Tutor Self-Evaluation

This relates particularly to the responsibilities of a teacher in her/his teaching environment.

Consider your effectiveness under each of these headings, then set yourself specific targets for improvement.
Organization of subject matter / -
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- / self-preparation
knowledge of material and updating of knowledge
long-term planning: syllabus design, sequence of teaching units, choice of appropriate materials and methods.
short-term planning (single units): lesson, lecture, tutorial, seminar, workshop, assignment, project.
Management of
learning / -
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- / class management
presentation, development and consolidation of work
motivation of students and maintenance of interest
attention to individuals
assessment and monitoring
setting and correction of assignments
use of teaching aids and materials
liaison with other course tutors and colleagues
contribution to curriculum development
contribution to work of college as a whole
attendance at relevant courses, conferences and seminars
liaison with industry
Personal qualities / -
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- / attendance, punctuality and timekeeping
voice and diction: audibility and clarity
appropriateness of language to situation
rapport with students and manner in class, counseling and interviewing
involvement of students in class management
sensitivity to others
attention to administrative requirements
capacity for professional self-evaluation and evaluation of students

Evaluation of Teaching (by colleagues and/or students)

Essentially true for me / Usually true for me / Rarely true for me / Not true for me
1. / Presents the material clearly and logically
2. / Enables the student to understand the basic principles of the subject
3. / Can be clearly heard
4. / Makes the material intelligibly meaningful
5. / Adequately covers the ground in the course
6. / Maintains continuity in the course
7. / Is constructive and helpful in giving criticism
8. / Shows an expert knowledge of the subject
9. / Includes in the lectures material which is not
readily accessible in textbooks
10. / Adopts an appropriate pace when teaching
11. / Is concise
12. / Illustrates the practical applications of the theory of the subject
13. / Avoids trivial time-filling material in classes
14. / Stimulates students to think independently
15. / Does not ridicule wrong answers
16. / Helpfully spaces requirements of written work
17. / Imparts enthusiasm for the subject
18. / Refers to the latest developments in the subject
19. / Sets clear objectives for the students
20. / Readily considers students’ viewpoints
21. / Has a good sense of humor
Essentially true for me / Usually true for me / Rarely true for me / Not true for me
22. / Writes legibly on the chalkboard
23. / Appears confident and at case when teaching
24. / Allows questions during lectures
25. / Motivates students to work willingly
26. / Points out the links between the subject and related subjects
27. / Is well-informed in fields related to the subject
28. / Avoids an excess of factual details
29. / Provides full references to books, articles etc.
30. / Organizes chalkboard work clearly
31. / Has a sympathetic attitude towards students
32. / Avoids forcing her/his own point of view
33. / Is spontaneously friendly
34. / Appreciates students’ own accomplishments
35. / Appears to enjoy teaching
36. / Uses appropriate illustrative teaching aids (slides, films, programmes, models, charts etc.)
37. / Has a pleasantly modulated voice
38. / Tries to relate the course to broad human values and goals
39. / Has a good vocabulary
40. / Avoids distracting personal mannerisms
41. / Has a democratic approach
42. / Is skilful in drawing chalkboard diagrams

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