Stawisha Instructional Leadership Institute Homabay
Kenya, 2020 - 2021
Get MicrodataCreated on
Feb 20, 2024
Last modified
Feb 20, 2024
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- Data files
- 2_Instructional_Leadership_Baseline_HB
- 4_Instructional_Leadership_Competency_Rubric_HB
- 5_School_Reopening_Recovery_Baseline_HB
- 7_Literacy_Assessment_HB
- 8_Numeracy_Assessment_HB
- 10_Lesson_Observation_HB
- 11_Instructional_Leadership_Endline_HB
- 12_EO_Coaching_HB
- 3_Lesson_Observation_Coaching_HB
- 6_School_Reopening_Recovery_Endline_HB
- 9_21st_Century_Skills_Assessment_HB
- 1_Lesson_Observation_Baseline_HB
Grow areas of the teacher (BI)
Data file: 3_Lesson_Observation_Coaching_HB
Overview
Valid:
147
Invalid:
0
Type:
Discrete
Decimal:
0
Width:
3
Range:
1 - 132
Format:
Numeric
Questions and instructions
Categories
| Value | Category | Cases | |
|---|---|---|---|
| 1 | 20 learners lacked text books | 1 |
0.7%
|
| 2 | 8 pupils had no text books | 1 |
0.7%
|
| 3 | Activities only cater for one intelligence | 1 |
0.7%
|
| 4 | All learners to have text books | 1 |
0.7%
|
| 5 | Avail the T/L resiurces/aids before the lesson starts.adequate Writing materials. | 1 |
0.7%
|
| 6 | Avoid commercial schemes of work | 1 |
0.7%
|
| 7 | Behaviour management | 5 |
3.4%
|
| 8 | Behaviour management - ignores some off task behaviour, no class rules | 1 |
0.7%
|
| 9 | Behaviour management - no class rules | 1 |
0.7%
|
| 10 | Class organization of learning | 1 |
0.7%
|
| 11 | Classroom management for 53 learners is a bit challenging | 1 |
0.7%
|
| 12 | Classroom management for learners | 1 |
0.7%
|
| 13 | Communicate lesson objectives to learners | 1 |
0.7%
|
| 14 | Create class rules and effective use of t/l materials | 1 |
0.7%
|
| 15 | Develop Discipline plan & implementation & Realia | 1 |
0.7%
|
| 16 | Developing a discipline plan | 1 |
0.7%
|
| 17 | Developing a discipline Plan | 1 |
0.7%
|
| 18 | Developing discipline plan and add more realia | 1 |
0.7%
|
| 19 | Developing discipline plan and implimentation | 1 |
0.7%
|
| 20 | Development of a discipline | 1 |
0.7%
|
| 21 | Development of discipline plan | 2 |
1.4%
|
| 22 | Development of discipline plan,Charts | 1 |
0.7%
|
| 23 | Did not Make use of realia | 1 |
0.7%
|
| 24 | Did not communicate lesson objectives to learners | 1 |
0.7%
|
| 25 | Discipline Plan | 3 |
2%
|
| 26 | Discipline Plan & Classroon rules | 1 |
0.7%
|
| 27 | Discipline Plan development | 4 |
2.7%
|
| 28 | Discipline plan | 1 |
0.7%
|
| 29 | Discipline plan development | 2 |
1.4%
|
| 30 | Encourage learners to ask more questions | 1 |
0.7%
|
| 31 | Encourage learners to ask questions | 1 |
0.7%
|
| 32 | Ensure clear directions on how to transition from one activity to the next | 1 |
0.7%
|
| 33 | Find other ways to set the expectation that learners can use to ask the teacher questions e.g., SLANT or groups that have a question for each other or the teacher | 1 |
0.7%
|
| 34 | From the lesson plan, no extension activities have been indicated for the learners | 1 |
0.7%
|
| 35 | Give homework | 1 |
0.7%
|
| 36 | Give learners more time to participate | 1 |
0.7%
|
| 37 | Good c/room management, | 1 |
0.7%
|
| 38 | Good class manager | 1 |
0.7%
|
| 39 | Group discussion engagement, learner activities to cater for different abilities | 1 |
0.7%
|
| 40 | Handling the realia was covered towards end of lesson | 1 |
0.7%
|
| 41 | Have charts | 1 |
0.7%
|
| 42 | Have charts and group work | 1 |
0.7%
|
| 43 | Have classroom rules and charts | 1 |
0.7%
|
| 44 | Improve on classroom culture practices. | 1 |
0.7%
|
| 45 | Inadequate learning aids | 1 |
0.7%
|
| 46 | Inadequate learning resouces used | 1 |
0.7%
|
| 47 | Inadequate learning resources | 1 |
0.7%
|
| 48 | Inadequate lesson planning, no discipline plan | 1 |
0.7%
|
| 49 | Inadequate preparation of professional records | 1 |
0.7%
|
| 50 | Inadequate preparation of t/Aids, No discipline pan. Development | 1 |
0.7%
|
| 51 | Inadequate teaching and learning resources, development of discipline Plan | 1 |
0.7%
|
| 52 | Include more peer teaching strategies and encouraging learners to ask questions | 1 |
0.7%
|
| 53 | Incorporate more group work | 1 |
0.7%
|
| 54 | Infuse CBC aspectd | 1 |
0.7%
|
| 55 | Learner engagement | 2 |
1.4%
|
| 56 | Learner engagement (use more strategies) | 1 |
0.7%
|
| 57 | Learner engagement i.e effective use of strategies | 1 |
0.7%
|
| 58 | Learners at the back are less engaged and therefore asleep, playing and off task | 1 |
0.7%
|
| 59 | Learners need to also interact with the materials | 1 |
0.7%
|
