Post Observations

1. C. Teacher is complacent with her discipline. Underachievers and pupils

at risk were given appropriate and immediate interventions at the
onset of their attempt to misbehave.
2. Re; Learn good time management to attain remarkable results.
3. C. Teacher is stern in his discipline. Very good because pupils were
able to grasp new idea instilled in their minds.
4. Re: Maintain your discipline even during the evaluation to be able to
assess your teaching fairly well.
5. C. The teacher didnt just tell the pupils what to do, instead he showed
them how to do and even helped them start to do it .children are more
likely to learn by doing rather than any verbally mandated explanation.
6. Re. Encouraged allowing student inquiry by posing thoughtful, open-
ended question and asking pupils to ask question with each other and
encourage them to engage.
7. C. The teacher adjusted her lesson to the needs and capabilities of her
pupils. She was fair in dealing with them.
8. Re. She was given lecture on good time management.
9. C. She is motherly to her pupils and utilized varied materials to support
the lesson. Hence, they were attentive and enthusiastic to learn.
10. Re. Gave her lecture on how to discipline and how to sustain the
interest of her learners.
11. C. Priorlearning of the pupilsPrior learning of the pupils was
utilized to be able to connect with new ideas and experiences. HOTS
questions were provided their critical and analytical thinking.
12. Re. Lecture on different learning techniques and styles in
teaching was administered.
13. C. The teacher teaches thoroughly and with meaning. Lesson
meaningfully learned us highly resistant to forgetting. Pupils achieved
more than 75% level of performance.
14. Re. Gave lecture on type of association to aid learning difficulties
like: mnemonics, acronyms and etc. are pupils memory aids and
enhancers.
15. C. The strategy used by the teacher was very effective
associating what has been learned, understood and applied within
previous learning accelerated the prompt understanding of the pupils
to the new ideas presented.
16. Re. Discussed constructivism theory an approach that help
teachers to understand how their pupils learn and how to teach their
pupils to learn.
17. C. The teacher was quick to provide appropriate intervention to
pupils at risk and underachievers.
18. Re. Mentor on gender sensitivity in teaching her pupils and even
if not. This is tp provide all the pupils fair treatment.
19. C. teacher had a well prepared lesson plan and had mastered her
lesson very well.
20. Re. to give more insights on the different strategies and
approaches in teaching.
21. C. The teachers were able to provide adequate time for the
pupils to perform their experiment and discuss their main findings.
22. Re. LAC Session on how personality affect the way students
learn. That dependent student requires a lot of guidance, direction and
stimulation. While more independent pupils require minimum amount
of guidance and stimulation, but we should take note that theyre only
few of them in your class.
23. C. Shes motherly and had provided her pupils enough time tp
process their critical thinking after she had asked them HOTS
questions.
24. Re. Suggested to see and ask more help from the multimedia
and to co-teachers after sharing post conference with her wherein I
shared insights on how to to improve learning outcomes.
25. C. The teacher utilized varied techniques and strategies sited to
the different kinds of learners.
26. Re. Given orientation on how to properly conduct evaluation.
27. C. She was able to pace her lesson appropriate to the needs and
difficulties of the learners.
28. C. Mentoring on taxonomy of educational objectives by Bloom. A
systematic classification scheme for sorting learning outcomes into 3
domains; cognitive affective and psychomotor.
29. C. Teacher used varied instructional materials to support pupils
misunderstanding. Pupils were able to improve their learning
performance but were encouraged to aim for more.
30. Re. Gave lectures on how levels of learning such as; correlation,
application, understanding and rote.
31. C. The teacher had routines and procedures to maximize use of
time ad instructional materials.
32. Re. Gave advice on how to encourage the spirit of inquiry and
effectively.
33. C. The teacher taught with accurate and updated content
relevant to what the pupils need.
34. Re. Gave lecture on how to ask HOTS questions to improve
questioning and answering skills.
 35. C. the teacher considered each pupil as unique individual whose
past experiences affect their readiness to learn. Thus, the pupils were
able to achieve higher learning performance.
36. Re. Undergo mentoring on how to ask HOTS questions and
identify some of learning processes and styles.
37. C. Teacher effectively communicated higher learning
expectations to each learner by patiently guiding them what to do ask
and how to do the task
38. Re. LAC session on learning strategies and processes.
39. C. teachers objective was suited to the level of the learners. She
employed varied activities for pupils lifelong learning.
40. Re. Gave insights on how to manage and budget time properly so
as to arrive at most desired targeted goals.
41. She made use of the ICT or multi-media to convey to her learners
what she intends to teach. Commendable keep up the good work.
42. C. The teacher made good use of instructional time. Showed
fairness in dealing with her learners.
43. Re. Mentored on how to set objectives within the experiences
and capabilities of the learners.
44. C. Youve done your best to be able to attain your lesson
objective
45. Re. The inductive method used is very effective in the attainment
of her goal.
46. Re. To provide additional knowledge on how to operate the
computer to improve
teachers teaching performance.

Form A.

