Visting the Teacher at Work

Material Information

Visting the Teacher at Work
Series Title:
Lincoln High School, 1915-1991
Physical Description:
4 sheets
Physical Location:
Box 7
Folder 7


Subjects / Keywords:
Performance--Evaluation ( fast )
African American educators ( fast )
checklists ( aat )
Spatial Coverage:
United States of America -- Florida -- Gainesville


General Note:
Collection name: A. Quinn Jones collection

Record Information

Source Institution:
University of Florida
Holding Location:
UF Special Collections
Rights Management:
Permission granted to University of Florida to digitize and display this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.

UFDC Membership

A. Quinn Jones Collection

Full Text
Checklist for the improvement of teaching in Lincoln High School
Purpose: The purpose of this list is to furnish
a basis for cooperation between the prin.
cipal and the teacher. It is a teaching
devic designed for helping to improve
the teaching technique and evaluate teaohing,
Note: The results of observations of the teacher
at work will be made in the form of a
formal written report of actual situation
occurred, things said or done that were
good or bad, suggestions for improvement,
and a copy given to the teacher. After which the teacher should plan for a conference with the principal.
1. Pupil interest in subject matter.
2. Physical condition tf room.
3. Attitude of pupils.
4. Pupil activity.
5. Definite teacher aim.
6. Responsiveness dc pupils.
7. Attitude of teachers.
8. General attitude of teachers and pupils.
9, Atmosphere of classroom,
10, Skill in teaching technique.

Visiting thQ Teacher at Wo k
I. Observe the teaching situ ion:
a, Does the teacher care for the physical nooeeds of her
pupils? (lighting, heating, ventilation, oto.)
b. Is the teacher a good manager? (Note care d materials, equipment, orderly arrangement of room),
o. hat typo of discipline is evident? (Compulsion,
cooperation, pupil control, etc.).
d. Does life inside schoolroom reflect and connect
with childlife outside of school?
e. Is there an air of industry in the room?
f, Have any attempts been made toward beautifying the
g. Do conditions provide for abundant life and growth-many interesting things to do and to do with?
II. Observe the pupils
a, Are the children physically cofortabb ? (Are they
neat and clean ad are physical needs cared fori-p
teeth, eyes, etc.).
b. Are they happy?
c. Are they alert and intorestion, a apathetic?
d. Are they in earnest or casual?
es Do they exercise initiative aid self reliance?
f. Are they responsive?
g. Do they show ovidence of good habits or df mastery
of their work and pride in their accomplishment?
h. Do they show good habits in conduct and wrk?
is Have they been trained to evaluate their own work?
j, Are thoy controlled through military discipline or
is there a socialized atmosphere in the room?
k, Are they kind and helpful to each other and to
their teacher, and courteous to visitors?
III, Observe the teacher:
a, Has the to oher a plqising personality? Is she neatly and
attractively dressed? Be.s sh~e a clear miodulated voice? Is
she bright anid failing?. Is sbo courte ous to visitors?
b.Is she friendly or condesouendihg to her pupils?
0, has the teacher poise? Does she give ort3.oneo of good
health? Has aho a sense of humor?
d, Does the teacher appear to have complete control of the
situation? Is she kind but firM?
D, Does sho capitalism small sucoosesa
i'. Does the teacher appear to be master of her subset?
Does she use good English?

Visiting the Teacher at Work
I. Evaluate the lesson as a whole.
a, hat -is the teacher's ultimate purpose? (Roemote aim).
b. What is the toacbcrts ir iate purpose? (Immodiate aim) 0, How does the object m toer of the lesson fit into both?
d. Is the subject rather in h~ronv the Course of Study or
is it adapted to the nods of th-e children?
e. Doss the subjer-t m- ter meet pupls' present and probabb life needs?
f. Does the lesson fstor right methods of study by pupils?
g. Do pupils 1nowt what was expected of them?
h. Do teacher and pupil reach the goal set for this particular lesson
with satisfaction?
II. Evaluate the data furnished to the pupils:
a. IAre the pupils depondont upon a single textbook?
b. Are maps, globes, exhibits, pictures, blackboards, etc. util od
by the pupils?
c. Are. reference books md supplementary texts used as sources d'
material by the pupils?
d. Were comparisons made and illustrations drawn from the pupils'
III. Evaluate the general procedure followed:
a. What is the general type to which the lesson belong?
b. Is the lesson suited to the aim and to the materials?
c. Are the children working consciously toarard a goal?
d. Should the teacher have modified her plan during the lesson
instead of holding to it?
e. VWho is doing the purposing, the planning, the organizing and
the judging of vd ues?
f. WVill those children be able to do tomorrow's work more
IV. Evaluate the Method:
In evory classroom there are two constants--the teacher and the pupils. There are two kinds of activity going on, teaching and learning, It must be remembered that learning is the more important of the two and that teacher and teaching are mere means to an end. Learning is of to kinds--the direct learning which comes from contact with the teacher, incidental learning which takes place by reason of the contact of the pupil with other pupils, with the life of school outside his classroom, with home and school activities and other onterpd ss in which he engages. The teacher's prime duty is to control or direct the child's learning and this control ordiroction is called--Mothod.
Lead the children to learn by doing. Appeal to childish interests. Got pupils in a favorable mind for learning. Boar in mind individual abilities and needs. Use well chosen drills. Build new opqeriences on the firm foundation of old o~poriences.

Visiting tho Toachor at Work
LINCOtN, HIGH SCHOOL Gainosvillo, Florida
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