| 60 | Learners to work on groups themselves | 1 |
0.7%
|
| 61 | Learners were mostly passive listeners. Use some group activities to ensure all particite | 1 |
0.7%
|
| 62 | Lesson plan not available and charts | 1 |
0.7%
|
| 63 | Lesson plan to reflect CBC reflections, extensions remarks section | 1 |
0.7%
|
| 64 | Lesson plan with no teaching materials | 1 |
0.7%
|
| 65 | Lesson planning. | 1 |
0.7%
|
| 66 | Lesson plans | 1 |
0.7%
|
| 67 | Lesson plans and making of teaching aids. | 1 |
0.7%
|
| 68 | Let learners ask questions too | 1 |
0.7%
|
| 69 | Letter' h' sound not well articulated | 1 |
0.7%
|
| 70 | Make schemes of work | 1 |
0.7%
|
| 71 | Make use of a variety of materials to enhance the lesson presentation | 1 |
0.7%
|
| 72 | Making charts | 1 |
0.7%
|
| 73 | Making learning AIDS | 1 |
0.7%
|
| 74 | Making of teaching aids | 1 |
0.7%
|
| 75 | Making of teaching aids. | 1 |
0.7%
|
| 76 | Manage time please | 1 |
0.7%
|
| 77 | Managing the outside activity to ensure learners are clear on when to wash, what to do first and next(processes) | 1 |
0.7%
|
| 78 | Mastery of content | 1 |
0.7%
|
| 79 | Mix the pupis for effective learning | 1 |
0.7%
|
| 80 | More preparations on teaching/Learning aids | 1 |
0.7%
|
| 81 | More teaching aids | 1 |
0.7%
|
| 82 | More teaching aids. | 1 |
0.7%
|
| 83 | No Discipline plan | 1 |
0.7%
|
| 84 | No charts and lesson plan | 1 |
0.7%
|
| 85 | No charts and rules | 1 |
0.7%
|
| 86 | No group work | 1 |
0.7%
|
| 87 | No learning aids , no professional records | 1 |
0.7%
|
| 88 | No lesson plan | 3 |
2%
|
| 89 | No lesson plan and charts | 1 |
0.7%
|
| 90 | No schemes of work | 2 |
1.4%
|
| 91 | Observe teaching time | 1 |
0.7%
|
| 92 | Observe time management | 1 |
0.7%
|
| 93 | Plan, Teaching & Learning Resources | 1 |
0.7%
|
| 94 | Preparation of adequate teaching aids. | 1 |
0.7%
|
| 95 | Preparation of discipline plan not ready | 1 |
0.7%
|
| 96 | Preparation of other professional records | 1 |
0.7%
|
| 97 | Preparation of professional records and development of discipline plan | 1 |
0.7%
|
| 98 | Preparation of professional records, Develop Discipline plan | 1 |
0.7%
|
| 99 | Preparation of teaching aids. | 1 |
0.7%
|
| 100 | Prepare classwork ahead of class time as doing this in the moment without supervision for the rest of the class becomes challenging | 1 |
0.7%
|
| 101 | Prepare lesson plans | 1 |
0.7%
|
| 102 | Prepare lesson plans and notes | 1 |
0.7%
|
| 103 | Prepare more teaching aids | 1 |
0.7%
|
| 104 | Prepare professional records | 1 |
0.7%
|
| 105 | Prepare teaching aids | 1 |
0.7%
|
| 106 | Prepare teaching aids. | 1 |
0.7%
|
| 107 | Provide adequate teaching Aids | 1 |
0.7%
|
| 108 | Realia | 1 |
0.7%
|
| 109 | Realia used in teaching | 1 |
0.7%
|
| 110 | Remember to communicate the lesson objectives. Vary learning activities to capture and engage all learners | 1 |
0.7%
|
| 111 | Revise objectives to include higher order level so learners can think critically | 1 |
0.7%
|
| 112 | Teacher did not communicate lesson objectives | 1 |
0.7%
|
| 113 | Teacher did not engage all learners | 1 |
0.7%
|
| 114 | Teaching & Learning aids to make use of real objects (realia) | 1 |
0.7%
|
| 115 | Teaching well managing the class | 1 |
0.7%
|
| 116 | The classroom rules are missing | 1 |
0.7%
|
| 117 | The stones placed on top of desks could hurt the children if not monitored. What other counters can be used? Also colouring or painting the stones might make them more aesthetic | 1 |
0.7%
|
| 118 | The teacher is doing well in the focus us areas. Can use more group work. | 1 |
0.7%
|
| 119 | The teacher is doing well. | 1 |
0.7%
|
| 120 | The teacher needs to set SMART objectives | 1 |
0.7%
|
| 121 | The teachers pacing is somewhat too fast as learners seem to struggle making sentences in Kiswahili | 1 |
0.7%
|
| 122 | There is limited materials references for most part of the lesson throughout and the content seemed abstract to learners | 1 |
0.7%
|
| 123 | Too much time spent teaching | 1 |
0.7%
|
| 124 | Use charts and group work | 1 |
0.7%
|
| 125 | Use lesson plan in teaching | 1 |
0.7%
|
| 126 | Use more teaching aids | 1 |
0.7%
|
| 127 | Use of think,pair share. | 1 |
0.7%
|
| 128 | Use teaching aids | 1 |
0.7%
|
| 129 | Wall charts , discipline plan,pupils' picture textbooks | 1 |
0.7%
|
| 130 | Your lesson should be time bound | 1 |
0.7%
|
| 131 | conclusion good,classes active | 1 |
0.7%
|
| 132 | professional. | 1 |
0.7%
|
Warning: these figures indicate the number of cases found in the data file. They cannot be interpreted as summary statistics of the population of interest.