1. Pupils were interacting with the activities and learning task presented.
Remember not to forget to assess their performance every after
activities are performed.
2. Comparison and abstraction conducted by the teacher between two
different flowers developed the cognitive skills of the pupils.
3. Paced the lesson appropriate to the needs of the pupils
4. Has presented the lesson in a way that captured the interest of the
learners.
5. Teaching behavior on the job meets the basic expectation based on
standards. Displayed basic performance outputs as required outcomes
6. The teacher utilized varied techniques suited to the level of the pupils
7. Pupils prior learning was activated by way of brainstorming. It made
them enthusiastic, alert and alive in all activities geared towards
learning.
8. Round robin, reporting, guessing game activities were adopted to the
level of the pupils
9. The teacher made use of appropriate materials in the presentation of
the lesson. Showed fairness in dealing with her learners regardless of
their class standing, cultural affiliation and diversity
10. From the presentation to the motivation the teacher had
successfully sustained the interest of the learners. Prior learning played
the important role.
11. Teachers knowledge are being nurtured by asking motive
questions and with the presentation of different situations to generate
interactions
12. She was able to utilize diverse strategies to carry out the lesson
objective.
13. She showed fairness in dealing with her pupils. Lesson objectives
must be within the level of the learners. Try activating their prior
learning before the presentation of the new lesson.
14. You were able to manage time effectively sacrificing the time for
the next subject was avoided evaded.
15. She provided activities for remedial reinforcement to learners
who are not as smart as others.
16. Lesson objective was not set within the experiences and
capabilities of the learners. Next time try to subtask your objective
and adjust it to other level of your pupils.
17. She showed fairness in dealing with her pupils
18. The teacher provided enough wait time fo the pupils to activate
their prior knowledge, which she considered vital in the presentation of
the new lesson.
19. Varied techniques and strategies were employed to enhance the
pupils learning. Yet you need to update your strategies fo more
effective learning outcomes.

BI

20. Utilized routine and procedures at its maximum level try making
it more vivid and meaningful.
21. Hotsquestions employed stirred the minds of the pupils that they
became [participative and interactive.
22. She created situations to encourage learners to use higher order
thinking skills. Help pupils get rid of their fear to commit mistakes by
 saying: its okay to make mistakes. Thats the way we learn. We can do
and learn when we are willing to take the risk.
23. Increase situations that encourage learners to use higher order
thinking skills to develop their analytical and critical thinking.
24. Teacher should provide situations 5hat encourage the learners to
ask higher order thinking skills.
25. Dont forget to check learners outputs to clear misconceptions
and doubts.
26. Advised to make use of available multi-media to augment test
result. The need of earning for both audio and visual stimuli is so
desired to aid in learning..
27. Encourage to use multi-media as aid in teaching where pupils will
use both the auditory and visual stimuli to learn information
28. She taught with all her objectives, teaching methods and
strategies, activities and instructional materials congruent with each
other.
29. Learners interest was sustained with the use of sufficient
examples and varied instructional materials
30. She provided situations that encourages learners to discuss with
higher order thinking skills with the use of mtbmle, l1,l2 as the need
arises
31. Learners were providedwith thought provoking questions to
encouragethemto respond with higher order thinking skills.
32. The activities provided helped developed pupils creativity and
love for arts.
33. Varied activities presented were attention sustaining. More pupils
responded to the questions of higher order thinking skills.
34. Learners interest was sustained with the use of vibrant
instructional materials
35. There was a role playing that sustained the pupils interest
making th subject more meaningful and relevant.
36. Teacher asked series of hotsquestions but failed to allow enough
wait time to be able for the pupils to think and reflect on the correct
responses.
37. She never failed to encourage her learners too answer with
higher order thinking skills
38. L1,l2 l3 . This is very commendable.
39. She has a well-modulated voice. Time management is perfect.
40. Discipline plays a great role in teaching. Keep it up dont forget
to present your lesson in a logical and developing manner.
41. Varied activities were provided that sustained the enthusiasm of
the pupils
 42. Use of technology resources in the delivery of the lesson
increased participation and retention.
43. He used real life situation in the development of the lesson which
paved the way towards the attainment of the lesson objective.
44. The teacher employed hots questions that developed their
analytical and critical thinking skills. In return pupils tried their best to
answer with hope in their hearts that they will be considered be it right
or wrong

B2.

