Technology
Background & Teaching Position
Lighting
Appearance
Behavior & Attitude
Audio and video are high quality (has no static, echoes, is not tinny or unclear), and the
teacher is wearing a headset. If there are any technical disruptions, the teacher does
not allow them to negatively impact the flow of the class.
The class background (in video frame) creates a learning atmosphere (visible props,
uncluttered, designated area, and optimized for teaching) and the class location is void
of outside distractions (crying child, pet noise, etc.).The teacher maintains an
appropriate distance from the camera, at an appropriate camera angle, and is seen
with good posture and never in a lazy and unprofessional position (leaning on elbow(s),
laying back in seat, slouching, etc.).
The lighting is balanced and allows the student to clearly see the teacher’s facial
features, background, and teaching tools with no shine or glare. There are no shadows
on the teacher throughout class time.
The teacher is tidy and wearing a clean and neat polo, button-up, t-shirt, or any article
of clothing that is not revealing. The clothing should be without holes, lettering, or a
distracting pattern.
The teacher is attentive to the student and is not eating food, excessively drinking
liquid, and only uses their phone for class purposes such as timing, rewards, or realia.
Teacher gives student ample time to respond and exercises patience when giving
guidance.
Earphones are now being
allowed by RO
Shirt w/o collar okay?
Timing?
1/5 NO equal FAIL
0-3 mos
Technology Y/N
Service Background & Teaching Positon Y/N
Indicator Lighting Y/N 1 ou
Settings and
Dispisition Appearance Y/N
Behavior & Attitude Y/N
Indicators % 10
TEACHING 1. Page 10% Can achieve EVERY
OBJECTIVES objective page's objective
Was able to have the
learner produce the
2. Lesson objective 10% target language in a
complete and accurate
manner
Can engage learner
EXTREMELY WELL using
these different methods:
TEACHING ·use of body language
SKILLS 1. Engagement 15% (eye contact; smile) and
voice quality
·questioning techniques
·active listening
·proper speaking speed
Can use TPR VERY
EFFECTIVELY when:
·teaching vocabulary
2. Use of TPR 10% ·giving instructions
·rewarding learners
·making the lessons fun
3. Use of Supplementary Teaching Aids Can use teaching aids
(facilitating the learning of target language) 8% VERY properly and
effectively
Can give clear; concise;
4. Instruction simple and short
giving 5% instructions which the
student can readily
understand
Have a VERY GOOD
5. Pacing (Time Management and completion of the lesson) 8% control of time according
to the level of the learner
Can FREQUENTLY grade
the language or task
6. Grade Language/task 8% based on learner's levels
and responses
Provides accurate (with
7. Giving specific examples)
feedback 3% feedback on student's
AFIs
Can skillfully distinguish
errors vs mistakes and
can effectively balance
8. Corrections 7% feedback to students.
Knows how to balance
higher order concerns vs
lower order concerns
LANGUAGE 1. Accent and pronunciation 10% Neutral accent
COMPETENCE
2. Grammar 6% No grammar mistakes
100%
1 out 5 No will result to AUTOFAIL
7 3 1 Scoring Comments
Can achieve 80% of the Can achieve 60-70% of Can NOT achieve 60% of
page objective the page objective the page objective
Was able to have the Was able to have the
learner produce the learner produce the FAILED to have the
target language but not target language through learner produce the
all accurate repetition only target language
Can engage learner WELL Can FAIRLY engage
using these methods: learner using these
·use of body language methods:
(eye contact; smile) and ·use of body language Was NOT able to engage
voice quality (eye contact; smile) and the learner AT ALL
·questioning techniques voice quality
·active listening ·questioning techniques
·proper speaking speed ·active listening
·proper speaking speed
Can use TPR EFFECTIVELY Have DIFFICULTY using
when: ·teaching TPR when:
vocabulary ·teaching vocabulary
·giving instructions ·giving instructions Did NOT use TPR AT ALL
·rewarding learners ·rewarding learners
·making the lessons fun ·making the lessons fun
Can use teaching aids Can FAIRLY use teaching Can NOT use the
RELATIVELY properly and aids properly and teaching aids properly AT
effectively effectively ALL
Can give clear; concise; Have DIFFICULTY giving Can NOT give clear;
simple; short instructions clear; concise; simple and concise; simple and short
short instructions instructions AT ALL
Teachers tend to LOSE
Have a GOOD control of TRACK of time alloted on NOT AWAREof the
time according to the each slide from time to alloted time AT ALL
level of the learner time
Can SOMETIMES grade Have DIFFICULTY noticing NOT AWARE of learner's
the language or task learner's challenge challenge understanding
based on learner's levels understanding teacher or teacher or completing
and responses completing tasks tasks
Provides accurate Provides basic and NO FEEDBACK AT ALL
feedback on student's perfunctory feedback on towards language and
AFIs student's AFIs performance
Can provide effective Can provide basic
corrections most of the corrections only; unable Can give perfunctory
time to catch most higher corrections only
order concerns
* The accent is very
evident
* Evident accent when * More than 5 sounds
* No evident accent or uttering individual words with accent
accent is very slight * 3-5 sounds with accent * Key word was
* 1-2 sounds with accent * Teachers are not aware mispronounced and
* Teacher can self correct of the words pronounced student mimicked how T
with accent mispronounced it.
