ABSTRACT
Teachers with a variety of outlooks and personalities will all be equally incompetent if they know nothing about theory related to teaching and about teaching skills. The 'Schedule for evaluating teaching' (SET) would be used as a first guide to a teacher or student teacher, either in connection with a short piece of microteaching or in a longer conventional lesson. The teaching would be rated on the appropriate individual items in the schedule and the ratings would give diagnostic clues indicating strengths and weaknesses relating to the various items. The pattern of these ratings would suggest those aspects of the teaching that would benefit from particular attention and possible remedial action. Many of the skills commonly included in microteaching programmes seems to be second-order skills; These second-order or sub-skills are relatable to the general skills of concept teaching, reinforcing, teaching of psychomotor skills and teaching problem solving in much the same way as the more specific teaching objectives.
