Republic of the Philippines

Cordillera Administrative Region

Department of Education
BADO DANGWA NATIONAL HIGH SCHOOL

CATEGORICAL FREQUENCY TOOL

TEACHER QUESTIONS
•focus only on the number & quality of questions posed during a specified period of time.
•Bloom’s Taxonomy may be used.

QUESTION TALLY TALLY TALLY TALLY TALLY TALLY TALLY TALLY TALLY
CATEGORY 5 MIN 10 MIN 15MIN 20 MIN 25 MIN 30 MIN 35 MIN 40 MIN 45 MIN TOTAL PERCENT

EVALUATION

SYNTHESIS

ANALYSIS

APPLICATION

COMPREHENSION

Questions Asked:

10

11

12

13

14

15

Time Ended

_______________________ _____________________________
Teacher Name and Signature Name and Signature of the Observer
 Republic of the Philippines
Cordillera Administrative Region
Department of Education
TABUK CITY NATIONAL HIGH SCHOOL

CATEGORICAL FREQUENCY TOOL

STUDENT ON TASK OR OFF TASK BEHAVIOR

Supervisor and teacher collaboratively decide to focus on Student on-Task & off-Task
behaviors.
•Observations are made in 5 minute intervals.
•Each student will be watched for 20 or more seconds.
•The observer records what he or she sees.

TIME WHEN THE OBSERVATION BEGUN

NAME OF STUDENTS 9:00 9:05 9:10 9:15 9:20 9:25 9:30 9:35 9:40 9:45

Key:
A- At task
TK - Talking (Social Conversation)
P - playing
O - Out of Seat
OT - Off task

_______________________ _____________________________
Teacher Name and Signature Name and Signature of the Observer
 Republic of the Philippines
Cordillera Administrative Region
Department of Education
BADO DANGWA NATIONAL HIGH SCHOOL

CATEGORICAL FREQUENCY TOOL

1. TEACHER VERBAL BEHAVIOR

(List of no more than seven teacher behaviors to be checked off as they occur at frequency intervals.)
INFORMATION DIRECTION
QUESTIONING ANSWERING PRAISING CORRECTING REPRIMANDING
GIVING GIVING
1

10

11

12

13

14

15

Time ended:
Class:
Date:

_______________________ _____________________________
Teacher Name and Signature Name and Signature of the Observer
 Republic of the Philippines
Cordillera Administrative Region
Department of Education
BADO DANGWA NATIONAL HIGH SCHOOL

CHILD CENTERED LEARNING OBSERVATION

Were the children learning or thinking?

How were children treated?
What opportunities were provided for children to learn in different ways?
Who is the source of knowledge?
Were children talking to children?
Were children designing their own learning?
Who assesses learning/
What did we learn about the children?

_______________________ _____________________________
Teacher Name and Signature Name and Signature of the Observer
 Republic of the Philippines
Cordillera Administrative Region
Department of Education
TABUK CITY NATIONAL HIGH SCHOOL

TOOL FOR STANDARD- BASED ENVIRONMENT

STRATEGIES FOR DIVERSE LEARNERS-QUALITATIVE

*Uses focused questionnaire

QUESTIONS REMARKS

1. How does the teacher encourage students?

2. what positive reinforcement techniques does

he or she use?

3. what kinds of modifications for individual

children or types of learners are evident?

4. How does the teacher use the children's

strengths?

5. Where does the students situated in the room

and why?

6. What are the opportunities for small-group

work?

7. How does the teacher adapt materials and

instruction to different student learning styles?

8. What is the teacher's proximity to studnets?

9. How are the children interacting?

10. What else is special about the treatment of

the children?

_______________________ _____________________________
Teacher Name and Signature Name and Signature of the Observer
 Republic of the Philippines
Cordillera Administrative Region
Department of Education
TABUK CITY NATIONAL HIGH SCHOOL

TOOL FOR STANDARD- BASED ENVIRONMENT

STRATEGIES FOR DIVERSE LEARNERS- QUANTITATITVE

TEACHER INDICATOR RESPONSE EXAMPLES

YES NO N/A

1. Proximity to students

2. Different ways of encouraging

students
3. modifications for individual
children or tyes of learners

4. Use of children strengths

5. Multiple ways in which lesson is

unfolding
6. Integration of grouping
according to needs and skills

7. Scaffolding of instruction

_______________________ _____________________________
Teacher Name and Signature Name and Signature of the Observer
 Republic of the Philippines
Cordillera Administrative Region
Department of Education
TABUK CITY NATIONAL HIGH SCHOOL

STUDENTS BEHAVIOR KEYED TO ACCOUNTABLE TALK

Student Indicators Response Observations

Students are engaged in
talk when they:
• Speak appropriately in a
variety of classroom Yes No N/A
situations
•Allow others to speak
Yes No N/A
without interruption
•Speak directly to other
students
Students are listening
attentively to one another
when they:
•Make eye contact with
Yes No N/A
speaker
•Refer to a previous speaker Yes No N/A
•Connect comments to
previous ideas
Students elaborate and
build on other’s ideas when
they:
•Make comments related to
Yes No N/A
the focus of the discussion
•Introduce new, related Yes No N/A
issues
•Listening carefully Yes No N/A
•Talk about issues rather than
participants
•Assists in clarifying or
Yes No N/A
expanding a proposition by :
•Modeling methods of
restating arguments and
Yes No N/A
ideas and asking if they are
expressed correctly.
•Modeling and providing
practice at responding Yes No N/A
appropriately to criticism