3-4 mistakes
(NOT relevant to the
1-2 mistakes are made target language); or More than 4 mistakes
due to slips 1-2 mistakes are made (relevant to the target
(NOT relevant to the and teacher is not aware language or not)
target language) of the mistakes
(RELEVANT to the target
language)
Was PPP
method used?
Student
experience and
student
reception;
output of the
student
Technology Y/N
Service Background & Teaching Positon Y/N
Indicator Lighting Y/N 1 out 5 No
Settings and
Dispisition Appearance Y/N
Behavior & Attitude Y/N
Indicators % 10
TEACHING 1. Page 10% Can achieve EVERY
OBJECTIVES objective page's objective
Was able to have the
learner produce the
2. Lesson objective 10% target language in a
complete and accurate
manner
Can engage learner
EXTREMELY WELL using
these different methods:
TEACHING ·use of body language
SKILLS 1. Engagement 15% (eye contact; smile) and
voice quality
·questioning techniques
·active listening
·proper speaking speed
Can use TPR VERY
EFFECTIVELY when:
·teaching vocabulary
2. Use of TPR 10% ·giving instructions
·rewarding learners
·making the lessons fun
3. Use of Supplementary Teaching Aids Can use teaching aids
(facilitating the learning of target language) 10% VERY properly and
effectively
Can give clear; concise;
4. Instruction simple and short
giving 5% instructions which the
student can readily
understand
5. Pacing (Time Management and completion of the Have a VERY GOOD
lesson) 10% control of time according
to the level of the learner
Can FREQUENTLY grade
the language or task
6. Grade Language/task 8% based on learner's levels
and responses
Provides accurate (with
7. Giving specific examples)
feedback 3% feedback on student's
AFIs
Can skillfully distinguish
errors vs mistakes and
can effectively balance
8. Corrections 9% feedback to students.
Knows how to balance
higher order concerns vs
lower order concerns
LANGUAGE 1. Accent and pronunciation 5% Neutral accent
COMPETENCE
2. Grammar 5% No grammar mistakes
100%
1 out 5 No will result to AUTOFAIL
7 3 1 Scoring Comments
Can achieve 80% of the Can achieve 60-70% of Can NOT achieve 60% of
page objective the page objective the page objective
Was able to have the Was able to have the
learner produce the learner produce the FAILED to have the
target language but not target language through learner produce the
all accurate repetition only target language
Can engage learner WELL Can FAIRLY engage
using these methods: learner using these
·use of body language methods:
(eye contact; smile) and ·use of body language Was NOT able to engage
voice quality (eye contact; smile) and the learner AT ALL
·questioning techniques voice quality
·active listening ·questioning techniques
·proper speaking speed ·active listening
·proper speaking speed
Can use TPR EFFECTIVELY Have DIFFICULTY using
when: ·teaching TPR when:
vocabulary ·teaching vocabulary
·giving instructions ·giving instructions Did NOT use TPR AT ALL
·rewarding learners ·rewarding learners
·making the lessons fun ·making the lessons fun
Can use teaching aids Can FAIRLY use teaching Can NOT use the
RELATIVELY properly and aids properly and teaching aids properly AT
effectively effectively ALL
Can give clear; concise; Have DIFFICULTY giving Can NOT give clear;
simple; short instructions clear; concise; simple and concise; simple and short
short instructions instructions AT ALL
Teachers tend to LOSE
Have a GOOD control of TRACK of time alloted on NOT AWAREof the
time according to the each slide from time to alloted time AT ALL
level of the learner time
Can SOMETIMES grade Have DIFFICULTY noticing NOT AWARE of learner's
the language or task learner's challenge challenge understanding
based on learner's levels understanding teacher or teacher or completing
and responses completing tasks tasks
Provides accurate Provides basic and NO FEEDBACK AT ALL
feedback on student's perfunctory feedback on towards language and
AFIs student's AFIs performance
Can provide effective Can provide basic
corrections most of the corrections only; unable Can give perfunctory
time to catch most higher corrections only
order concerns
* The accent is very
evident
* Evident accent when * More than 5 sounds
* No evident accent or uttering individual words with accent
accent is very slight * 3-5 sounds with accent * Key word was
* 1-2 sounds with accent * Teachers are not aware mispronounced and
* Teacher can self correct of the words pronounced student mimicked how T
with accent mispronounced it.
