1
Name of Demo Teacher: Andrie D. Gonzales
Name of Evaluator/s: Hannah G. Villamor Grade given by evaluator: 92
CONTINUE
Complete preliminaries (prayer, greetings,
attendance)
Very teacher-like
The teacher shows eagerness to communicate
with their students in English
The pronunciation is good/ the teacher is well-
spoken with a well-modulated and clear voice.
The teacher shows mastery of the content and
were able to answer the questions clearly.
The teacher used good bullet points in the PPT
which makes it easier for the students to
understand the content.
The teacher utilized a good virtual background
with their name and subject on it.
The activity was engaging and explicitly shows
relation to the topic. However, the teacher may
use more challenging statements instead of the
obvious to add up to the excitement.
The use of whiteboard is commendable, especially
during the analysis phase.
Grade Level: 7 Topic: Statements of Fact and Opinion
Grade Level: 7 Topic: Statements of Fact and Opinion
Date: April 6, 2024
AVOID
Paraphrase or probe your questions when you
notice that your students cannot answer your
question. Do not repeat the same question.
Give a hint or clue that you think would help the
student to answer your question.
Dead air is evident. You may call other student
and get back to that student you firstly called to
avoid dead air and consuming your time.
You could have utilize the word “fact” directly.
For an instance is the other term for fact to get the
term “truth.”
You unconsciously stated the word “truth” and
your facial expression tells us that you were
surprised. You could have used it as a hint.
The value “love of truth” was not really stated.
Though “truth” was answered by your student.
You could have asked them further to get this
value. For example, “what character does it show
when a person always seeks to know the truth?”
According to some English majors, you may use
your mother tongue when the situation tells you.
For example, when you think that using native
language makes the concept less complicated.
Avoid calling the same students. And you may
also utilize randomizer when you think that
students are unresponsive.
Give more contextualized, realistic, and timely
examples, especially on discussing the
importance of distinguishing facts from opinion.
And ask them to give other importance as well.
When students give repetitive examples just like
when one student used an example similar to the
answer of their classmates earlier, ask them to try
giving different examples.
 2

NOT
VALUES INTEGRATION RUBRICS OBSERVED REMARKS
OBSERVED

1. Observed clear connection between the value and the /

topic.
2. Used good processing questions. Can still be
/ improved and
be simplified

3. Value was elicited from the students. The value was

not explicitly
/
stated by
students.

4. Value was integrated naturally and creatively. The value was

integrated even
/
during the
discussion.

5. Value integration was successful or unsuccessful. / Successful

HANNAH G. VILLAMOR
Evaluator’s Name and Signature