Guidelines for Teaching demonstration of ELJMC Student Teachers

1. A demonstration of teaching skills is an open event observed

by an assessment committee composed of Eduardo L. Joson
Memorial College's Department of Teacher Education (ELJMC -
DTE) Practice Teaching committee and the respective
Cooperating Teachers (CT) and/or Department Heads of each
Student Teachers (ST). Other STs are not allowed to observe
each other's demonstrations.
2. STs should submit to their coordinators the topic, target
learners, and the language of the demonstration of teaching
skills at least a week before their scheduled final
demonstration. The demonstration will be assessed based on
the attached Classroom Observation Tool (COT), which the ST
should read when preparing their demonstration.
3. The STs must provide at least four copies of any slides or
assignment papers used in the demonstration. They must also
distribute copies of their lesson plan following the
Department of Education's Detailed Lesson Plan (DLP) format.
Also, each ST is expected to print the guidelines and the
Classroom Observation Tool files one each member of the
assessment committee.
4. The total duration of the demonstration is at most 60
minutes, during which time any questions from the learners
must be taken and a final discussion completed. The STs are
personally responsible for using the allocated time.
5. The teaching skills of each ST are assessed as a whole,
taking into account pedagogical training and thinking, the
development of teaching, the ability to produce learning
material, and other teaching merits.
6. After the teaching demonstrations, the CTs and the
Coordinators will share information, provide feedback, and
encourage the student teacher to reflect on the lesson to
build his/her capability.
 Classroom Observation Tool

Student Teacher’s Name: _________________________________

Time and Date of Evaluation: ________________________________
Subject and Grade level Taught: _____________________________
Cooperating Teacher: ________________________________________

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Directions. This Classroom Observation Tool was anchored from the

Philippine National Research Center for Teacher Quality based on
Philippine Normal University (PNU-NRCTQ). Based on the tool, the
following are the expected observable characteristics of Pre-
service Teachers who are required to be in Career Stage 1,
Beginning Teachers as a response to the Philippine Professional
Standards for Teachers. Beginning teachers should possess the 3
sets of Priority Indicators within the level of performance,
“organizing to applying” (NRTCQ, 2019). Please put a checkmark on
the level which corresponds to the observable performance shown
by the pre-service teacher. The COT rubric from PNU-NRCTQ is
attached to serve as a guide in the evaluation.

1- Not evident
2- Building
3- Organizing
4- Developing
5- Applying

Indicator Set 1. Application of Content Knowledge and Pedagogy in

the teaching-Learning process

No. Indicators 1 2 3 4 5
1 Apply knowledge of content within and
across curriculum teaching areas
2 Apply a range of teaching strategies to
develop critical and creative thinking, as
well as other higher-order thinking skills
3 Select, develop, organize and use
appropriate teaching and learning
resources, including ICT, to address
 learning goals
4 Design, select, organize and use
diagnostic, formative, and summative
assessment strategies consistent with
curriculum requirements
5 Use strategies for providing timely,
accurate, and constructive feedback to
improve learner performance
6 Apply a range of successful strategies that
maintain learning environments that
motivate learners to work productively by
assuming responsibility for their own
learning
7 Manage learner behavior constructively by
applying positive and non-violent
discipline to ensure learning-focused
environments
8 Use differentiated, developmentally
appropriate learning experiences to address
learners’ gender, needs, strengths,
interests and experiences
9 Plan, manage and implement developmentally
sequenced teaching and learning processes
to meet curriculum requirements and varied
teaching contexts

Indicators Set 2. Student Diversity and Classroom Management

No. Indicators 1 2 3 4 5
10 Plan, manage and implement developmentally
sequenced teaching and learning processes
to meet curriculum requirements and varied
teaching contexts
11 Display proficient use of Mother Tongue,
Filipino and English to facilitate teaching
and learning
12 Use effective verbal and non-verbal
classroom communication strategies to
support learner understanding,
participation, engagement and achievement
13 Establish a learner-centered culture by
using teaching strategies that respond to
learners' linguistic, cultural, socio-
 economic and religious backgrounds
14 Design, adapt, and implement teaching
strategies that are responsive to learners
with disabilities, giftedness, and talents
15 Manage classroom structure to engage
learners, individually or in groups, in
meaningful exploration, discovery, and
hands-on activities within a range of
physical learning environments

Indicators Set 3. The Responsive Learning Environment

No. Indicators 1 2 3 4 5
16 Ensure the positive use of ICT to
facilitate the teaching and learning
process
17 Maintain supportive learning environments
that nurture and inspire learners to
participate, cooperate and collaborate in
continued learning
18 Plan and deliver teaching strategies that
are responsive to the special educational
needs of learners in difficult
circumstances, including geographic
isolation; chronic illness; displacement
due to armed conflict, urban resettlement
or disasters; child abuse and child labor
practices
19 Adapt and use culturally appropriate
teaching strategies to address the needs of
learners from indigenous groups
20 Establish safe and secure learning
environments to enhance learning through
the consistent implementation of policies,
guidelines, and procedures
21 Maintain learning environments that promote
fairness, respect, and care to encourage
learning

___________________________
Observer
Classroom Observation Tool
 Observation Notes Form

Observer: ________________________________ Date: ______________

Teacher Observed: ________________________ Time Started: ______
Subject and Grade Level Taught: __________ Time Ended: _______
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Directions. Write your observation on the teacher’s classroom

performance in the space provided.

_______________________________________
Signature over Printed Name of Observer