3-4 mistakes
(NOT relevant to the
1-2 mistakes are made target language); or More than 4 mistakes
due to slips 1-2 mistakes are made (relevant to the target
(NOT relevant to the and teacher is not aware language or not)
target language) of the mistakes
(RELEVANT to the target
language)
Present
Practice
Produce
Was PPP
method used?
Student
experience and
student
reception;
output of the
student
Areas for
improvement
91 days and up
Technology Y/N
Service Background & Teaching Positon Y/N
Indicator
Lighting Y/N 1 ou
Settings and
Dispisition Appearance Y/N
Behavior & Attitude Y/N
Indicators % 10
TEACHING 1. Page 10% Can achieve EVERY
OBJECTIVES objective page's objective
Was able to have the
learner produce the
2. Lesson objective 10% target language in a
complete and accurate
manner
Can engage learner
EXTREMELY WELL using
these different methods:
TEACHING ·use of body language
SKILLS 1. Engagement 15% (eye contact; smile) and
voice quality
·questioning techniques
·active listening
·proper speaking speed
Can use TPR VERY
EFFECTIVELY when:
·teaching vocabulary
2. Use of TPR 10% ·giving instructions
·rewarding learners
·making the lessons fun
3. Use of Supplementary Teaching Aids Can use teaching aids
(facilitating the learning of target language) 10% VERY properly and
effectively
Can give clear; concise;
4. Instruction simple and short
giving 3% instructions which the
student can readily
understand
Have a VERY GOOD
5. Pacing (Time Management and completion of the lesson) 10% control of time according
to the level of the learner
Can FREQUENTLY grade
the language or task
6. Grade Language/task 9% based on learner's levels
and responses
7. Giving Provides specific
feedback 3% feedback on student's
AFIs
Can skillfully distinguish
errors vs mistakes and
can effectively balance
8. Corrections 10% feedback to students.
Knows how to balance
higher order concerns vs
lower order concerns
LANGUAGE 1. Accent and pronunciation 5% Neutral accent
COMPETENCE
2. Grammar 5% No grammar mistakes
100%
1 out 5 No will result to AUTOFAIL
7 3 1 Scoring Comments
Can achieve 90% of the Can achieve 70-80% of Can NOT achieve 70% of
page objective the page objective the page objective
Was able to have the Was able to have the
learner produce the learner produce the FAILED to have the
target language but not target language through learner produce the
all accurate repetition only target language
Can engage learner WELL Can FAIRLY engage
using these methods: learner using these
·use of body language methods:
(eye contact; smile) and ·use of body language Was NOT able to engage
voice quality (eye contact; smile) and the learner AT ALL
·questioning techniques voice quality
·active listening ·questioning techniques
·proper speaking speed ·active listening
·proper speaking speed
Can use TPR EFFECTIVELY Have DIFFICULTY using
when: ·teaching TPR when:
vocabulary ·teaching vocabulary
·giving instructions ·giving instructions Did NOT use TPR AT ALL
·rewarding learners ·rewarding learners
·making the lessons fun ·making the lessons fun
Can use teaching aids Can FAIRLY use teaching Can NOT use the
RELATIVELY properly and aids properly and teaching aids properly AT
effectively effectively ALL
Can give clear; concise; Have DIFFICULTY giving Can NOT give clear;
simple; short instructions clear; concise; simple and concise; simple and short
short instructions instructions AT ALL
Teachers tend to LOSE
Have a GOOD control of TRACK of time alloted on NOT AWAREof the
time according to the each slide from time to alloted time AT ALL
level of the learner time
Can SOMETIMES grade Have DIFFICULTY noticing NOT AWARE of learner's
the language or task learner's challenge challenge understanding
based on learner's levels understanding teacher or teacher or completing
and responses completing tasks tasks
Provides basic feedback Provides selected AFIs to NO FEEDBACK AT ALL
on student's AFIs the student. towards language and
performance
Can provide effective Can provide basic
corrections most of the corrections only; unable Can give perfunctory
time to catch most higher corrections only
order concerns
* The accent is very
evident
* Evident accent when * More than 5 sounds
* No evident accent or uttering individual words with accent
accent is very slight * 3-5 sounds with accent * Key word was
* 1-2 sounds with accent * Teachers are not aware mispronounced and
* Teacher can self correct of the words pronounced student mimicked how T
with accent mispronounced it.
