All content is extremely well organized and presented in clear language. Relationship among specific concepts and applications to different situations are stressed. Content is presented in an engaging way, with high energy and in an obsorbing manner. Tutor appears to love presenting material Students know where the Tutor is going and about what she is teaching. Students see connections among concepts and can apply them to new situations. Ideas seem simple reasonable, obvious and which can be easily remembered. It is very easy to pay attention to the Tutor I without daydreaming. Class time seems to pass very quickly. Students experience a sense of excitement about the concept and generally hate to miss class. Course and Tutor are likely to be described as “great” or “fantastic’. HIGH : Extremely clear and exciting. Observer’s description of teaching Impact on Students Level of student response Course in Class Room

Observer’s description of teaching Impact on Students Level of student response Facts and theories are presented clearly within an organized framework. Material is presented in an interesting manner with a moderate level of energy. Tutor seems moderately enthusiastic and involved in teaching the class. Students’ understanding of most concepts is accurate and complete. Students can see connections between most concepts and understand examples offered in class or in the text. Class is moderately interesting and enjoyable for most students. Course and Tutor are likely to be described as “good” or “solid” MODERATE: Reasonably clear and interesting. Course in Class Room

Some material is organized well and presented clearly but much is vague and confusing Most material is presented with little energy or enthusiasm. Tutor May seem to hate teaching the class and to be as bored with it as the students. Students have little idea of where the Tutor is going or what is taught. Students experience confusion or uncertainty frequently. Students see few relationships among concepts. Students find it difficult to pay attention, and class time may seem to pass very slowly. Students frequently experience a sense of frustration or anger and may dread coming to class and welcome excuses not to go. Course and Tutor are likely to be described as “boring” and “awful” Low : Vague and dull Observer’s description of teaching Impact on Students Level of student response Course in Class Room

Interpersonal Rapport Tutor appears to have strong interest in the students as individuals and high sensitivity to subtle messages from them about the way they feel about the material or its material or its presentation. Tutor acknowledges students’ feelings about matters of class assignments or policy and encourages them to express such feelings. Tutor encourages students to ask questions and seems eager for them to express personal viewpoints. Tutor communicates both openly and subtly that each student’s understanding of the material is important to him or her. Tutor encourages students to be creative and independent in dealing with the material, to formulate their own views. Students feel that the Tutor knows who they are and cares about them and their learning a great deal. Students have positive, perhaps even affectionate, thoughts about the Tutor some may identify with him or her strongly. Students believe Tutor has confidence that they can learn and think independently about the subject. Students are highly motivated to do their best, in part so as not to disappoint the Tutor’s high expectation of them. Students are likely to describe Tutor as a “Fantastic person” HIGH: Extremely warm and open: highly student – centered”. predictable. Observer’s description of teaching Impact on Students Level of student response

Tutor I is friendly to students but makes no great effort to get to know most of them Tutor announces policies and discusses student reactions to them if the students complain. Tutor responds to student questions and personal comments politely and without apparent irritation. Tutor is relatively consistent and predictable in behavior toward students; gives ample notice before announcing requirements or changes in schedule Students have little fear or anxiety about the Tutor or their ability to perform successfully in the class. Students know what the Tutor expects of them but feel little responsibility to go beyond that level of performance Students are reasonably well motivated to complete assigned work and to perform well. Students are likely to describe Tutor as a “ nice person ” or a “ good guy ” or “ nice woman ” MODERATE : Relatively warm, approachable, and democratic, predictable Observer’s description of teaching Impact on Students Level of student response

Tutor is friendly to students but makes no great effort to get to know most of them Tutor announces policies and discusses student reactions to them if the students complain. Tutor responds to student questions and personal comments politely and without apparent irritation. Tutor is relatively consistent and predictable in behavior toward students; gives ample notice before announcing requirements or changes in schedule Students have little fear or anxiety about the Tutor or their ability to perform successfully in the class. Students know what the Tutor expects of them but feel little responsibility to go beyond that level of performance Students are reasonably well motivated to complete assigned work and to perform well. Students are likely to describe Tutor as a “nice person” or a “good guy” or “nice woman” MODERATE : Relatively warm, approachable, and democratic, predictable Observer’s description of teaching Impact on Students Level of student response

Tutor may be inconsistent and unpredictable, for example, by smiling when saying insulting things about students, by giving backhanded compliments, or by announcing assignments or requirements at the last minute. Students are motivated to work primarily by a fear of failure or ridicule by the Tutor and see assignments as something the Tutor imposes on them. Even if students are interested in the content, they may dread studying it. Students feel uneasy in class or around the Tutor and may sometimes experience significant anxiety or anger students are likely to describe as “bad” or “unbearable” MODERATE : Relatively warm, approachable, and democratic, predictable Observer’s description of teaching Impact on Students Level of student response

Indian Abacus Pvt. Ltd., No. A1-1857, 13th Main Road, 6th Avenue, Anna Nagar West, Chennai , Tamil Nadu, India. Tel / 4577 Fax: / 0143 Cell: Website: www. Indianabacus.com Global Head office TOGETHER WE EXCEL The Global Head Office State Regional Franchisee The Chief Abacus Trainer The Franchisees and The Tutor