Bases of classroom Observation

WHEN YOUR PRINCIPAL ENTERS YOUR

CLASSROOM TO OBSERVE
 The following are the bases of classroom
observation to be taken into
consideration by a supervisor:
1. The Philippine Educational Aims
– educational aims should be kept
clearly in mind by school
administrators and supervisors. The
aims of education serve as
guideposts for the educative
process .
  The aim of education give school
administrators and supervisors a
general idea of the type of citizens that
the country wants its school to
produce; give the goals toward which
all educational efforts should be
directed, determine the curriculum and
the kind of practices that shout
permeate the school system.
2. Child Growth – child development is
the most important objective of
supervision. School should provide
conditions favorable to children’s
growth, and supervision therefore must
be so organized and administered as to
make this growth possible. Teachers
and supervisors must study children to
determine their difficulties as well as
their potentialities.
3. Good Teaching and Learning – the
improvement of teaching and learning is
the fundamental aim of supervision. The
true function of teaching is to provide the
best stimuli so that the best learning may
take place. The quality of learning
achieved by the pupil related to the quality
of teaching done by the teacher. The test
of effective learning is productive learning.
 To make teaching and learning
more effective, the supervisor
must have a thorough knowledge
of the learning process and a
broad knowledge of the
psychological principles. This
concept is based on the principle
that teaching is effective when it
based on psychology of teaching.
4. Democratic Teaching Procedure –
the total growth and development of the
child can be realized best through the
use of democratic process. Democratic
teaching procedures are based on
democratic principles and practices.
They provide pupils participation in
planning , carrying over, and evaluating
classroom activities.
 Democratic teaching
procedures stress individual
worth and the integrity of human
personality, in which individual
worth of integrity of human
personality, in their social
relationship on a plane of
mutual respect, cooperation,
tolerance, and fair play.
Freedom of inquiry,
development of self-
responsibility, and the
development of individual
personality, which are the
keynotes of the democratic
philosophy are fundamental
aims of democratic teaching.
 Democratic teaching recognizes
and guarantees the general
welfare of the class, freedom of
each member, the consent of
the governed, the rule of
reason, the pursuit of
happiness. It puts emphasis on
the development of thinking,
initiative and responsibility.
 Some Cautions About
Classroom Observation
1. Importance of constructive approach –
The result of classroom observation
should be positive, preventive, and
constructive. Observation should be
resented in the light of positive and
constructed help and not in the light that
“Here I am, do something wrong.”
Classroom should be done with the aim to
help the teacher and the pupils, or to
promote good teaching and learning.
2. Danger of premature evaluation
– evaluation should not be done or
given right away. It should be given
only after sufficient and careful
reflection. The supervisor should be
on guard against rash comment. An
evaluation without careful
preparation is often harmful.
Comments should on actual facts.
 3. Observation is not an
isolation – Classroom observation
should not be used as the only
measure of evaluating teaching
and learning. Observation is only
one of the activities of improving
teaching-learning situation. It
should be correlated with other
procedures.
 4 . Too much expectation – the
supervisor should not expect too
much from a single observation. One
observation will not give us an overall
assessment of a teaching learning
situation. Scientific observation is
based on facts. Likewise, the
supervisor should not expect too
much from a new teacher and a poor
class.
 5. Too much attention in teaching –
Classroom observation must be child-
centered rather than teacher-centered. The
achievement of the pupil should be the
criteria of classroom observation. Poor
achievement on the part of the pupils is not
always the result of poor teaching. Poor
results may be due to inherent factors –
inexperience teacher, low mentality of the
pupils or lack of instructional materials. The
supervisors should analyze the possible
causes of poor results.
 The teacher who are afraid of the
supervisor’s presence should not
be visited at once. They may be
visited but the supervisors should
refrain from taking notes.
 Efforts should be made to convince
the new teacher not to fear being
observed.
 Observing the Teaching-Learning
Situation
 When the supervisor has made adequate
preparation for the visit to a classroom. He
will enter the room with a clear
understanding of what they expects to stress
in his observation. The entering and living of
the classroom by the supervisor should be in
such a manner as no to create an
atmosphere of confusion and put teacher
and the pupils into emotional tension.
 Two important points involve in observing the teacher
and the pupils on the teaching-learning situation at
work
1. Observing carefully the classroom
performance
2. Evaluating the performance observed

