Lesson Evaluation Form For Teachers: Fill & Download for Free

At any given moment, I'm making a million different calculations. Literally. Most of them are subconscious. Here are a few categories:Analyzing student expressions, body language, and behaviorsConsidering where I am in the lesson, the pace of the lesson, the efficacy of the lessonEvaluating how the above two items are working togetherCreating on-the-spot analogies in order to drive my points homeCreating contingencies for any points in my lesson plan which were weakWhere am I time-wise? Am I too far along or too far back? I really want to end on a cliff-hanger if at all possible.Outside of those thoughts, I'm having the general thoughts everyone else has.Is my fly up?Why is that student laughing? Is it at me?Is it lunch yet?I really need some caffeine.Etc.

I worked for a school district that tried it.It was an utter disaster. (At this time, in the early 1980s, many school districts tried various forms of “merit pay,” and it proved to be a disaster in all of them, which also abandoned it.)In my own district, teachers quickly began to devote themselves to increasing their own pay, by jumping through the various “hoops” that had been set up as the criteria. Teachers ceased to concentrate on effective teaching, and instead concentrated only on those activities which would lead to a bigger paycheck.If it was an administrative evaluation, the teachers “sucked up” to that one administrator who would be making the determination. If it was based on test scores, teachers taught only what might be on the test, and began to teach lessons on how to take a test — ignoring every other part of the curriculum. If it was based on “in classroom evaluation,” the teacher would carefully spend dozens of hours planning a very elaborate “dog and pony show” for those three or five days that they were scheduled for evaluation.And — one thing I noticed: several of those teachers who everybody knew were the “weakest teachers” in the building ended up with the highest paychecks…It was a disaster.

I had my oldest when I was 13 so whenever I’d turn up at her parent-teacher conferences, they would always assume I was her sister, not her mother. When I’d tell them I was actually her mother and once even had to show proof so my daughter could remain in the school, they’d make jokes about me being an “early starter” and one even told my daughter in a sex education lesson that I was a whore for opening my legs before marriage. The teacher wasn’t even religious when I brought the issue to the headteacher. I moved her to a new school and there haven’t been any issues with her school since.My middle child is very talented in the more “traditional non-academic” subjects (aka: sports, music, art, performing arts etc..). He is all around a good student and he is maintaining good grades in all his current subjects but he did struggle when he was younger. One of his teachers called me in during year 6 and told me my son needed to be evaluated for autism because he had done badly on his practise SAT papers. I disagreed because he isn’t autistic but he does have dyslexia and dyscalculia. When I reminded the teacher that this was all in his student records and that he was permitted extra time in all of his SATs, she refused to apologise or allow him to retake the practise tests. It was resolved eventually and he moved into the other class with a better teacher.My youngest is only 5 but I imagine I will get a few calls from her schools if I can’t help her learn to keep her filter when she disagrees with something.