Classroom Observation Guidelines

Name of Teacher: ………………….. Date of Observation: ……………………………………….. Observed Time: ……………………………

Level of Observed Class: …………………… Name of Observed Campus/School: ……………………………………………………………..

Items Qualitative Information (Thick Description)

Development of Learning Objectives
 Objectives for the class are given (verbally,
written, or not at all)

 Objectives only discussed at the end of class

 Objectives communicate only higher order

thinking and deeper understanding skills

 Objectives confer only necessary skills

Selection and Use of Instructional Materials

 Text books are only materials provided to
students

 Films, websites, and other audiovisual materials

have a clear purpose

 Handouts are provided appropriately

 Since the text may be pre-selected, thus the

teacher provides support with reading or using the
text, if necessary

Educational Climate for Learning

 Students and the teacher are interested and
enthusiastic

 The teacher uses students names in the class

  Humor is used appropriately

 Teacher does not embarrass or belittle students in

any way
 The atmosphere of the class is participative

 The teacher had eye contact with students

 Teacher incorporate collaborative structures,

working in pair, triads, and quads on task aligned
with the standards during guided practice
Variety of Instructional Activities
 Timing of classroom activities considers attention
spans

 Teacher involves students in deciding what issues

to discuss

 The teacher provides a chance to students in order

to solve problems as independent critical inquirer

 Students help each other with procedures as well

as content
Preparation for Class Session
 The teacher provides examples that show
preparation

 Students know what preparation (reading or other

assignments ) they should have completed prior to
class

 Students are presented with a real world, ill

structured, or complex problems as motivational
strategy
 Students demonstrate intrinsic motivation

 The teacher caters for problems to engage

students in order to develop their three level of
criticality
Instructional Methods
 The opening gained the class’s attention

 It established rapport

 The opening outlined the topic and purpose of the

lecture

 The delivery is paced to students’ needs

 The teacher introduces topic and state goals

 The teacher presents the material or activity

effectively
 The teacher summarizes the lesson and gives the
assignment
 The teacher suggests an idea to consider before
the next class
 The teacher could be seen and heard

 Key points were emphasized

 Explanations were clear to students

 Examples, metaphors, and analogies were

appropriate
 The lecture was stimulating and thought
provoking
 The teacher focuses small group

 The teacher focuses only whole class discussion

 The teacher evaluates the class such that the

students would know his/her presentation
 The teacher provides students chance to prepare
their own notes rather than copied lecture
 The teacher groups the students according to their
learning ability during class
 The teacher construes the students’ ownership as
in critical understanding
 Most students included in discussion or in
problem solving
Opportunity for Students Participation
 The teacher encourages students to summarize
and add to others’ summaries
  The teacher helps quieter students to interact with
others
 Students have internalized the value of hard work

 The teacher encourages students to make real

world connections
 Students are engaging in the new knowledge
learned practice.

 The teacher encourages students to respond

frequently
Individualization of Instruction
 The emotional, physical, and intellectual needs of
students are met
 The teacher solves the problem raised by
individual student in the class

 The teacher prompts awareness of students’ prior

learning and experiences
 The teacher offers “real world” application

 The teacher is available before or after class

 The teacher relates class to course goals, students’

personal goals, or societal concerns

 The teacher provides conversation among

students of different ability
 The teacher uses an individual’s past and current
state of knowledge for solving problems

 The teacher identifies appropriate types of

knowledge for skill development
Responsiveness to Students Feedback
 The teacher is paying attention to cues of
boredom and confusion

 The teacher encourages students’ questions

 The teacher provides students opportunity to

mention problems/concerns with the class, either
verbally or in writing
 The teacher uses feedback as interwoven process
with instruction
Learning Difficulties
 Students need assistance

 One or more students are not motivated or unable

to follow the class

 Students are able to see visual aids

 One group dominates discussion and hinder

others’ participation

 Students need ICT for demystifying the

contingency questions

 Only few students engage in accountable talks to

show and reasoning during modeled instructions

List the competencies that you leant from the class observation

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Observed By: ……………………..