REFERENCE DOCUMENT FOR GTA OBSERVATIONS

Department of English -- UPRM

Name: ______Ismael Medina

Class: _______3104______________

Observer: Ellen Pratt____________________ Date: _April 8, 2016_____________

Number of students: _______21___ Time Class Started: __8:30_ Time Class Ended: ___9:20______
Directions: Respond to each of the following statements with one of the following:
Y= Observed Behavior, N= Not Observed Behavior, NA= Not Applicable.
Add comments to clarify, expand, or explain.
Y, N, or NA
Statements
Comments
Organization
Y
When class started
1. Took class attendance.
2. Was well prepared for the class.
Y
3. Stated the purpose and objectives of the Y
Told them they were going to start the new
class session.
unit on poetry
4. Presented a brief preliminary overview Y
Reviewed structure and poetic devices
of the content.
5. Made explicit the relationship between y
today's and the previous class session.
6. Defined new terms, concepts and
Y
ON the board. Had them recall basic
principles.
definitions and gave them some new ones
7. Summarized main points.
8. Identified what s/he considered
Y
That students knew the elements of poetry
important.
9. Utilized a variety of instructional
Y
Group, individual and large group
strategies during the class session.
Content and Clarity
Y
Read poem then looked at it line by line
10. Arranged and discussed the content in a
explaining the meaning as he is going on
systematic and organized fashion.
11. Asked questions periodically.
Y
Asks questions about each line of poetry
12. Presented clear and simple examples to Y
Defied and gave examples of vocabulary in
clarify very abstract and difficult ideas.
the poem and other poetic devices
13. Used alternate explanations when
Y
necessary.
14. Explicitly stated the relationships
Y
Related back to elements of fiction from
among various ideas.
when they had read the novel
15. Periodically summarized the most
important ideas.
16. Slowed the word flow when ideas were Y
complex and difficult.
17. Related the day's material to upcoming Y
They ran out of time so you told them you
sessions.
would continue in the next class
Media Usage
Y
Yes, the in class assignment was projected
18. Writing on board/overhead/slides was
on the overhead. Nice job.
legible.

19. Information presented on

board/overhead/slides was organized
and easy to follow.
20. The AV-materials used added to the
students' comprehension of the
concept(s) being taught.
21. The AV-materials were handled
competently (e.g., the instructor did not walk

Y
Y
Y

in front of the image for overhead or slide

projector; the instructor spoke to the class, not
the screen or board; etc.).

Questions
22. Asked questions to see what the
students knew about the topic.
23. Addressed questions to individual
students as well as the group at large.
24. Used questions to gain students'
attention.
25. Paused after all questions to allow
students time to think of an answer.
Questions (continued)
26. Asked probing questions if a student's
answer was incomplete or superficial.
27. Repeated answers when necessary so
the entire class could hear.
28. Received student questions politely and
enthusiastically.
Interaction
29. Addressed students by name.
30. Praised students for good ideas.
31. Established and maintained extensive
eye contact with the class.
32. Listened carefully to student comments
and questions.
33. Provided appropriate feedback.

34. Noted and responded to signs of

puzzlement, boredom, curiosity, etc.
35. Encouraged student questions,
comments, and discussion.
36. Tolerant of other viewpoints.

37. Displayed interest and concern for

his/her quality of teaching.
38. Talked with students after class.
Delivery and Style
39. Voice could be easily heard.
40. Voice was raised or lowered for variety

Constantly asking questions to draw students

out and to find out what they knew

Y
Y
Y
Y, N, or NA

Comments

Y
Y

Yes, good

Very nice

You knew your students by name

Y
Y

Yes, good

Good listener

Yes, you were very helpful with them and

helped them to see relationships in thepoem

Y
Y

Y
Y

Except it seems you wanted them to see your

view of the poem when they need to express
their ideas more

Good voice!

and emphasis.
41. Speech was neither too formal nor too
Y
casual.
42. Rate of speech was neither too fast nor Y
too slow.
43. Varied the pace of the class to keep
Y
students alert.
44. Spoke at a rate which allowed students
time to take notes.
45. Spoke in English with the students.
Rapport, and Enthusiasm
Y
46. Spoke expressively or emphatically.
47. Used appropriate body movement,
Y
gestures, and facial expressions.
48. Extemporaneous delivery of material.
Y
Except you used your notes quite a bit
49. Displayed respect for the students.
Y
50. Was friendly with students, and easy to Y
talk to.
51. Used humor at appropriate times.
Y
52. Students were free to interrupt at any
Y
time.
53. Provided a warm classroom
Y
Students seemed interested and engaged and
environment.
felt free to talk
54. Displayed confidence in self and what
Y
s/he was doing.
Additional Comments:
Good job explaining it. You need to ask more questions
I think you should have spent more time with them trying to figure out the meaning of the poem and
sharing in class first. The writing task would have worked if it had been short and they could discuss it
in class. As it is they could have just done this on their own.
Nice poem to use as a first poem. It offers lots of ideas and things to discuss.

* Adapted by Gayle Griggs from material in Improving Your Lectures from the University of Illinois at Urbana-Champaign;
and from Teachers and Students, Center of Teaching Effectiveness at the University of Texas at Austin.