•Modeling expressing own

puzzlement or confusion

_______________________ _____________________________
Teacher Name and Signature Name and Signature of the Observer
 Republic of the Philippines
Cordillera Administrative Region
Department of Education
TABUK CITY NATIONAL HIGH SCHOOL

TEACHER BEHAVIOR KEYED TO ACCOUNTABLE TALK

Teacher Indicators Response Observations

Engages students in talk by:
•Providing opportunities for students to
speak about content knowledge, Yes No N/A
concepts and issues.
•Using wait time/allowing silence to
Yes No N/A
occur
•Listening carefully Yes No N/A
•Providing opportunities for reflection on
classroom talk
Assists students to listen carefully to
each other by:
•Creating seating arrangements that
Yes No N/A
promote discussion
•Providing clear expectations for how
Yes No N/A
talk should occur
•Requiring courtesy and respect Yes No N/A
•Reviewing major ideas and
understandings from talk
Assists students to elaborate and build
on other’s ideas by:
• Modeling reading processes of
predicting, looking for key words, Yes No N/A
engaging prior knowledge, and so on.
• Facilitating rather than dominating the
Yes No N/A
talk
•Listening carefully Yes No N/A
•Asking questions about discussion
ideas and issues
Assists in clarifying or expanding a
proposition by:
•Modeling methods of restating
arguments and ideas and asking if they Yes No N/A
are expressed correctly
•Modeling and providing practice at
Yes No N/A
responding appropriately to criticism
•Modeling expressing own puzzlement
or confusion

_______________________ _____________________________
Teacher Name and Signature Name and Signature of the Observer
 Republic of the Philippines
Cordillera Administrative Region
Department of Education
TABUK CITY NATIONAL HIGH SCHOOL

TAILORED TOOL

POSITIVELY DISCOURAGED
NAME OF STUDENTS: PROMPTED PROBED ENCOURAGE REINFORCED PUPILS

_______________________ _____________________________
Teacher Name and Signature Name and Signature of the Observer
 Republic of the Philippines
Cordillera Administrative Region
Department of Education
TABUK CITY NATIONAL HIGH SCHOOL

NON-VERBAL TECHNIQUE
Anecdotal Observations/
Nonverbal Technique Frequency
Student Responses
Proxemics
Standing near student(s)
Moving toward student(s)
Touching student(s)
Moving about room
Kinesics
a. Affirmation
Eye contact
Touching
Smiling
Nodding
Open arm
movements
b. Disapproval
Frowning
Stern look
Finger to lips
Pointing
Arms crossed
Hands on hips
Prosody
Varies voice tone
Varies pitch
Varies rhythm
Immediacy
Responds with warmth

_______________________ _____________________________
Teacher Name and Signature Name and Signature of the Observer
 Republic of the Philippines
Cordillera Administrative Region
Department of Education
TABUK CITY NATIONAL HIGH SCHOOL

STAR OBSERVATION TECHNIQUES

Teacher:____________________________________ School: ___________________________

District:_____________________________________ Division : _TABUK CITY DIVISION

Grade and Section: ____________________________Subject: ___________________________

School Year: _____________Semester: ___________Conference Date:___________________
Instructional Supervisor:__________________________________________________________

Note: This is a supervisory tool which is helpful to collect information from the actual teaching –
learning activity in the classroom.
What to observe Observations (Record in detail if possible)
SITUATION
( Focus and observe closely the context and
teaching episode. i.e. learning environment,
motivation, presentation of the lesson,
evaluation, others in the lesson)

TASK
(Teachers’ actions in the particular situation
described above)

ACTION
(Focus and observe closely the learners’
actions relative to the teacher’s task
described above)

RESULT ( Focus and observe the end result or

outcomes of the teacher’s task and learner’s
action described above in both quantitative
(i.e. 85% of the learners were able to identify
nouns) and qualitatively ( Most of the
learners actively participated in the class)

General comments for teachers support

_______________________ _____________________________
Teacher Name and Signature Name and Signature of the Observer
 Republic of the Philippines
Cordillera Administrative Region
Department of Education
BADO DANGWA NATIONAL HIGH SCHOOL

DIAGRAM OF VERBAL INTERACTION

S1 S2 S3 S4 S5 S6 S7 S8

S9 S10 S11 S12 S13 S14 S15 S16

S17 S18 S19 S20 S21 S22 S23 S24

S25 S26 S27 S28 S29 S30 S31 S32

S33 S34 S35 S36 S37 S38 S39 S40

S47 S48
S41 S42 S43 S44 S45 S46

_______________________ _____________________________
Teacher Name and Signature Name and Signature of the Observer
 Republic of the Philippines
Cordillera Administrative Region
Department of Education
TABUK CITY NATIONAL HIGH SCHOOL

