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Class Observation Checklist

This document contains a classroom observation checklist used to evaluate a teacher's performance. The checklist is divided into 4 criteria: classroom management, development of the lesson, communication, and assessment. Each criteria contains multiple items rated on a scale of 1 to 5. The checklist is used to observe a teacher's skills in areas like lesson planning, instructional delivery, student engagement, assessment techniques, and classroom environment. It aims to provide feedback to help teachers improve their instructional practices.

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2K views

Class Observation Checklist

This document contains a classroom observation checklist used to evaluate a teacher's performance. The checklist is divided into 4 criteria: classroom management, development of the lesson, communication, and assessment. Each criteria contains multiple items rated on a scale of 1 to 5. The checklist is used to observe a teacher's skills in areas like lesson planning, instructional delivery, student engagement, assessment techniques, and classroom environment. It aims to provide feedback to help teachers improve their instructional practices.

Uploaded by

herkryst
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines Department of Education Region IX, Zamboanga Peninsula Division of Zamboanga del Sur

CLASS OBSERVATION CHECKLIST


Teacher: _______________________________ Subject/ Grade/Section: ___________________ Number of Pupils: ________________________ Time Started: ___________________________
Criteria: 5 Excellent 1. 4 - Very Good 3 Good

School: ____________________ District: ____________________ Date: ______________________ Time Ended: ________________


2 Fair 1 Needs Improvement

1
Classroom Management 1. Checks attendance and assignment 2. Conducts drill/review, preliminary activities (prelaboratory and post laboratory discussions) 3. Relates previous knowledge / activities to the present 4. Provides appropriate feedback on pupils/students behavior 5. Maintains orderliness and cleanliness of the classroom II. Development of the Lesson A. Mastery 1. Knows very well the topics very well. 2. Encourages actions from pupils. 3. Uses strategies to enhance pupils understanding and to eliminate their misconceptions. 4. Clarifies difficult term/phases/structures. 5. Utilizes appropriate instructional devices / aids (realistic, practical, indigenous, recycle, imprives, easy to handle materials). 6. Gives instruction clearly. 7. Acknowledges learners answers. 8. Uses differentiated activities. 9. Provides opportunities to pupils to express their ideas, view and opinions. 10. Integrates values in the lesson. 11. Draws maximum participation of pupils. 12. Holds interest of the pupils throughout the lesson. B. Communication 1. Gives pupil time to think when asked through procoking Higher-Order Thinking Skills (HOTS) questions. 2. Phrases questions clearly and accurately 3. Listens question clearly and accurately. 4. Paraphrases pupils answer when necessary. 5. Allows enough time for pupils to explain their answers. 6. Writes legibly and neatly. 7. Uses blackboard affectively, writing clearly from left to right. 8. Illustrates aspects of investigations using sketches, maps, flow charts, concept maps, schematic diagrams, etc. 9. Reinforces pupils correct answer; appropriately addresses incorrect answers. 10. Leads pupils to arrive at the correct answer. 11. Shows enthusiasm through facial expressions. 12. Establishes eye contact with pupils from time to time. 13. Stays appropriate distance from the pupils. 14. Demonstrated relaxed body posture and gesture. 15. Uses correct grammar. 16. Uses simple and correct words. 17. Has rapport with with the pupils.

Remarks

18. Generates interest and enthusiasm 19. Involves more pupils in class discussion/activities. C. Assessment 1. Uses varied types of test questions. 2. Test times require Higher Order Thinking Skills (HOTS) 3. Test items are within the level of understanding of the pupils. 4. Questions are not confusing. 5. Test questions follow table of specification. 6. Test questions are arranged from easy to difficult ones. 7. Observes confidentially in making the test questions. 8. Observes individual pupils working during test administration. 9. Utilizes test results as basis for instructional decision. D. Management of Learning Environment 1. Maintains an orderly and well structured classroom. 2. Maintains classroom physically conducive to learning.

Comments/Agreements _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________ Teachers Signature _____________________________ Observers Name and Signature

_____________________________ Date

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