3 = Excellent

2 = Good

1 = Needs Improvement

 1. I treat my students with the same respect that I expect them to show me.

 2. I like to teach and have a good time teaching.

 3. I keep cultural background of my students in mind when planning daily activities and am aware of cultural misunderstandings which might arise from the activities I choose.

 4. I am aware that my students learn differently. Some students are visual-receptive, some are motor-receptive, and others are audio-receptive.

 5. I observe other teachers to get ideas and compare them to my teaching style.

 6. I make the content relevant and meaningful to my students' world.

7. I use materials relevant to my students' needs and level.

8. I establish good eye contact with my class. I do not look over their heads, at the chalkboard or at a single individual.

9. I keep up-to-date on new techniques in my area of teaching by attending conferences and workshops and by reading pertinent professional articles and books.

10. I use a variety of techniques to provide for varying learning styles and abilities.

 11. When I need special materials or equipment, I have them set up before class begins.

12. I divide my students into small groups in an organized manner. I recognize that these groups should differ in size and composition, varying with the objective of the group activity.

13. My handwriting on the chalkboard and charts is legible from all locations in the classroom. It is large enough to accommodate students with vision impairments.

14. I speak loudly enough to be heard in all parts of the classroom and enunciate clearly.

15. I vary the exercises in class, alternating rapid and slow-paced activities, to keep up maximum interest level in the class.

16. I let students use new skills or concepts long enough so that they can retain and apply them in the future.

17. I am aware that students' attention span vary from day to day based on mental and physical health and outside distractions. I pace my class activities to accommodate their strengths. I do not continue with activities that may exhaust or bore them.

18. I try to challenge students who are at their best.

19. I tell students when they have done well, but I do not let praise become mechanical.

20. My tests are well-planned and well-produced.

21. I make my grading system clear to my students so that they do not misunderstand what I expect.