TEACHER – STUDENT INTERACTION

Time Student Teacher

_______________________ _____________________________
Teacher Name and Signature Name and Signature of the Observer
 Republic of the Philippines
Cordillera Administrative Region
Department of Education
BADO DANGWA NATIONAL HIGH SCHOOL

Diagram of Teacher’S Movement to assist Students

S1 S2 S3 S4 S5 S6 S7 S8

S9 S10 S11 S12 S13 S14 S15 S16

S17 S18 S19 S20 S21 S22 S23 S24

S25 S26 S27 S28 S29 S30 S31 S32

S33 S34 S35 S36 S37 S38 S39 S40

S47 S48
S41 S42 S43 S44 S45 S46

_______________________ _____________________________
Teacher Name and Signature Name and Signature of the Observer
 Republic of the Philippines
Cordillera Administrative Region
Department of Education
TABUK CITY NATIONAL HIGH SCHOOL

INDICATORS OF CULTURALLY DIVERSE LEARNERS

Response
Teacher Indicator Yes No N/A Comments

Displays understanding
of diverse cultures
Displays personal regard
for students of
diverse cultures
Uses instructional materials
free of cultural bias
Uses examples and materials
that represent different cultures

Promotes examination of
concepts and issues from
different cultural perspectives
Intervenes to address acts of
student intolerance
Uses “teachable moments” to
address cultural issues
Reinforce student acts of
respect for diverse cultures

_______________________ _____________________________
Teacher Name and Signature Name and Signature of the Observer
 Republic of the Philippines
Cordillera Administrative Region
Department of Education
TABUK CITY NATIONAL HIGH SCHOOL

INSTRUCTIONAL SUPERVISORY PLAN FOR MASTER TEACHERS

Name of Date and Date of pre- Date of post Focus/ Tool to be

Teacher Section planning observation Problem area Used
conference
June C. 8-Libra July 19, 2016 July 21, 2016 Teacher Diagram
Gawigawen Learner Verbal
Interaction Interaction
and Teacher
Student
Interaction
Cherrie Ann 8-Gemini July 21, 2016 July 23, 2016 Time on Task Student on
Bona Task & off
task behavior

INSTRUCTIONAL SUPERVISORY PLAN FOR MASTER TEACHERS

Teacher Date Focus/Problem Findings/ Technical Agreement Teacher’s

Observed and Area Observations Assistance Signature
Section Provided
June C. 8- Teacher Participative/ Preparation To be
Gawigawe Libra Learner teacher-learner of ICT aided observed
n Interaction interaction were instruction on the art
observed of
questioni
ng with
ICT aided
instruction
Cherrie Ann 8- Time on Task
Bona Gemini
 Republic of the Philippines
Cordillera Administrative Region
Department of Education
BADO DANGWA NATIONAL HIGH SCHOOL

DIAGRAM OF TEACHER’S MOVEMENT

S1 S2 S3 S4 S5 S6 S7 S8

S9 S10 S11 S12 S13 S14 S15 S16

S17 S18 S19 S20 S21 S22 S23 S24

S25 S26 S27 S28 S29 S30 S31 S32

S33 S34 S35 S36 S37 S38 S39 S40

S47 S48
S41 S42 S43 S44 S45 S46

_______________________ _____________________________
Teacher Name and Signature Name and Signature of the Observer
 Republic of the Philippines
Cordillera Administrative Region
Department of Education
TABUK CITY NATIONAL HIGH SCHOOL

INSTRUCTIONAL SUPERVISORY PLAN FOR BADO DANGWA NHS TEACHERS

Name of Date and Date of pre- Date of post Focus/ Tool to be

Teacher Section planning observation Problem area Used
conference
JOY LIWAG 8-GOLD FEB. 21,2017 Teacher Diagram
Learner Verbal
Interaction Interaction

PAYL REYES 8-JADE FEB . 16,2017 Time on Task Student on

Task & off
task behavior

INSTRUCTIONAL SUPERVISORY PLAN FOR BADO DANGWA NHS TEACHERS

Teacher Date Focus/Problem Findings/ Technical Agreement Teacher’s

Observed and Area Observations Assistance Signature
Section Provided
JOY 8- Teacher Participative/ Preparation To be
LIWAG GOLD Learner teacher-learner of ICT aided observed
Interaction interaction were instruction on the art
observed of
questioni
ng with
ICT aided
instruction

8-JADE Time on Task

PAYL
REYES
 Republic of the Philippines
Cordillera Administrative Region
Department of Education
TABUK CITY NATIONAL HIGH SCHOOL

INSTRUCTIONAL SUPERVISORY PLAN FOR BADO DANGWA NHS TEACHERS

Name of Date and Date of pre- Date of post Focus/ Tool to be

Teacher Section planning observation Problem area Used
conference

INSTRUCTIONAL SUPERVISORY PLAN FOR BADO DANGWA NHS TEACHERS

Teacher Date Focus/Problem Findings/ Technical Agreement Teacher’s

Observed and Area Observations Assistance Signature
Section Provided