PEER EVALUATION RUBRIC

3 points
It starts on time and all the
students are ready waiting the
English teacher. The English
teacher is also on time.

Classroom management

2 points

1 point

It starts more or less on

time.

It doesnt begin on time. Its

kind of chaotic the subject
changing.

The teacher starts with a specific

opening activity.

It starts with the same

activity, but that one is not a
specific opening activity.

It starts the lesson with any

specific thing.

The teacher explains the main

objectives at the lesson, what
are they going to learn in that
session and how they are going
to procedure.

The teacher only explains

what are they going to work
in the session.

The teacher starts the

lesson with any
introduction.

The teacher knows more or

less the contents but,
sometimes makes some
mistakes or doubts about
what is he/she explaining.

He/she doesnt dominate

the contents that are
explaining. Its not the area
of this teacher who is given
that lesson.

COMMENTS

Way of teaching. The

teachers role

The teacher knows and

dominates all the concepts
he/she teaches. The teacher
explains everything correct, with
any mistakes and she/he no
doubts about what is he/she
explaining.
The teacher makes
herself/himself understood to
the pupils. She/he adapts her/his
English level to the students. If
its necessary, she/he speaks in
their mother tongue. The lesson
is un spanglish-catanglish
Give the opportunity to the
children to express themselves.
The teacher takes the

The teacher always speaks

in English. Only in a specific
moments (when she/he
refers to important thing
referred to the children
development. ex: go to the
toilet)
The teacher let the pupils
express themselves but
she/he didnt ask for their

She/he always speaks

English even the students
get lost in many things they
are working in.
The teacher doesnt give
spaces to the children in
order to express what they

interventions of the pupils to

continue with the activities.
He/she follows their interest.

opinions or interventions.
She/he doesnt benefits their
contributions to improve the
lesson or to continue with
their interests.

want. They are not able to

talk in class.

The teacher always uses the

same support for all the
activities.

She/he doesnt use any

support. The teacher only
explains in an oral way.

COMMENTS

Supports used by the teacher

The teacher uses several kinds

of supports. He/she prepares the
support according with the
activity. The supports are
combined.
The teacher leaves the material
in class for the students in order
that they can remind the lesson
when they want.

The teacher keeps the

support material with
him/her.

The children can manipulate the

support during or after the
activity.

The students cannot have

the material anymore when
the teacher closes the
activity.

The material is only for

show during the class. The
students cannot access to
the material, they can only
see it.

They are consistent, significant

and they come from a particular
context that the children know.
The activities have connections
between them.

They are consistent,

significant, but they dont
come from any real context.
The students understand
them as independent
activities between them.

The activities are sporadic.

They dont have continuity.
They are completely
unconnected. The activities
dont have any signification
to the students.

The students understand the

activities, which are in the
appropriate level for them. They
have different ways to show if
they have understood the
contents. If its necessary, the
teacher adapts the activities to
everybody who needs it.

The activities are in the

appropriate level. But the
students only have one way
to express if they have
understood the contents.

The activities are too easy

or too complicate to the
students. They dont
understand what they have
to do.

COMMENTS

Activities

COMMENTS

They students are motivated and

they participate in all the
activities.

Students role

They are all included in the

class. No one keeps outside from
the group because of his
abilities/capacities.

The students have the

opportunity to experiment, try
and participate at class.

The teacher thinks she/he

could encourage more to the
children. They are only
paying attention at the
beginning of the class.
Some of the students dont
keep attention because they
dont understand what are
they doing. The supports
that the teacher offers
exclude some of the pupils
of the participation.
The students dont have the
opportunity to participate
always. They can only
experiment and try if the
offer themselves to be a
volunteers.

The students dont enjoy

with what the teacher
proposes. They dont
participate into the activity.

No one follows her/his

lessons. The students are
lost all the class.

The students listen to the

teacher and make
individually tasks. They
dont have the opportunity
to share the knowledge.

COMMENTS

Interactions in class

The teacher creates situations

where the students have to
interact between each others.
She/he creates also situations
where the students interact with

The interaction is only

developed between teacher
and students. The students
dont interact between them
to talk in the activities.

The teacher doesnt create

situations where the
students need to interact
between then and with the
teacher neither.

the teacher.
Responds to changes in student
attentiveness with comfortable
transition of teaching strategies

COMMENTS

Responds to changes in
student attentiveness

The teacher doesnt

respond to changes in
student attentiveness.
She/he keeps doing her/his
planning.