Classroom Observation Form

Teacher________________________Subject/Class___Grade 3_ENGLISH____________School_____Bagga___________Project_________RRP______
Date_______________________Principal ___________________________ School Officer______________________
NOTE:
This form provides 5 areas for observation. Each area includes prompts regarding what should be observed.
Please respond to each statement using the scale below.
Competency levels:
Level 3: not demonstrated or the practice shows that the teacher needed improvement in a number of aspects related to that area.
Level 2: Satisfactory performance, shortcoming balanced by good features
Level 1: good in most respects, many good features, some outstanding

Methods:
O: Observe: silently observe the class without interrupting the lesson
T: Talk to Teacher: at the end of class or during a time when the teacher is not giving direct instruction, question the teacher
S: Talk to Students: ask students questions during the break after class has ended; do not disrupt students during class

S Core Areas Indicators 1 2 3 Method for Observing (O: Observe; T: Talk to Teacher; S: Talk to Student)
#

1 Principal and 1.1 are grade/subject/topic √

teachers to appropriate
ensure that
displays

1
1.2 provide relevant √
information

1.3 are used by students to √ Teacher is advise to ask question from students by referring displays.
improve their learning

1.4 have correct spelling and √

grammar

1.5 are at eye level √

1.6 include student- made √ Teacher are advised to encourage students and give them a chance to make
charts charts themselves.

1.7 highlight completed √ Only few students were given chance but again teacher should involve every
student work student of class.

2
 1.8 are regularly changed √

1.9 are stored in a secure √ Teachers are advised to wrap charts in a news paper n place it in a cupboard or
place when not on display a store so that they can use them again when needed.
for future use

2 Teachers to 2.1 is appropriate to group, √

ensure that pair and individual work
seating
arrangement

2.2 leaves enough space to √

move

2.3 allows for a clear view of √

the chalkboard

3
 2.4 allows each child to have √
their own seat and
adequate table space

3 Principal and 3.1 are in line with √

teachers to ensure curriculum guide (where
that lesson guides are given) and
planning and has a topic, clear
delivery objectives, a list of
activities, resources, and
assessment

3.2 for all other subjects √ Teacher was told to write those objectives which she could achieve easily.
(where guides are not
given) has a topic, clear
objectives, a list of
activities, resources, and
assessment

3.3 includes writing the √

lesson objective on the
chalkboard

3.4 relies on the guide (in √

classes where guides are
available) being in the
classroom and used by
the teacher

3.5 includes an introduction √

of the lesson that
connects to previous

4
 learning

3.6 includes a summary at √

the end of the lesson

4 Principal and 4.1 are available to all √

teachers to ensure students
that learning
materials
4.2 are available in all √
classrooms

4.3 are in good condition √

5 Principal and 5.1 Classroom rules are √

teachers to ensure developed by the
that the classroom students and displayed
is well managed:
5.2 Students follow routines √
established by the
teacher (for example,
raise their hands to
speak; ask to use the
washroom, etc.)

5.3 Students demonstrate √ Teacher is advised to daily guide students to throw litter in the bin.
classroom cleanliness,
and proper use of
5
 dustbins

5.4 Respectful language is √

used by teachers and
students

5.6 Teacher models proper √

behavior in class

5.7 Has positive √ She encouraged students to participate in class activities .I advised her to
expectations of all involve every student during class.
students

Strengths:

Areas of Development:

6
 Suggestions, Actions taken:

Feed back given:

Observer: Observee:

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