen. Atmosphere is noise-free and well lit.
Total Score
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