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classroom observation

Classroom observations are formal or informal evaluations of teaching aimed at providing constructive feedback to improve instructional techniques and classroom management. They can be conducted by school administrators and may vary in duration and method, often focusing on student engagement, instructional strategies, and classroom culture. Guidelines for conducting both formal and informal observations emphasize preparation, timely feedback, and fostering positive teacher-student relationships.

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4 views

classroom observation

Classroom observations are formal or informal evaluations of teaching aimed at providing constructive feedback to improve instructional techniques and classroom management. They can be conducted by school administrators and may vary in duration and method, often focusing on student engagement, instructional strategies, and classroom culture. Guidelines for conducting both formal and informal observations emphasize preparation, timely feedback, and fostering positive teacher-student relationships.

Uploaded by

Aisha Basir
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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A classroom observation is a formal or informal observation of teaching while it is taking place in a

classroom or other learning environment. Typically conducted by school administrators, classroom


observations are often used to provide teachers with constructive critical feedback aimed at improving
their classroom management and instructional techniques. School administrators also regularly observe
teachers as an extension of formal job-performance evaluations.

Classroom observations may be called learning walks, teacher observations, walkthroughs, and many
other things, and they may be conducted for shorter or longer periods of time—from a few minutes to a
full class period or school day. A wide variety of classroom-observation methods are applied—some may
be nationally utilized models developed by educational experts, while others may be homegrown
processes created by schools using them. In many cases, observation notes are recorded using common
templates or guidelines that describe what observers should be looking for or what the observed
teacher would like feedback on.

While classroom observations are conducted for a wide variety of purposes, they are perhaps most
commonly associated with job-performance evaluations conducted by school administrators.

Generally speaking, classroom observations could be considered a de-facto school-improvement


strategy, since they are typically intended to improve instructional quality and teaching effectiveness,
whether they are conducted by fellow teachers or by administrators.

Since teachers often work in relative isolation from their colleagues—e.g., they may create courses and
lessons on their own, or teach behind the closed doors of a classroom without much feedback from
colleagues—teaching styles, educational philosophies, and academic expectations often vary widely
from class to class, as does the effectiveness of lessons and instructional techniques. Classroom
observations arose in response to these common trends, and they are often used as a form
of professional development intended to foster greater collaboration and more sharing of expertise and
insights among teachers in a school.

WHAT TO LOOK FOR IN A CLASSROOM OBSERVATION


Student Engagement-Are the majority of the students engaged and participating in the lesson? During a
direct teach time, look for students participating in the lesson and how many students volunteer to
answer questions. Another big component of student engagement is allowing students to interact with
the lesson. We don't want to observe "sit and get" type lessons. We want students thinking,
interacting, discussing, and involved in a variety of ways.

Instructional Strategies- Instructional strategies are key to reaching all levels of students. For example,
differentiation, class discussions, cooperative learning, Think-Pair-Share, hands-on experiments, and
technology, are just a few instructional strategies. We want to scaffold the lesson to meet the different
levels of students. There are many instructional strategies. How we teach does matter. Students
learn more when they are engaged and when there are multiple ways to be involved.

Classroom Management- This not only pertains to student behavior but management of materials and
organization of materials. Are the materials for the lesson ready? Class time is not wasted because
there is a lack of organization. When class time is not well spent on preparation of materials and
organizational skills, then negative student behavior will surface.
Rigor Rate- Our goal at the Next School is to have our students learn at high levels. In order for students
to demonstrate their learning at high levels, we must teach at higher levels. We need to see more
instruction where students are evaluating, putting it together, taking it apart, instead of students just
gathering information.

Pacing- Is the lesson moving at an appropriate pace.

Explicit Instruction- Great lessons and great teachers begin each lesson with a prerequisite of learning.
They state the goal or objective of what will be taught and what the students will learn during the
lesson. He/she presents the material in small steps with practice after each step. The teacher gives
clear, detailed instructions and explanations. Students ask questions. Teacher gives feedback.

Check for Understanding- Great teachers stop and check for understanding in a variety of ways. It is
essential for every teacher to utilize a variety of assessment for learning strategies in order to create
more productive learning experiences for the learners.

Timing- WhTiming is referred to transitions from one activity to another, time spent on the specific skill
or topic and class time getting started. Use of class time is very important to student learning. It also
pertains to teachers having adequate amounts of instructional time to teach in their schedules. When
timing is interrupted, quality student learning is not taking place.

Culture- Culture of the class plays a big part in student success. It refers to an environment where
students are valued, respected and held to high expectations. The students are willing to ask questions,
seek support and take risks. The classroom is welcoming. Student's work is displayed. Student
leadership skills are being shown. These are all examples of a positive cultural environment.

