|
No |
Evaluation"s Elements |
|
1 |
Skill in presentation of lesson and classroom management |
|
Teacher"s ability to attract the attention of students |
|
Control of the classroom and interaction of students |
|
The use of promotional incentives |
|
2 |
Commitment to use the classical Arabic language and clarity of the sound |
|
To avoid the use of colloquial words and expressions |
|
To avoid linguistic errors when talking or writing |
|
The sound clarity and its adequacy for the educational position |
|
3 |
Acquaintance of the scientific knowledge and interest in knowledge growth |
|
To verify the educational bulletins and scientific references and to appoint it. |
|
Attending meetings, courses and active participation in it. |
|
Precision when using scientific terms |
|
The use of reference books and to refer students to it. |
|
4 |
Appropriate distribution of the curriculum"s time |
|
The distribution of the curriculum as directed |
|
Appropriateness of what has been achieved of it |
|
Adherence to the teaching of all the topics in the curriculum |
|
5 |
Completion of the preparation of lesson and its compatibility with the educational basis |
|
Appropriateness of the presentation method |
|
Application questions and its suitability for the period of time |
|
The preparation of the daily written lessons |
|
6 |
Clearness of specific goals and its realization |
|
Setting the specific objectives of the lesson |
|
Employment of previous skills and knowledge at the time of presenting of the lesson. |
|
7 |
Acquaintance of the educational basis in the preparation and development of lessons. |
|
To specify the appropriate way of the theme of the lesson |
|
Accuracy in determining the behavioral objectives |
|
To specify the means, examples, and helpful activities for teaching |
|
8 |
The use of the blackboard, textbooks and teaching aids. |
|
Organization of the blackboard |
|
Visibility and clearness of hand writing |
|
Follow-up of the book activities |
|
The perfect use of educational means |
|
9 |
Attention to students and follow-up of their evaluation |
|
Organizing follow up register of students |
|
Follow-up of students behavior and academic progress |
|
Caring of brilliant students |
|
10 |
Attention to the home work, applying and correcting them. |
|
Comprehensiveness and Appropriateness in quantity and quality |
|
Continuous correction of home work and solving them and their applications within the classroom |
|
11 |
The level of scientific assimilation of the student |
|
Response of the students to their teacher"s questions and their participation in debate |
|
Positive indicators of the results of students in assimilation tests |
|
Performing assessments for students and to determine their levels from the obtained results |
|
12 |
Acceptation of guidance |
|
Acceptation of criticism |
|
Quality of the debate on disaccord points |
|
Application of agreed points |
|
13 |
The quality of the formulation of evaluation questions and estimation of grades |
|
Satisfaction of the conditions that must be taken into account in the evaluation questions |
|
Skill in estimating and distribution of grades |
|
14 |
General behavior (good example) |
|
15 |
The implementation of directives and assuming responsibility |
|
16 |
Regularity in the preparation and distribution of curriculum |
|
17 |
Contribution in activities and examinations works |
|
18 |
Respecting working hours, and periods. |
|
19 |
Good behavior |
|
20 |
Relations with heads, students and parents of students |
