Scribd
Upload
419 views34 pages

Classroom Visits and Observing The Teaching Learning Situation

1. Classroom visitation is an essential part of the supervisory process and can take either an authoritative or democratic approach. 2. Democratic visitation aims to help teachers solve pedagogical problems and grow, which in turn helps students grow. 3. Effective classroom visits are most helpful when frequent, routine, and focus on aiding instructional improvement through follow-up conferences and materials.

Uploaded by

gc valeroso
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
419 views34 pages

Classroom Visits and Observing The Teaching Learning Situation

1. Classroom visitation is an essential part of the supervisory process and can take either an authoritative or democratic approach. 2. Democratic visitation aims to help teachers solve pedagogical problems and grow, which in turn helps students grow. 3. Effective classroom visits are most helpful when frequent, routine, and focus on aiding instructional improvement through follow-up conferences and materials.

Uploaded by

gc valeroso
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 34

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 Democratic visitation
 Aim seems to be to analyze the  Aim primarily to help the teacher solve
personality of the teacher and to check the pedagogical problems and to help
on his method and technique in teaching, him grow, and thereby also help the pupil
or to tell the teacher for his/her weak grow
points and how to remedy them.
 The role of the supervisor should be that of a co-worker
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 PRINCIPAL’S DAILY PROGRAM

Min. Activity
7:30 – 8:00 30 Going over classroom preparation and cleanliness of the
school site
8:00 – 9:00 60 Office work
9:00 – 11:00 120 Supervision
11:00 – 11:30 30 Conference Period

1:30 – 2:00 30 Going over classroom preparation and cleanliness of the


school site
2:00 – 4:00 120 Supervision
4:00 – 4:30 30 Office work
4:30 – 5:00 30 Conference Period
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 tem 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.

You might also like