Feedback- Feedback in the classroom is essential to student learning. It should not be overlooked.
When students are learning something new, they need some information that tells them whether or not
they are doing it right. A great teacher is specific with the feedback. The bottom line of feedback is it is
important for students to know how well they are doing as they learn. It gives them a sense of
achievement which motivates them to learn more. Feedback is very important.

Positive Teacher-Student Relationships- The student-teacher relationship is very important. Great


teachers not only know their students academically but personally and socially as well. Relationships
make a difference in the way students perform in schools. If we want students to perform in school, we
need to build rapport with them.
CLASSROOM OBSERVATION GUIDELINES FOR PRINCIPALS AND COORDINATORS
There are two kinds of observations that can be carried out in an academic year. These are
announced and unannounced/informed and uninformed.
For purposes of relevance, authenticity and diversity, it is suggested that we perform both
these types of observation during a school year. You can divide in to the terms (informed in the
first term and uninformed in the second).
FORMAL CLASSROOM OBSERVATION:
1. Prepare an observation calendar in advance and get it signed by the concerned teachers
at least 2 weeks in advance.
2. Go through the intended lesson plan for the particular lesson for which you have
planned to observe the teacher.
3. Arrive at the class 3-5 minutes before the lesson begins to be able to note if the teacher
is on time for the class.
4. Make sure you have all your stuff ready with you before-hand, you should not walk out
of the lesson to bring anything you have forgotten.
5. During the observation, notice all the points as mentioned above. It is suggested that
you take down the notes in your own diary before entering any information in to the
form.
6. The observer must never intervene during the lesson. If there are things they want to
point out, they must notify them in the feedback session with the teacher later.
7. Please note that you are in the class to observe the teacher and not the students.
Should a student cause any trouble, note down how the teacher deals with the student
only, and refrain from taking part in the disciplinary process.
8. Only the information collected in the specified time for observation can be used to write
the classroom observation form. No previous information or experience must be taken
in to account.
9. Classroom observations must never be written in a comparative fashion, which is
comparing one teacher with the other, etc. It may be helpful to never keep more than
one observation in a school day.
10. It is also advised that you take your time before compiling the final report so that the
reports are scrupulous, just, well-thought and reflective of the experience rather than
just being reactionary.
INFORMAL CLASSROOM OBSERVATION:

Below we present school leaders with several helpful guidelines for conducting efficient and effective
informal classroom observations.

1. Informally Observe All Teachers


All teachers can benefit from informal classroom observation. Refrain, however, from “over-
observing” particular teachers (e.g., only teachers having difficulty, beginning teachers, teachers
who teach subject areas that are heavily tested). Informal classroom observation should last
between 15 and 20 minutes; therefore, conduct only as many observations in a day as can be
followed up on with a post-observation meeting either the same day or the next day. Teachers
need and deserve some type of immediate feedback.

2. Informally Observe as Often as Possible


The presence of a principal, or coordinator in classrooms sends a positive message to teachers:
the leadership of the school cares. Including informal classroom observation as a school-wide
initiative requires consistency and frequency. Become opportunistic in finding time in the day to
observe teachers, and vary the time of day in which observation occurs. What occurs in the
morning is much different from what occurs in the afternoon.

Given that informal observations are relatively brief (15–20 minutes) compared to extended
classroom observations (30–35 minutes), data from a single focus will make richer conversation
during follow-up discussion.

3. Make It Obvious That You Are Having Fun


An observer’s demeanor sends strong messages: either the principal or a coordinator enjoys
being out and about, or he or she grudgingly engages in informal classroom observations. Let
your body language and facial expressions communicate that you are enjoying the time in the
classroom. Think about how you want teachers and students to view you.

4. Catch Them in the Act of Doing Something Right and Applaud Efforts
Look for victories, rather than failures, and applaud them. Work to create an ethos of sharing.
Teachers especially adept at a strategy or technique need time and opportunities for sharing
their expertise with others. For example, a certain amount of time at weekly or monthly faculty
meetings could be set aside for teachers to share insights or techniques with one another.

5. Make the Time to Follow Up


Follow-up communication to informal classroom observation is a critical component. Through
conversations and reflection, teachers better understand the complexities of their work.
Feedback and dialogue form the cornerstone of all supervisory activities.

6. Follow Up with Resources


After feedback, an effective observer also makes available resources that teachers need to
refine practice. The observer’s efforts to return for a follow-up informal observation might be
one such resource.

7. Make Informal Observations Invitational


Encourage teachers to invite you to observe them. Teachers experimenting with novel
instructional approaches or whose students are making presentations would welcome the
opportunity for the principal or the coordinator.

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