45. The teacher has captured the interest of the learners in the
presentation of the lesson. Pupils were interacting with each other.
46. Learners were demonstrative in varied ways. Learning achieved
in activities provided by the teacher.
47. She developed the pupils skills in psychomotor by letting them
draw a flower, while effective skills were demonstrated through their
cooperation and sharing.
48. Although there were sufficient activities provided to enhance
their earning still you need to be alert to check those who went
participative at all.
49. Maximum participation was generated when the instructional
materials presented to the learners were manipulated
50. The pupils were very much engrossed with their group task.
There was a report done by every group after the completion of every
task
51. Not all the pupils were able to follow the routines and procedures
of every group
52. Pupilsparticipated actively in their learning task with some level
of independence.
53. Pupils were enthusiastic in doing their assigned task, though
some were quite adamant and confused due to some missing
instructions. But the teacher was quick to provide the intervention on
time.
54. While the pupils were busy with their activity the teacher was
also busy attending too the needs of other pupils. Sometimes it is
good to let them perform with some level of independence.
55. Pupils actively participated in all the activities provided. It is
suggested that you provide positive reinforcement and rewards to
pupils who perform well and to those who perform less to accelerate
their learning.
 56. Has adopted the MTB<MLE by allowing the pupils to n engage in
discussion with peers and teacher in their L!L@L3 languages
57. Pupils were all participative in their own task. Their eagerness to
learn was evidently manifested.
58. They were interactive. More so if the teacher had provided them
with small group discussion to enhance their speaking skills
59. Pupils asked questions to clarify cloud of doubts. Group leaders
were given full responsibility to manage their own task.
60. Pupils were able to do their assigned task on time
61. Instructional time was maximized with relevant activities and
procedures initiated by the teacher
62. Pupils interest was sustained in all their activities
63. While majority of the class were actively doing their group task,
others were less participative. Next time try to let them/everyone get
involve.
64. Pupils were interacting with the varied activities presented by the
teacher. Be reminded to assess their performance every after
activities were done
65. Pupils were able to follow routines and procedures to maximize
instructional time. Always encourage your pupils to engage in an
intelligent discussion with peers.
66. Find practical ways to give pupils credit whenever they do the
best they can.

c.

1.

67. Kept accurate records of learners performance , but advised to

evaluate and assess them for future adjustments and reinforcements
of teaching styles used
68. Give student a moment to assess their own learning processes
and to let them share their assessments
69. Teacher should continually keep records of learners performance
level.
70. Gave assignment as reinforcement or as enrichment of the
lesson
71. She provided opportunities for learners to demonstrate their
learning in seatworks, board works and pencil and paper test.
72. Had provided appropriate evaluation and suitable reinforcement
73. She provided test items congruent to theobjective
74. Administration of evaluation should be time bounded to ensure
the validity of the results.
75. Test construction met the standards of a good and effective
evaluation
76. Teacher keeps accurate records of pupils performance and was
advised to analyzed and assess results.
77. The assignment given purposely designed to reinforce the
learning of the pupils
78. The teacher gave a formative test to measure pupils learning
performance as well as with her competence in teaching.
79. Analyzed and used the test result to enhance and enrich
learning. Gave assignment for enrichment purposes. It is advised that
assignments should be doable and be accomplished within the
prescribed time.
80. Test construction was within the capabilities of the pupils and
was congruent with the objective.
81. Had provided test items congruent to the objectives. Item
analysis was conducted after the test.
82. Evaluation should supposed to be regar4ded as formal and not
just a practice

AGREEMENT

83. LEARN TO SPEND approximate amount of time in teaching each

part of the lesson. Developmental activity should be given the biggest
time allocation.
84. Learn to formulate test questions relevant to the lesson to avoid
confusion that will result to low level of performance.
85. Learn to budget time effectively to be able to arrive at most
desired goal on time
86. The teacher agree to view each learner as unique individual with
unique needs and backgrounds, thus appropriate interventions must
be provided especially for learners at risk
87. The teacher will try to try to use memory aids like;
mnemonicsassociations and acronyms to help pupils remember
difficult lessons to learn
88. Teacher must allow learners to inquire share and discuss with co-
learners
89. She is advised that learners should constantly be challenged with
task that refers to skills and knowledge just beyond their level of
mastery. This enhances learners confidence and be motivated to learn
for more.
 90. Should pace her teaching to the level of her pupils use small
group discussions to enable individual participants voice to be heard.
91. Constantly monitor pupils performance in three domains of
learning; cognitive, affective and psychomotor
92. The teacher agrees with the principal to improve her time
management so as to maximize the instructional time allotted for the
subject.
93. She will analyze and utilize test results her future plan of action
whether to proceed or to reteaches an assignmentthat will measure
both the cognitive and behavioral skills of the pupils
94. Determine learners learning styles and provide them with
appropriate learning techniques and strategies to improve their
learning performance and competence.
95. Effective management is desired for more improved learning
outcomes.
96. Learn the art of questioning with the use of higher order thinking
skills. It provokes pupils imaginative and reflective thoughts.
97. Advised to address learners multiple intelligences by way of
increasing teaching learning interactions and by providing them with
more relevant activities.
98.

Encourage to spend more time interacting with

students regarding their group issues and
concerns.
Given orientation about standards on test
construction to improve learning outcomes.

Require to assist the pupils in identifying word

clues
to make problem solving easy.

Pinayuhangpagibaibahinangmgagawainng
bawatpangkatparahindilamangiisaang kaka-
yahangmalinangngbawatgrupo.

Require to increase availability of Instructional

Materials to promote higher learning outcomes.

Advised to enhance the technique used in

the presentation of the lesson as it plays a very
great role in the development of the lesson.

Reminded not to forget to discuss the values that

was intgrated in the lesson

Encouraged to ask an open-ended questions such

as how and why to developed critical thinking

Advised to be quick and alert in identifying pupils

needs such as experiment notebooks, posters and
improvised materials for higher learning outcomes

See to it that all activities are congruent with the

objectives of the lesson to ensure
favorable result