CLASSROOM OBSERVATION STRATEGIES

To know the propose and importance of classroom

observation

To discuss how a systematic process of evaluating

performance can contribute to teacher’s professional
growth , teacher’s effectiveness and therefore, to more
effective student learning.
 is a formative
(continuous) process of gathering data
around teacher learning targets to provide
feedback to the teacher regarding growth
and to inform future teacher learning.
Before Observation, an observer should know:

Why?
What?

Who? How?
What: One or more observers spending time in the class to observe a
lesson partly or completely.

Why: Two major purposes

1.Evaluation: It may lead to making administrative decisions such

as, rating of appraisal, job conflict, warning etc.

2.Professional Development: This approach to lesson observation

is driven by a concern for continuous Quality improvement.
Who: Observer may be the principal, vice principal, HOD , any
supervisor or any colleague.

How: A teacher may be Observed

unannounced, or with a prior notice.

Single observation or series of observations.
Clinical supervision
 It is a well-known classroom observation approach.
It has three basic steps:

1.Pre-Observation conference: Before observation teacher discusses the

lesson plan with observer.
2.Class Observation: Observer, Observes the class quietly, takes notes and
gathers important data.

3.Post-Lesson Conference: Feedback session, Sharing the observations

positively with teacher.
 The effectiveness of an observation would depend on the

Content Knowledge Pedagogy

Interpersonal Skills
Feedback Skills
Experience &
Expertise
If more than one observers in the school then all members of
team should know that:

What counts as effective teaching

The number of times a teacher has been observed
What kind of feedback has been given
 A) For the individual observer

Develop a climate of mutual trust with teacher

Treat the teacher with respect
Never insult the teacher
Be a silent observer , “like a fly on the wall”
Don’t intervene during observation
 What is the teacher doing?
What are the students doing?
What are students saying to the teacher ? To each other?
What is the task?
How much time spend on the task?
What is the depth of knowledge of the task?
M
 B) For the Management:

Maintain a record of observations

The information can also be used for preparing the performance
appraisal.
Develop a culture of peer-observation
A blank copy of the lesson observation form should be given to
all teachers and discuss the points in the form.
Feedback is a way of the effect of our behavior has on others.
so it:

increases self-awareness
offers options
encourages development

Constructive feedback does not mean “only positive”

Feed back should be given in private and not in public.
Pay complete attention.
Share only few major weak points, if several noted.
Don’t sound authoritative.
First ask the teacher to reflect on his teaching.
Share running notes.
 Start with positive
Be specific
Refers to behavior which can be changed
Offer alternatives
Be descriptive rather than evaluative
Own the feedback
Leave the recipients with a choice
Say “Thank You” with smile
Think what it says about you