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
• Aim seems to be to analyze the personality of the teacher
and to the teacher for his/her weak points and how to remedy
them
• check on his method and technique in teaching, or to tell and
to help him grow, and thereby also help the pupil grow
  DEMOCRATIC VISITATION

• Aim primarily to help the teacher solve the pedagogical

problems
• The role of the supervisor should be that of a coworker rather
than a judge.
• Democratic supervisor evaluates teachers only incidentally, as
he concentrates on helping them to help the pupils grow.
TYPES AND LENGTHS OF VISIT

•Scheduled
•Unscheduled
•Invitational
 SCHEDULED VISIT

• Too formal
• The teacher generally knows well in advance of
the scheduled visit and purposes
• It tends to disrupt the regular schedule of the
school creating an irregular situation
 UNSCHEDULED TYPE

• The supervisor come to the classroom unannounced

• It is very doubtful if the unannounced visit which checks

unwholesome attitudes and lack of preparation is
desirable.
• This type of visitation will create an atmosphere of
confusion and put the teacher in emotional tension.
 INVITATIONAL TYPE

• It is one wherein the supervisor is 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 determine 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 PRINC IPAL’S DAILY PROGRAM
M in. Ac tiv ity

7:30 – 8:00 30 Go in g o ve r c la ssr o o m p r e p a r a tio n a n d c le a n lin e ss

o f th e sc h o o l site

8:00 – 9:00 60 Offic e wo r k

9:00 – 11:00 120 Su p e r visio n

11:00 – 11:30 30 C o n fe r e n c e Pe r io d

1:30 – 2:00 30 Going ove r c la ssr oo m p r e p a r a tion a nd c le a nline ss

of th e sc ho ol site

2:00 – 4:00 120 Sup e rvisio n

4:00 – 4:30 30 Offic e wor k

4:30 – 5:00 30 C on fe r e nc e Pe r iod

Classroom visitation to be effective, must be made more
frequent so that his presence I the classroom would be
felt as a 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 be 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
• Weekly or monthly plan
• Includes such varieties as daily lesson plan, weekly, monthly and term
planning
• Involves more specific objectives but are related to the general
supervisory aims

2. Long term or yearly plan

• Involves general problems or objectives which cannot be

accomplished in a short period of time.
 CONTENTS OF SUPERVISORY PLAN

1. SUPERVISORY AIMS
• The plan must contain general and specific supervisory aims and purposes

• The aims must be based on the problems discovered in the classroom

through the use of survey, actual classroom observation, recorded reports
of the past supervisors, and questionnaires

2. SUPERVISORY PROCEDURE

• Should indicate special procedure as to the methods of time schedule, and personnel
involved, but sufficiently flexible to permit readjustments and replanning as the
situation may change
3. CRITERIA FOR EVALUATION
• Supervisory planning should make provision for its own
evaluation

• The effectiveness of the procedure utilized can be

measured by the use of criteria based on the principles
of good teaching and learning

• 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

• The provision should be made for follow-up work

• Follow-up visit to aid in effecting instructional

improvement

• Follow-up work can be accomplished through

conference, informal letter, circular, and memorandum
 BASES OF CLASSROOM
OBSERVATION
1. THE PHILIPPINE EDUCATION AIMS
• The aims of education serve as guideposts for the educative
process 
2. CHILD GROWTH

• Child development is the most important objective of

supervision
• Teachers and supervisors must study children to determine
their difficulties as well as their potentialities
3. GOOD TEACHING AND LEARNING

• The true function of teaching is to provide the best stimuli

so that the best learning may take place.
• Teaching is a process of stimulating, directing, guiding,
and evaluating the learning.
• Learning, is on the other hand, a process of growth and
development through experiencing.
 SOME CAUTIONS 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 an actual facts.

3. OBSERVATION 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.