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Republic of the Philippines

Department of Education
Region III
SCHOOLS DIVISION OF NUEVA ECIJA
Old Capitol Compound, Burgos Avenue, Cabanatuan City, 3100

Observation Form for Teachers Date: _____________________

WHAT TO LOOK FOR IN A CLASSROOM


Name of Teacher: ____________________________________ Designation: _______________ Rating: _____________
Grade Level: ________ Section: _____ Subject: _______________ Time: ___________ No. of Students: ____________
School: ________________________________ District/Municipality: ______________________

Note: The following indicators and rating scale shall be used: EO Evidently Observed (3 pts.), FO Fairly Observed (2
pts.), SO Slightly Observed (1 pt.) and NO Not Observed (0).

Remarks Remarks
Good Signs E F S N Possible Reasons to Worry N S F E
O O O O O O O O
S - STUDENTS (Pupils/Students or Learners Faces, Sounds and Reaction to Visitor
1. Students faces are eager, engaged and happy. 1. Students faces are blank, worried and bored.
2. All exchanges involve (or directed by) the
2. Students often address one another directly.
teachers; students wait to be called.
3. Students ask questions at least as often as the 3. Students race to be first to answer teachers
teacher does. Who can tell me? queries.
4. The teachers voice is the loudest or most often
4. Frequent hum of activity and ideas being
heard. Frequent periods of silence among
exchanged.
students.
Others:
T - TEACHERS (Teachers Attributes, Location and Voice)
5. Teacher is typically working with students so it
5. Teacher is typically in the front and center.
takes a few seconds to find him/her.
6. Controlling and imperious, condescending and
6. Teacher is respectful, genuine, warm.
saccharine-sweet
7. Welcoming, eager to explain or demonstrate what 7. Either unresponsive or hoping to be distracted
theyre doing to use visitor as a resource for what theyre doing
Others:
A - ACTIVITIES (Teaching-Learning Process, Class Discussion, Task and Stuff)
8. Different activities often take place simultaneously 8. All students usually doing the same thing
9. Activities frequently complicated by pairs or 9. When students arent listening to the teacher,
groups of students theyre working alone
10. Emphasis on thoughtful exploration of
10. Emphasis on facts and right answers
complicated issues
11. Textbooks, worksheets and other packaged
11. Classroom setup is overflowing with good ideas,
instructional materials predominate; sense of
books or materials: sense of purposeful cluster
enforced orderliness.
Others:
R - ROOM (Learning Environment, Furniture, On the Walls, Around the School)
12. Comfortable areas for learning, including multiple 12. Chairs all facing forward or usually desks in
activity centers rows
13. Nothing, commercial posters, students
13. Displays are covered with student collaboration,
assignments displayed are: a) suspiciously
evidence of student collaboration
flawless; b) virtually alike
14. Classroom environment, appealing atmosphere: 14. Classroom environment is stark, institutional
a place where people would want to spend time feel
15. Students projects fill the hallways. Learning 15. Awards, trophies and prizes displayed
space is well stocked and comfortable. Restrooms in suggesting an emphasis on triumph rather than
good condition. Room is warm and inviting. school community and students corroboration.
Others:
Reference: What to Look for in a Classroom Excerpts from the Schools Our Children Deserve by Alfie Kohn (1999), discussed by Bro. Armin A. Luistro
in the National MANCOM in Bacolod City, July 16, 2014
OBSERVATION NOTES:
CONFORME: OBSERVED BY:
___________________________________ _________________________________
Signature Over Printed Name of the Teacher Signature Over Printed Name of the Observer

Republic of the Philippines


Department of Education
Region III
SCHOOLS DIVISION OF NUEVA ECIJA
Old Capitol Compound, Burgos Avenue, Cabanatuan City, 3100

Observation Form for School Heads Date: _____________________

WHAT TO LOOK FOR IN AN OFFICE/SCHOOL


Name of School Head: _____________________________________________ Designation: ____________
Name of School: ________________________________ District/Municipality: ________________________

Note: The following indicators and rating scale shall be used: EO Evidently Observed (3 pts.), FO Fairly Observed (2
pts.), SO Slightly Observed (1 pt.) and ND Not Observed (0).

Remarks Possible Reasons to Worry Remarks


Good Signs E F S N N S F E
O O O O O O O O
S - SCHOOL ENVIRONMENT (Present in, around and within the school)
1. Transparency is evident. Display board and 1. Facilities/equipment are not usually accessible,
financial records are reported and updated. not functional and seldom used by school officials.
2. School environment is covered with teacher 2. School development is usual, projects and
and stakeholders collaboration, evidence of efforts are: a) not strategized, b) virtually alike
collaboration. initiated only by the school not by stakeholders.
3. School has appealing atmosphere: a place 3. School environment is stark and with institutional
where people would want to spend time. feel.
4. School projects fill the site. Restrooms in good 4. Awards, trophies and prizes displayed
condition. Faculty lounge or office is warm and -suggesting an emphasis on triumph rather than
inviting. school community corroboration.
Others:
T - TEACHING AND NON-TEACHING PERSONNEL ATTRIBUTES
(Faces, Sounds, Voice, School Officials Reaction to Visitor)
5. School officials faces are eager, engaged. 5. School officials faces are blank and worried.
6. The SHs voice is the loudest or most often
6. Frequent hum of activity and ideas being
heard. Frequent periods of silence among teachers
exchanged among school officials.
and personnel.
7. SH is typically working with teachers so it
7. SH is typically in front and center of talks.
takes a few seconds to find him/her.
8. SH, teachers and students are respectful, 8. SH is controlling and domineering,
genuine, warm. condescending and saccharine-sweet.
9. Welcoming, eager to explain or demonstrate 9. SH is either unresponsive or hoping to be
what theyre doing to use visitor as a resource. distracted for what they are doing.
Others:
A - ACTIVITIES (School Head and Teachers Discussion, Stuff, Task)
10. Different activities often take place 10. SH usually does the same thing because of
simultaneously. status quo.
11. Activities frequently complicated by pairs or 11. When teachers arent listening to the SH,
groups of teachers, parents or stakeholders. theyre working alone or with other business
12. Emphasis on thoughtful exploration of bright 12. Emphasis on regular activities (in a box not out
ideas and complicated issues. of the box)
Others:
R RELATIONSHIP OF SCHOOL AND COMMUNITY OFFICIALS
(School Head, Teachers and Stakeholders Discussion, Stuff, Task)
13. Teachers, personnel and/or stakeholders 13. All exchanges involve (or directed by) the
often address one another directly. school head; others wait to be called.
14. Teacher and stakeholders ask questions at 14. Personnel or stakeholders race to be first to
least as often as the school head does. respond to SH - Who can serve me? queries.
15. Office overflowing with materials, school 15. Reports, packages and office materials
supplies: sense of purposeful cluster predominate; with sense of enforced orderliness.
Others:
Reference: Conceptualized from What to Look for in a Classroom Excerpts from the Schools Our Children Deserve by Alfie Kohn (1999)
OBSERVATION NOTES:
CONFORME: OBSERVED BY:
___________________________________ _________________________________
Signature Over Printed Name of the Teacher Signature Over Printed Name of the Observer