A NARRATIVE REPORT ON THE CONDUCT OF CLASSROOM OBSERVATION

IN SCIENCE 10
SY: 2021 – 2022

I. OBJECTIVES
During the class observation, the teacher should be able to:
1) Applied knowledge of content within and across curriculum teaching areas;
2) Displayed proficient use of Mother Tongue, Filipino, and English to facilitate teaching
and learning;
3) Used effective verbal and nonverbal classroom communication strategies to support
learner understanding, participation, engagement, and achievement;
4) Established safe and secure learning environments to enhance learning through the
consistent implementation of policies, guidelines, and procedures;
5) Maintained learning environments that promote fairness, respect, and care to encourage
learning;
6) Maintained learning environments that nurture and inspire learners to participate,
cooperate and collaborate in continued learning;
7) Applied a range of successful strategies that maintain learning environments that motivate
learners to work productively by assuming responsibility for their own learning;
8) Designed, adapted, and implemented teaching strategies that are responsive to learners
with disabilities, giftedness, and talents; and
9) Adapted and used culturally appropriate teaching strategies to address the needs of
learners from indigenous groups.

II. RATIONALE
To provide students with the quality education that they need which is the aim of the
Department of Education, it is important that those who are in the educational community work
together to attain this goal. With the unwavering efforts of the department to anchor their system and
actions on the well-defined standard for teachers’ performance quality, the Results-Based
Performance Management System (RPMS) was established and implemented. The said set of
standards was already integrated and embedded into the system since SY 2018-2019.
Despite the ongoing pandemic, the department remained faithful to its commitment to quality
teaching emphasizing learning continuity. From remote learning which was implemented during the
pandemic and the gradual implementation of the limited face-to-face classes, the tools, forms, and
protocols used were developed and modified to ensure their relevance in the context of the current
situation.

III. DISCUSSION

The class observation via LAC session was conducted by the School Principal to observe the
teachers on how they present their lessons and manage their class. Last April 26, 2022, at 8:00 AM, I,
together with the other teachers were observed in our class demonstration regarding the lessons we
would want to be observed on. We were given 30 minutes to present our lessons and after that, the
principal gave his points, comments, and observations during the feedbacking. The following
objectives were targeted during the conduct of the class demonstration for Science 10:

a) Applied knowledge of content within and across curriculum teaching areas.

 In the conduct of the lesson, the teacher applied knowledge of content within and across
curriculum teaching areas especially in the review part and during the motivation. It was also
discussed in the class that the term “laws” which can also be used in Mathematics and other
subject areas were also used in the Science subject. Also, the teacher gave the students a
chance to be more creative with their answers when the teacher asked them to give
descriptions of when they viewed themselves using the different items. This activity also not
only improved their vocabulary but also allowed them to be more descriptive with their
answers.

b) Displayed proficient use of Mother Tongue, Filipino, and English to facilitate teaching and
learning.
 Since the language used in the lesson delivery is English, the teacher also used different
languages to facilitate teaching and learning. In this case, the teacher used Mother Tongue
and Filipino in giving instructions thus, displaying the teacher’s proficiency in the said
languages. Also, during the motivation part, when the teacher asked the students to provide
items that will be used for their activity, the teacher gave the items’ names in Mother Tongue,
Filipino, and English to provide emphasis. For example, the mirror was called salamin or
samin and the spoon was called kutsara by the teacher.
c) Used effective verbal and nonverbal classroom communication strategies to support learner
understanding, participation, engagement, and achievement.
 Whenever a correct answer was given by the students during the conduct of the lesson, the
teacher also used effective verbal and nonverbal classroom communication strategies. The use
of supportive words like “very good, good job, excellent” and “thank yous” were constantly
given to students to support their understanding, participation, engagement, and achievement.
Also, when words are not given, the teacher does it through action by letting the students clap
their hands after a student gave his/her opinion or when he/she answered in class.

d) Established safe and secure learning environments to enhance learning through the
consistent implementation of policies, guidelines, and procedures.
 Due to the ongoing pandemic, the teacher consistently implemented the policies, guidelines,
and procedures in the class. Before the class started, the teacher reminded everyone in the
class to always wear their masks, observe proper distancing, and frequently use sanitizers and
washing of hands. Aside from that, it was also emphasized that the students practice proper
conduct during class.

e) Maintained learning environments that promote fairness, respect, and care to encourage
learning.
 During the lesson delivery, the teacher also imposed fairness and respect on all the students
regardless of gender. All the students were given the chance to give their answers and
participate in the class discussion. Whenever a student gives an incorrect answer to a question
 given, the teacher dealt with the situation in a way that the student is treated with the utmost
respect.

f) Maintained learning environments that nurture and inspire learners to participate,

cooperate and collaborate in continued learning.
 The teacher designed the class in a way that the students were given the chance to collaborate
and cooperate through the activities prepared for the lesson. The students were tasked to give
qualitative descriptions and locate images, recognize the use of concave mirrors, and
construct ray diagrams. The activities were varied so the students can actively participate in
the given activities and also a scoring rubric was also given so the students will know how
their work was being rated.

g) Applied a range of successful strategies that maintain learning environments that motivate
learners to work productively by assuming responsibility for their own learning.
 The teacher allowed the learners to work on their own so they can assume responsibility for
their own learning through their additional learning activity. Through the activity provided,
the students were allowed to be more observant of their surroundings and apply what they
have learned from the lesson to provide answers in their activity. Also, the students were
provided activities that allow them to do ray diagramming and locate the images given by the
teacher to enhance their ability to work productively on their own.

h) Designed, adapted, and implemented teaching strategies that are responsive to learners with
disabilities, giftedness, and talents.
 In designing the PowerPoint presentation for the class and in the making of the activity
sheets, the teacher also catered to the needs of those students who are having difficulty with
the visual aspect. Font styles that are large enough to be seen were used and seating
arrangements were done making sure that the teacher is responsive to the needs of the
students.

i) Adapted and used culturally appropriate teaching strategies to address the needs of learners
from indigenous groups.
 Translating terms and giving instructions using Mother Tongue were used as a culturally
appropriate teaching strategy during the conduct of the lesson. This is to ensure that students’
differences particularly in their culture, religion, and beliefs are respected equally and the
needs of every student are treated with utmost respect and importance.

IV. CONCLUSION
After all the class demonstrators of the day were done demonstrating their class, the
School Principal proceeded to the feedbacking and mentoring. The principal gave his
comments and feedback, and provided suggestions to improve the teaching quality of the
teachers. The principal also made sure to accomplish the rating forms of the teacher in which
he rated them based on what he observed during the class demonstrations.