iRubric: Interpersonal Communication Skills rubric

Is always attentive to others when they speak.

Is attentive to others when they speak; is occasionally distracted by others.

Is occasionally inattentive to others when they speak; distracts others' listening.

Is consistently inattentive to others when they speak for a wide variety of reasons.

Faces and maintains eye contact with those who are speaking

Faces & maintains eye contact with those who are speaking

Faces or maintains eye contact with the speaker; occasionally loses or removes eye contact, distracting the speaker

Does not face or maintain eye contact with the speaker; annoys speaker.

Always speaks in an understandable voice, using clear tone, enunciation, and reasonable pace; message is clearly received.

Speaks in a voice which is generally understandable; sometimes tone, enunciation or pace interferes with message; adjusts delivery when listener does not understand.

Speaks in a voice which is generally understandable; sometimes tone, enunciation or pace interferes with message; needs listener requests to modify delivery of message.

Speaks in a voice which is frequently difficult to understand due to poor tone, enunciation or pace even after listener requests to repeat message.

Puts self in others' shoes; accepts and understands the feelings and motivations of others; takes steps to deepen understanding.

Puts self in others' shoes; accepts others' feelings, but does not understand others' motivations; is interested in seeking deeper understanding.

Accepts others' feelings; does not understand others' motivations and shows no or little interest in seeking to understand others.

Finds it difficult to accept others' feelings; does not understand others' motivations; shows little or no interest in others.

Develops a new lesson plan with some research involved.
Able to give interesting lectures.
Teaches outside of the book.
Always changing and reflecting on how he/she teaches.
Encourages students to share their thoughts and feelings.
Reaches out to students by asking if they need help.
Always engages students in lecture.

Reviews and makes changes to lesson plans.
Uses variety in the way he/she teaches.
Uses lesson plan only as a guideline.
Listens to students' suggestions and concerns in the classroom.
Big help to students in need.
Usually engages students in lecture.

Recycles lesson plans from previous years.
Has some variety in the way he/she teaches.
Adds a small amount of examples to the lesson plan.
Gives students little insight in what happens in the classroom.
Gives little help to students in need.
Seldomly engages students in lecture.

Uses lesson plans from an online data base.
Never changes teaching style.
Follows lesson plan word for word.
Tells students what to do.
Allows students to fall into gaps and fails to help them out.
Talks at the students, instead of with the students.