Things to Improve

Focus Area No. 4 - The Classroom Climate

1. not enough challenge less questions given
2. time not maximize
3. give more opportunities for independent learning
4. teaching style are more on procedural - should be flexible
5. some books , notebooks do not have comments
6. lack feedback from the teachers in terms of quality
7. some pages in the books were not corrected
8. some of the classes no generalization
9. Arabic weak
10. English subject is good, techniques/methodologies - collaborate with other
languages
11. Science weak, not doing well, the class is boring , research not doing well
in school
Scientific skills not fully develop
School has problem in resources
12. Physics the lesson is all about free falling objects - not related to real life
Ex. drawing from the book
Mr. Ceasar Go
1. provide data of those students who transferred to our school
2. program for the non-readers
3. data on the exact figure of new students come from the Philippines who
entered our school
4. make sure that sped child is not isolate in your class
Questions:
May program ba kayo ng screening before you accept the child?
Paano yung nasa school na/ na accept nyo na?
Aspects of the classroom climate that should be improved
1. Proactive learning
Although students were generally engaged in lessons there was little
evidence that they took a proactive role in their own learning. They always
waited for the teacher to lead and were hesitant to ask teachers for further
clarification when points were not fully understood. Too often, pupils did not
indicate they had trouble understanding explanations and few teachers used
probing questions to check students levels of understanding.
proactive = creating or controlling a situation rather than just responding to it
probing = to investigate thoroughly
2. Poor quality marking of students books
Teachers marking was poor. In most books subjects teachers did not
provide written feedback to students. There were no development points listed
and no specific guidance given. In most work books, teachers merely ticked
answers. In some books it was noticeable that pages of work had been ticked,
yet incorrect answers were on the page.

3. KG teaching

Teaching and learning in KG did not always provide the range of activities
at the right level to engage the children. Teachers often set tasks that were
repetitive or over-long where children quickly lost interest. Few teachers
provided rich range of experiences appropriate to children of this age range.
Recommendations for improvement
1. Improve students proactive roles in lessons by:
a. Ensuring teachers provide opportunities for students to voice their
concerns if they have not
fully understood an aspect of the lesson.
b. Encouraging students to reflect on their own learning to identify where
further explanations
is needed.
c. Discouraging teachers from superficial monitoring of students
understanding and instead
insisting they employ probing questions to check for levels of
understanding.
2. Improve teachers marking of students books by:
a. Establishing a whole-school marking policy to ensure that teachers
mark students books
regularly to specified standards.
b. Ensuring teachers provide written feedback in students books that
gives specific advise on
what and how to improve.
c. Monitoring students books to ensure errors in students work are being
correctly identified
by teachers and that written feedback is being offered
3. Improve the range of teaching approaches in KG by:
a. Ensuring teachers give students more opportunities to work in groups
or pairs on practical
tasks.
b. Ensuring teachers talk with students as they work to extend their
learning
c. Ensuring teachers do not spend long periods talking to the whole class
from the front of the
classroom.
d. Providing professional development to KG teachers that improves their
skills in adapting
their teaching to support and challenge different groups in the class.
Focus Area No. 6 - Ms. Naima Taleb - no clear trend in your assessment
Example:
Math - 16%
Arabic - 23%
Science - 7%
English 26%

Strategy - defines the basic procedure of how the content is elaborated during
the teaching process.
1. the cognitive approach is expository, as information is given in a structured
and organized process. The students role in this is passive, consuming and
breathing in. The teacher is the constitutive element, he informs, tells, shows,
asks etc.

cognitive
Ccc
informing

More
expository
passive
telling
showing
asking

2. the affective approach is based on discovering and uses the curiosity of

the student to let him find
out something on his own. There is little or no information given, just an issue
to explore. Students
have to be active and inquisitive to solve the problem. The teacher is not
involved. In this, students
learn by doing, by experiencing and by observing.

affective
experiential

discoveri
ng

More
active

observing

learning by
doing
__________________________________________________________________________________
__
Tell me and Ill forget/Show me and I may not remember/Involve me and Ill
understand
Walk-through observation informal classroom visit that lasts no more than 15
minutes. Feedback can be provided to teachers but can also be compiled.
Observation formal classroom visit that lasts 15-20 minutes or more and
provides written feedback to teachers.
Our focus: using observations and walk-through to change the face of
instructions
Three Broad Observation Inspection Areas
1. artifacts

2. student behaviour
3. teacher behaviour
First Artifact: Lesson Plan
1. elbow partner discussion
2. how do you currently review lesson plans

Sample :
English
Specific Objective- recall the rules on capitalization
Generalization should answer your objective
Evaluation - The output will serve as an evaluation
Filipino
Specific objective - natutukoy ang wastong gamit ng sugnay, parirala, at
pangungusap.
Pagtataya - presentasyon ng ginawa
Sagutan ang pagsasanay sa pahina 29 32
Math
Specific Objective - read and write numbers through 20 000 30 000 in symbols
and in words
Generalization - we have learned about writing a number in standard form and a
word form. (oral/eval.)
Read: standard form is 384 403 while the words form is three hundred eighty
four thousand four hundred three.
Specific Objective - name the parts of fraction
Evaluation - exercises/discussion
Science
Specific Objective - classify animals according to their body characteristics and
where they live.
Generalization - Classifying means it is grouping objects or events according to
common characteristics. And comparing is showing how object is similar and
different from one another.
Specific Objective - I Have a Body
Level 1 - draw the different parts of the head
Level 2 - sing a song which tells the different parts of the body
Level 3 - acting out the different activities of a child using his/her body.
Generalization - I have a body. My body has different parts. The head has many
parts, the eyes, ears, nose and mouth.
Eval. The pupil will visit the FACE station and will be given a blank head, each
of them will draw the different parts of the head.
Agreement - Think-Pair-Share: Let the students look at their partners and try to
observe their partners body parts. Ask the student what do they observed.
Lead the class in understanding that we have similarities and differences of body
parts.

Social Studies
Specific Objective - persons who influence the culture of the community
Fernando Amorsolo, first national painter of the Philippines, Guillermo Tolentino,
a famous sculptor, Leandro Locsin, national artist for architecture, Levi Celerio,
the youngest member of the Manila Symphony Orchestra.
GeneralizationEvaluation
Character Education
Specific Objective - God is the creator of all things
Church is a community of believers
-