Teaching to Learn, Learning to Teach

FIG. 8.7 (Continued)

25. Am I sure that a student really understands what she or he says?


26. Do I help a student to correct his or her mistakes and misunderstandings or do I
    merely reveal them?


27. Have I learned to question effectively? Do my questions reach and stimulate all in the
    class? Are they clear, simple in phrasing, and always addressed to the entire class?
    Do I call on the slower and the normal students, or do I usually direct my questions to
    the bright students?


28. Do I insist on proper answers addressed to the class? Do I permit the class to answer
    in concert?


29. Do I check, through questioning, to see whether students really understand what I
    say? Do they really understand how to perform the required operations in any job?


30. Do I make definite and regular assignments and do I hold my classes strictly account-
    able for the preparation of such work?


31. Do I always make sure that my students are ready and prepared for the new assign-
    ment?


32. Am I in full control of my group at all times? Do I know what each student is doing?
    Do I see and hear all that goes on?


33. Do I stand while teaching? Do I move about the classroom occasionally?
    34.Do I measure the success of my teaching by what my students know and do as the re-
    sult of having worked with them—not by my prior record?

JOIN THE CONVERSATION—EVALUATING YOUR PERFORMANCE

Questions to Consider:

1. I have argued that teachers need to empathize with students and have a sense of “mis-
   sion” to be successful. Would you add these qualities to this list? Why?


2. Which of these questions do you consider most important for evaluating the perform-
   ance of a teacher? Select five and explain your choices.


3. Which of these areas are your greatest concerns as you prepare to become a teacher?
   Select three and explain your choices.
   4.Which of these areas or questions would you drop as of limited importance for evaluat-
   ing the performance of teachers? Explain your choices.

SECTION G: CLASSROOM OBSERVATION FORMS

The observation forms that follow are designed help preservice, student, and beginner
teachers focus on what is taking place in a classroom and assess a teacher’s performance
based on the involvement of students in a lesson. Ask other teachers if you can use the form
while observing their lessons and videotape and assess your own performance.

ASSESSMENT 221