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The document is a classroom observation form that evaluates a teacher's performance across various categories, including introductory activities, lesson structure, student interaction, and accessibility. Each category includes specific criteria that can be marked as achieved, developing, or needing improvement. It also provides space for comments on teaching strengths, areas for improvement, and additional observations.

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Sunil Mankar
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16 views

Untitled document (1)

The document is a classroom observation form that evaluates a teacher's performance across various categories, including introductory activities, lesson structure, student interaction, and accessibility. Each category includes specific criteria that can be marked as achieved, developing, or needing improvement. It also provides space for comments on teaching strengths, areas for improvement, and additional observations.

Uploaded by

Sunil Mankar
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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CLASSROOM OBSERVATION

DATE
NAME OF THE TEACHER:
CLASS &
SECTION:
SUBJECT/TOPIC:

INTRODUCTORY ACTIVITIES: +

● States objectives for class session


○ Achieved,
○ Developing,
○ Needs Improvement
● Communicates a clear organizational scheme/agenda
○ Achieved,
○ Developing,
○ Needs Improvement
● Helps students to recall what they already know
○ Achieved,
○ Developing,
○ Needs Improvement
● Communicates the relevance of the lesson
○ Achieved,
○ Developing,
○ Needs Improvement
● Provides a rationale for learning activities
○ Achieved,
○ Developing,
○ Needs Improvement
LESSON STRUCTURE & CONTENT
● Connects material to real world examples or students’ interests
○ Achieved,
○ Developing,
○ Needs Improvement
● Checks understanding through targeted questions or activities
○ Achieved,
○ Developing,
○ Needs Improvement
● Defines new terms before using them
○ Achieved,
○ Developing,
○ Needs Improvement
● Breaks down complex ideas into simple parts
○ Achieved,
○ Developing,
○ Needs Improvement
● Limits key ideas or concepts to fewer than seven
○ Achieved,
○ Developing,
○ Needs Improvement
● Paces the lesson appropriately
○ Achieved,
○ Developing,
○ Needs Improvement
● Uses statements or examples that do not assume that
students share a common cultural perspective
○ Achieved,
○ Developing,
○ Needs Improvement
● Provides a clear explanation of learning tasks and assignments
○ Achieved,
○ Developing,
○ Needs Improvement
● Provides a summary of key points or ideas that includes a
transition to the next lesson
○ Achieved,
○ Developing,
○ Needs Improvement
STUDENT INTERACTION, ENGAGEMENT, & FEEDBACK

● Exhibits or expresses enthusiasm about the topic


○ Achieved,
○ Developing,
○ Needs Improvement
● Addresses students by name
○ Achieved,
○ Developing,
○ Needs Improvement
● Promotes whole-class participation and engagement
○ Achieved,
○ Developing,
○ Needs Improvement
● Gives students varied, multimodal means of engaging in
class and/or expressing their learning
○ Achieved,
○ Developing,
○ Needs Improvement
● Provides opportunities for active learning
○ Achieved,
○ Developing,
○ Needs Improvement
● Demonstrates adaptability in response to students’ needs
○ Achieved,
○ Developing,
○ Needs Improvement
● Provides improvement-focused feedback on students’
responses to questions or activities
○ Achieved,
○ Developing,
○ Needs Improvement
● Uses growth mindset language and practices (e.g. reinforces
that students can improve with practice, praises effort,
encourages productive mistake- making)
○ Achieved,
○ Developing,
○ Needs Improvement
● Invites student questions multiple times
○ Achieved,
○ Developing,
○ Needs Improvement
● Demonstrates respect when responding to students
○ Achieved,
○ Developing,
○ Needs Improvement
ACCESSIBILITY:

● Easily heard
○ Achieved,
○ Developing,
○ Needs Improvement
● Enunciation is clear
○ Achieved,
○ Developing,
○ Needs Improvement
● Faces the class when speaking
○ Achieved,
○ Developing,
○ Needs Improvement
● Provides explanations for visuals (as opposed to reading them)
○ Achieved,
○ Developing,
○ Needs Improvement
● Visual information easily seen
○ Achieved,
○ Developing,
○ Needs Improvement
● Audio easily heard if used
○ Achieved,
○ Developing,
○ Needs Improvement
● Slides have minimal text and relevant visuals
○ Achieved,
○ Developing,
○ Needs Improvement
● Diagrams, charts, and maps are labelled clearly
○ Achieved,
○ Developing,
○ Needs Improvement
● Purpose of media explained
○ Achieved,
○ Developing,
○ Needs Improvement
What are the observed teaching strengths?

How could teaching be improved?

Additional Comments:

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