1
Faculty Member:
Course Name and Number:
Date:
Date and Time of Visit: Observer:
2
1. Communicates subject matter clearly, correctly, effectively, and accurately.
2. Provides clear assignments or directives to students.
3. Shows effective organization and planning for the course.
4. Maintains order in class.
5. Assesses student understanding to gauge success of lesson.
6. Provides opportunities for student participation in the teaching/learning process.
7. Promotes cultural diversity in the class.
8. Relates course material to other areas where appropriate.
9. Demonstrates openness to student questions.
10. Accommodates students with special needs and different learning styles.
11. Treats students with dignity, respect, and courtesy.
12. Maintains and fosters classroom environment free of harassment, prejudice, bias, and discrimination.
13. Encourages the development of critical thinking skills.
14. Follows the best practices outlined in
SouthArk’s distance learning policies/ procedures manual.
Percentage Based on Total Number of Possible Points →
1
2
Classroom/Lab Observation Report Form Rev. 9-14-15 1

Criteria
1.
Communication
2.
Assignments/
Directives
3.
Organization/
Planning
4.
Classroom
Management
Needs
Improvement
1
Communicates subject matter in ways that are often difficult for students to understand.
Often confuses students with unclear assignments or directives.
Lacks enough organization and planning to keep the lesson focused and to facilitate learning.
Does not exert enough control in class to protect the learning environment.
Fair
2
Communicates subject matter in ways that are sometimes difficult for students to understand.
Sometimes confuses students with unclear assignments or directives.
Shows some attention to organization and planning for the course but has trouble keeping the lesson focused.
Has some problems with maintaining order in class which may adversely affect learning.
Satisfactory
3
Communicates subject matter adequately so that most students have no problem in understanding.
Usually provides clear assignments or directives to students.
Shows enough organization and planning for the course to keep students on track.
Maintains order in class.
Good
4
Communicates subject matter well with very few problems.
Often provides clear assignments or directives to students.
Shows effective organization and planning for the course.
Creates an environment in which students participate actively but show respect for each other and the instructor.
5.
Assessment
6.
Student
Participation
7.
Cultural
Diversity
Presents the lesson without either formal or informal assessment activities.
Involves very few students in the lesson.
Ignores elements in the material that lend themselves to promoting cultural diversity or shows distain for them.
Assesses student understanding mainly through orally quizzing students who are willing to respond.
Involves some of the students in the lesson but most students are passive.
Assesses student understanding well enough to know whether the lesson has been successful.
Involves approximately half the students in the lesson.
Acknowledges elements of cultural diversity in the material but gives it no value.
Promotes cultural diversity in the class in relevant ways.
Assesses student understanding effectiv ely and adapts teaching methods accordingly.
Involves significantly more than half the students in the lesson.
Promotes cultural diversity in the class in memorable and relevant ways.
Excellent
5
Communicates subject matter clearly, correctly, effectively, and accurately.
Consistently provides clear assignments or directives to students.
Shows highly effective organization and planning for the course.
Creates an ideal learning environment for students in which they feel safe and participate in orderly ways, showing respect for everyone.
Assesses student understanding in creative, effective ways and adapts teaching methods accordingly.
Achieves a high level of student participation in the teaching/learning process.
Promotes cultural diversity in the class in memorable, relevant, and engaging ways.
Classroom/Lab Observation Report Form Rev. 9-14-15 2

8.
9.
10.
11.
12.
Relevance of
Subject Matter
Openness to
Student
Questions
Student
Treatment
13.
Critical
Thinking Skills
14.
Criteria
Audience
Adaptation
Classroom
Environment
Distance
Learning
Needs
Improvement questions.
1
Presents the material as self-contained and makes little or no effort to relate it to other areas.
Moves through the material without giving students a chance to ask
Presents the material the same way for all learners without much regard for learning disabilities or styles.
Treats students with minimal courtesy or actual rudeness.
Hostile atmosphere.
Focuses on the lower levels of Bloom’s taxonomy without much regard to critical thinking skills.
Follows a few of the best practices outlined in SouthArk’s distance learning policies/ procedures manual.
Fair Satisfactory
2
Relates the course material to other areas with a few examples with which students can identify.
Accepts student questions and answers them when time permits.
3
Relates the course material to other areas with some examples.
Gives students ample opportunities to ask questions and answers them respectfully.
Presents the material in several ways so that most learners can succeed unless they have disabilities.
Treats students with courtesy but seems more interested in the material than in student success.
Tense atmosphere but no open signs of harassment, prejudice, bias, and discrimination.
Uses some learning activities that foster critical thinking skills but focus is on lowerlevel skills.
Follows some of the best practices outlined in SouthArk’s distance learning policies/ procedures manual.
Accommodates students with special needs and different learning styles.
Attempts to treat students with dignity, respect, and courtesy, but it does not seem to affect their classroom behavior.
Normal atmosphere— no signs of harassment, prejudice, bias, and discrimination.
Encourages the development of critical thinking skills.
Follows many of the best practices outlined in SouthArk’s distance learning policies/ procedures manual. topic.
Good
4
Resourcefully relates the course material to other areas with several examples.
Welcomes questions, and answers them respectfully without straying from the
Actively accommodates students with special needs and different learning styles.
Excellent
5
Strongly and creatively relates the course material with numerous examples.
Creatively structures the lesson so that students think of the right questions and anticipate the answers.
Actively accommodates students with special needs and different learning styles in a variety of effective ways.
Treats students with such dignity, respect, and courtesy that most are motivated to pursue excellence.
Treats students with enough dignity, respect, and courtesy that it appears to be a motivating factor for some of the students.
Pleasant atmosphere—no signs of harassment, prejudice, bias, and discrimination.
Encourages the development of critical thinking skills in a variety of creative ways.
Follows most of the best practices outlined in SouthArk’s distance learning policies/ procedures manual.
Very positive atmosphere—no signs of harassment, prejudice, bias, and discrimination.
Integrates development of critical thinking skills into fabric of course via well-designed learning activities.
Follows all of the best practices outlined in
SouthArk’s distance learning policies/ procedures manual.
Classroom/Lab Observation Report Form Rev. 9-14-15 3