Criteria for evaluating lesson effectiveness- 123docz.net

CHAPTER 1: LITERATURE REVIEW 1.1. Effective teaching

1.4. Criteria for evaluating lesson effectiveness

The criteria for evaluating lesson effectiveness have been discussed by lots of researchers in language teaching. Martin (2005) focuses on teachers’ instructional methods, their mastery of subject matter knowledge and their classroom management skill when measuring lesson effectiveness. According to him, a lesson is considered as effective if teachers:

- strive to motivate and engage all their students in learning.

- acknowledge individual differences and devise a range of practice activities and presentation strategies to suit their abilities and learning styles.

- use a range of pedagogies in teaching.

- encourage student responsibility.

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- have mastery of their teaching content.

- provide a safe environment in which students are encouraged to take part in every learning activity with comfort.

- monitor progress and provide feedback for students to make progress in their learning.

- build positive relationships between teachers and students.

In a similar vein, Davies and Pearse (2000) focus on the teachers’ knowledge of language, their command of practical English, students’ needs and their practice for language use. According to them, successful teachers usually:

- have a practical command of English, not just a knowledge of grammar rules.

- use English most of the time in every class, including beginners’ classes.

- think mostly in terms of learner practice, not teacher explanations.

- find time for really communicative activities, not just practice of language forms.

- focus their teaching on learners’ needs, not just on “finishing the syllabus or course book”

According to Kerby et al. (2002), in order to yield successful lessons, teachers have to show some qualities. They should:

- have the ability to motivate and inspire students in diverse ways.

- prepare students for the role of life-long learners.

- be familiar with multiple instructional techniques.

- use effective visual aids.

- incorporate means of generating interest in the classroom.

- avoid interrupting the students, acknowledge students with appropriate feedback.

Several researchers have brought forward the criteria for an effective lesson based on student-centered approach. According to this approach, students take a central role in learning process. Thus, a lesson is deemed effective when teachers focus on learners and their learning. Chickering and Gamson (1989) emphasize what teachers need to do to better students’ learning outcome. Their criteria for an effective lesson mostly focus on learners. Teachers’ performance is measured by their ability to:

- encourage students

- encourage co-operation among students - encourage active learning

- give prompt feedback

- emphasize time on tasks so that students have enough time for their practice of new language items

- communicate high expectations so as to encourage students to make effort in their learning

- respect diverse talents and ways of learning

Ur (1996) also provides some criteria which mostly focus on student learning. The criteria are as follows:

- The class seemed to be learning the material well.

- The learners were engaging with the foreign language throughout.

- The learners were attentive all the time.

- The learners enjoyed the lesson, were motivated - The learners were active all the time

- The lesson went according to plan

- The language was used communicatively throughout

Doff (1988) suggests a set of criteria for evaluating lesson effectiveness in the forms of questions. His criteria focus on the aim and procedures of the lesson, teacher’s instruction and class management skill, their teaching manner, their use of visual aids and student learning:

- Is the aim of the lesson clear?

- Does the teacher write clearly on the board?

- Do students participate actively in the lesson?

- Does the teacher do a variety of activities?

- Are the stages of the lesson clear?

- Does the teacher have clear pronunciation?

- Does the teacher use visuals appropriately?

- Does the teacher speak naturally?

- Does the teacher encourage students to ask questions?

- Does the teacher encourage real use of language?

- Does the teacher seem interested in the lesson?

The document of the ELTTP project, which was implemented from 1998 to 2002 with the objectives of improving teachers’ teaching skills, goes into much detail when bringing

forward the criteria grouped in four main aspects for evaluating lesson effectiveness. The criteria include Teaching the lesson, Management and Control of the class, Student learning and Involvement, Teacher’s manner and Use of English. Following are the indicators of the criteria:

+ As for Teaching the lesson, the teacher is expected to:

- start the lesson clearly and provide clear stages to the lesson

- use the lesson plan appropriately with appropriate timing of the activities.

- use a good balance of English and Vietnamese

- The activities used are successful with the use of a variety of media, blackboard and other visuals

- Use a variety of questioning strategies and apply several techniques to deal with errors

+ In terms of Management and Control of the class, the teacher should

- monitor the class, maintain eye contact with the class and respond to students - use a variety of work arrangement

- elicit from the students; make sure his voice level is loud enough

+ As for students learning and involvement, teacher’s performance is measured for his ability to

- establish a rapport with the students, involve them in every activity of the lesson and keep them interested

- maintain a good balance of teacher talking time and student talking time

- consider the feelings of the students, encourage them with their learning and praise for their effort.

+ As for Teacher’s manner and Use of English, the teacher is highly appreciated when he:

- seems relaxed and confident

- is flexible to suit a particular situation.

- gives a good model of English

Criteria for evaluating lesson effectiveness

Teachers’ interpretation of MOET’s evaluation criteria

Teachers’ suggestions about criteria for an effective lesson