These two phrases of supervisory

observation have little value unless the
observer assists in improving the teaching
and the learning processes.
 The job of the supervisor as he observes is to
witness and analyze the teaching-learning
situation in which learning is taking place.
 The reason for witnessing the learning
situation is to help to improve the teaching
and learning that is taking place.
 The result of classroom observation should
be positive and constructive. In other words,
classroom observations must be presented in
the light of positive help to the teachers and
the pupils.
 In the observation, the class period must be
taken or studied in totality.
 The supervisor should therefore, not leave the
room before the class period ends. The
observer will surely miss some aspects of the
total teaching-learning situation which needs
improvement or corrections.
 The observations notes should be put in outline
form, in a form of an observation chart, or in
the form of checklist.
 In observing new teacher, every precaution
should be taken to avoid making them feel
uncomfortable, merely because they prefer to
 Supervisor should:
 The supervisor should be frank at all times in
his dealings with the teachers.
 The supervisor must be dependable,
enthusiastic, courageous, and tolerant. He must
not afraid to inspire action in understanding
which seem difficult.
 He must encourage the teacher to do
independent thinking and if their conclusion are
not the same of his.
 Principles to be considered in
observing the teaching-learning
situation
1. The supervisor should enter the classroom
quietly and be seated in a manner that will not
distract the teacher’s attention and of the
class. Many supervisory visit have been
spoiled at the outset because of the manner in
which the supervisor entered the classroom.
The supervisor should sit behind the class
where he can have a good view of the entire
class.
 2. The supervisor must study the
teacher and his teaching carefully
in order to be genuinely helpful.
His advice must grow out of the
knowledge of the situation on
hand. In studying the work it if
necessary to secure objective
data, after a careful analysis and
interpretation of facts.
3.WHEN
The supervisor
YOU WORK mustHARD
not criticize
AND
YOUR
the teacher SUPERVISOR
before on within the
hearing of the pupils and other
teachers; otherwise, the pupils will
lose their respect for their teacher.
The supervisor should show only
interest, courteous, and self-effacing
behavior, no matter what his inner
CRITICIZED
response may be.YOU AS IF YOU
DO NOTHING
4. The supervisor must not butt
in during the recitation. He may
do so through the request of
the permission of the teacher.
Permission must be asked first
before the supervisor takes
charge of the class.
5. The supervisor must preserve the
impersonal objective, and scientific attitude
during the period of observation and
consultation. The recitation observed must
be evaluated in terms of its result. One chief
criticism against supervision in the past, is
that the supervisor very often did not know
the facts. Supervision has no value if the
teacher feels that the supervisor is speaking
without sufficient facts of the case in point.
6. The supervisor must not
criticize the error of the
teacher if he has no solutions
to offer. He must offer a
substitute plan for the teacher
to consider rather than
criticize him for what he has
done.
7. The supervisor must know that
democratic leadership must be based on
respect for the personality and opinion of
the teacher and the pupils. Good
suggestions from the teacher should
receive attention and consideration. The
supervisor must give the teacher
opportunity to ask questions and discuss
some supervisory problems. No classroom
observation is complete without this
personal exchange of ideas between
supervisor and the teacher.
8. The supervisor must
concentrate on one or two
items at a time. His notes or
suggestions must be confined
only to significant points.
Routine matter must be
discussed during the
conference.
9. The supervisor, in
leaving the classroom
after a supervisory
visit should avoid
disturbing class.
10. The supervisor must
keep some form of the
visitation record. A record
of activities and things
observed is only safe
basis for a professional
discussion.
AFTER THE REPORT
 THANK
YOU FOR
LISTENING
!