An effective RIFLI teacher continually evaluates his or her teaching to ensure that students are engaged and learning.  Use the self-evaluation form below as a checklist of key points to periodically review and strive for in your teaching.  This checklist is appropriate for all RIFLI teachers – lead, computer, and children’s.

 Self-evaluation for the RIFLI Teacher

	Always	Often	Seldom
I know my students’ names and I greet each student as he or she enters the classroom.
I know some information about my students’ backgrounds and interests.
I provide a comfortable, risk-free environment.  I provide time for activities that allow learners to get to know one another.
My lessons have a purpose and I make sure my students know that purpose.
I plan my lessons to meet my students’ needs and goals.
I minimize my “teacher talk” as much as possible and plan for maximum “student talk”.
I give my students lots of opportunities to read, write, listen to, and speak English.
I use a variety of activities that accommodate different learning styles (visual, aural, oral, kinesthetic).
I use a variety of authentic materials (handouts, pictures, audiotapes, video, charts, realia, etc.)
My lesson plan includes a warm-up/review, presentation, practice, and application.
I provide scaffolding techniques to support learning activities such as graphic organizers, recycling vocabulary, etc.
I plan activities that do not overload my students while striking a balance between new skills and old.
I create activities that help me gather evidence of my students’ learning.
I model activities before asking my students to complete a task.
I give positive feedback and encouragement to my students.

 

 If you circled “Always” or “Often” most of the time, you are well on your way to providing a student-centered, interactive learning environment.  If you frequently circled “Seldom”, you may need to explore ways to involve your students in more engaged learning activities.  To find ways of doing this try sharing your ideas and experiences with others, asking colleagues for suggestions and seeking professional development opportunities.

 *Adapted from ESL Starter Kit, Virginia Adult Learning Resource Center