3-4 mistakes
(NOT relevant to the
1-2 mistakes are made target language); or More than 4 mistakes
due to slips 1-2 mistakes are made (relevant to the target
(NOT relevant to the and teacher is not aware language or not)
target language) of the mistakes
(RELEVANT to the target
language)
0
Present
Practice
Produce
Was PPP
method used?
Student
experience and
student
reception;
output of the
student
Areas for
improvement
L0 High Level Teacher had sexualized behavior, attempt, or language.
L0 High Level Teacher showed pictures or videos involving nudity.
Teacher talked about sensitive political topics or being offensive
L0 High Level about Chinese culture.
L0 High Level Teacher had threatening or violent attitude, language, or pictures.
L0 High Level Teacher preached their religions to students or initiated
conversations about religion
L0 High Level The teacher talked about gambling during class
L0 High Level The teacher discussed or preached terrorism
L0 High Level Teacher drank alcohol during class.
L0 High Level The teacher was smoking in the lesson
Teacher criticized or slander against the 51Talk, its business, honor,
L 1A High Level and trust
L 1A High Level The teacher used insulting words or action or pictures in the lesson
or the LA/LM
L 1A High Level The teacher was naked or shirtless.
L 1A High Level Teacher asked for money from student.
L 1A High Level Teacher had unauthorized lesson substitution.
L 1A High Level Teacher contacted student in private to conduct lesson outside of
51 Talk platform.
L 1B High Level Other people/objects presented in the background during class
(influencing the lesson badly).
L 1B High Level Teacher showed anger towards student with negative attitude.
L 1B High Level Teacher asked directly for good evaluation.
L 1B High Level Teacher was eating or chewing in class.
L 1B High Level Teacher looked sleepy / unenergetic.
L 1B High Level Teacher used mobile phone during class.
L 1C Attendance Teacher finished lesson early without logging out from the
classroom.
Teacher did not conduct the lesson but teacher posted lesson
L 1C Lesson memo memo.
L2 Pronunciation Teacher has a thick local accent instead of neutral one.
Teacher's pronunciation of certain target language words,
L2 Pronunciation instruction words or expansion questions were inaccurate.
L2 Lesson memo Lesson
lesson.
memo was not personal or specific to reflect the particular
L2 Lesson memo Lesson memo was blank.
L2 Attendance Teacher left his seat/classroom without warning.
L2 Surroundings Unprofessional dressing
L2 Surroundings Other people/objects presented in the background during class.
L2 Attitude Teacher started the lesson late but already in AC.
L2 Attitude Teacher's facial expression lacked variation or teaching style was
not interesting.
L2 Attitude Teacher appeared to be distracted and inattentive.
L2 Attitude Teacher lacked patience.
L2 Equipment Teacher did not turn on the camera on purpose sometimes.
L2 Equipment Teacher blocked the camera on purpose sometimes.
L3 Attendance Teacher left early.
L3 Attendance Teacher was late.
L3 Surroundings Cluttered background
L3 Surroundings Classroom light was too dark.
L3 Surroundings Classroom light was too bright.
L3 Surroundings Noisy background
Teacher only read teaching materials or lacked effective interaction
L3 Teaching skills (teacher-centered lecture instead of student-centered learn
L3 Teaching skills Teacher did not provide useful or effective error-correction.
L3 Teaching skills Teacher did not finish all the slides of the lesson material within
time allotted.
L3 Teaching skills Teacher rushed through the lesson material too fast with poor time
management, and waited for the lesson to end.
L3 Teaching skills Teacher spoke too fast.
L3 Teaching skills Teacher spoke too slow.
L3 Teaching skills Teacher's explanation and instructions were too difficult for the
student to understand sometimes.
L3 Teaching skills Teacher lacked teaching aids (props, realia, flashcards, etc.).
L3 Teaching skills Teacher did not respond to student's concerns on time.
