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CLASSROOM VISITS AND OBSERVING THE

TEACHING LEARNING SITUATION

Classroom visitation considered as an essential part of supervisory process.

Modern visitation calls for a democratic classroom visitation

 Authoritative Visitation
 Aims seems to be analyze the personality of the teacher and to check on his method and
technique in teaching, or to tell the teacher for hi /her weak points and how to remedy them.
 Democratic Visitation
 Aim primarily to help the teacher to solve the pedagogical problems and to help him grow, and
also thereby help pupil to grow.

The role of the supervisor should be that of a co- worker rather than a judge.
Democratic supervisor evaluates teachers only incidentally, as he concentrates on helping them to help the
pupils grow.

TYPES AND LENGTH OF VISITS

a. Scheduled
Too formal
The teacher generally knows well in advance of the schedules visit and purposes
It tends to disrupt the regular schedule of the school creating an irregular situation
b. Unscheduled
The supervisor come to the classroom unannounced
It is very doubtful if the unannounced visit which checks unwholesome attitudes and lack
of preparations is desirable.
This type of visitation will create an atmosphere of confusion and put the teacher in
emotional tension.
c. Invitational
It is one wherein the supervisor given a definite invitation to see a classroom or an entire
school for certain purposes.
The supervisor is evidently wanted for the purpose of analyzing practices and results
It shows a wholesome administrative condition, and directs supervision where it is
needed.
 LENGTH OF VISIT
 The length of the visit most often determines by the aim or purpose of the supervisor, the
grade to be observed, the size of the school to be visited, the educational qualification and
experience of the teacher, and the physical and mental maturity of the pupils to be observed.
 The number of visits to be made by the principal or supervisor is conditioned by his teaching
load and administrative duties. The minimum length of time of the principal should be at least
forty minutes.

SAMPLE PRINCIPAL’S DAILY PROGRAM

Min Activity

7:30 – 8:00 30 Going over classroom preparation and cleanliness of the

school site

8:00 – 9:00 60 Office work

9:00 – 11:00 120 Supervision

11:00 – 11:30 30 Conference Period

1:30 – 2:00 30 Going over classroom preparation and cleanliness of

the school site

2:00 – 4:00 120 Supervision

4:00 – 4:30 30 Office work

4:30 – 5:00 30 Conference Period

 Classroom Visitation to be effective, must be made more frequent so that his presence I the classroom
would be felt as routinely one, and an everyday activity of the class.

GUIDING PRINCIPLES
1. Supervisory plan should be formulated cooperatively
 The teacher in particular will not be indifferent to supervision when they assist in setting up the objectives
and in carrying out the plan or program;
 An organized plan is always tentative; it will have revised freely as it progresses.
2. Supervisory Plan must be flexible
 A supervisory plan must be readjusted; re-planned as the situation changes. Flexibility is enhanced when all
have participated in the cooperative formulation of the plan. The group thus understands the aims and
purposes set up.

TYPES OF SUPERVISORY PLAN

1. Short term Plan

o Weekly or Monthly plan
o Includes such varieties as daily lesson plan, weekly, monthly and term planning
o Involves more specific objectives but are related to the general supervisory aims.
2. Long term or Yearly Plan
o Involves general problems or objectives which cannot be accomplished I a short period of time.

CONTENTS OF SUPERVISORY PLAN

1. Supervisory Aims
o The plan must contain general and specific supervisory aims and purposes
o The aims must be based on the problems discovered in the classroom. observation, recorded
reports of the past supervisors and questionnaires.

2. Supervisory Procedures
o Should indicate special procedures as to the methods of time schedule, and personnel involved,
but sufficiently flexible to permit readjustment and re-planning as the situation may change.

3. Criteria for Evaluation

o Supervisory planning should make provisions for its own evaluation
o The effectiveness of the procedure utilized can be measured by the used of criteria based on the
principles of good teaching and learning.
o The effectiveness of both teaching and learning can also be estimated through the measurement of
the qualities commonly associated with success in teaching and learning.
4. Follow –up work
o The provision should be made for follow – up work
o Follow-up visit to aid in effecting instructional improvement
o Follow – up work can be accomplished through conference, informal letter, circular and
memorandum.
BASES OF CLASSROOM OBSERVATION
1. The Philippine Education Aims
o The aims of education serve as guideposts for the educative process
2. Child Growth
o Child growth is the most important objective of supervision
o Teachers and supervisors must study children to determine their difficulties as well as their
potentialities
3. Good teaching and Learning
o The true function of teaching is to provide the best stimuli so that the best learning may take place
 o Teaching is a process of stimulating, directing, guiding and evaluating the learning
o Learning is on the other hand; a process of growth and development through experiencing

SOME CAUTION ABOUT CLASSROOM OBSERVATION

1. Importance of Constructive Approach

 The result of classroom observation should be positive, preventive and constructive
2. Danger of premature evaluation
 Evaluation should not be done or given right away.
 It should be given only after sufficient and careful reflection.
 Comments should be based on actual facts.
3. Evaluation is not an Isolation
 Classroom observation should not be used as the only measure of evaluating teaching and
learning.
 Observation is the only one of the activities of improving teaching –learning situation.
4. Too much expectation
• The supervisor should not expect too much from a single observation.
5. Too much attention on teaching
• Classroom observation must be child-centered rather than teacher-centered achieved.
• The achievement of the pupils should be the criteria of classroom observation.

Submitted to:

DR. ROSEBELITA REGACHO

Instructor
Submitted by:

JOAN V. PINEDA
GELBERT F. NALICA
SHELLO A. PANELO
BELENDA MONTEMAYOR