CLASS OBSERVATION TOOL
DR. RONEL HARIÑO BALISTOY
Public Schools District Supervisor Elementary English
SDO- Las Pinas
COT – RPMS
OBSERVATION NOTES FORM
OBSERVER: RONEL H. BALISTOY
TEACHER OBSERVED: MARIA JUANA PASCUAL
SUBJECT & GRADE LEVEL: ENGLISH 3
DATE: OCTOBER 11, 2018
QUARTER: FIRST
TIME STARTED: 1:30PM
TIME ENDED: 2:30PM
General Observation
Learning Competence: Note details in a selection listened to.
Use graphic organizers to show understanding
of the text.
1. Teacher observed has the following preparation:



Incomplete Parts of DLL
Instructional materials are in slide presentation; chart and pictures
Group Activities are in DI
General Observation
2. The teacher demonstrated the following:
 Teacher started with routine activities like:
Prayer;
Checking of Attendance; and
Review.
 Teacher checked the cleanliness in the classroom.
 Teacher used slides to unlock words.
 Teacher used pictures in motivation to compare two different
places (urban and rural).
General Observation
• The teacher asked a follow up questions.
 The teacher knew her subject matter and was able to link the
discussion in other subject areas like reiterating the value of
becoming simple and living a happy life (ESP), also incorporating
the shapes and numbers in doing the group activities (Math) and
giving importance to clean environment (SCIENCE).
 The teacher used Developmental Reading Technique Approach;
Differentiated Activities: Graphic Organizer, Story Diagram,
Pyramid of events, Classified Box, Plot Diagram.
 Teacher encouraged active participation and interaction.
among pupils.
 Teacher did a good facilitation during the group activities.
General Observation
 Teacher prepared differentiated activities.
 The teacher helped the pupils to recall the guidelines in doing
group activity.
 Teacher prepared rubrics for evaluation.
 Pupils were asked to recite the mechanics in doing the activity.
 Teacher gave formative test through recitation and class activities.
 The teacher did not have pen and paper evaluation.
 Teacher showed care and concern to pupils by asking them how
they are going and checking their whereabouts.
 Teacher did not have an assignment.
 The lesson started and ended on time.
COT – RPMS
RATING SHEET
OBSERVER: RONEL H. BALISTOY
TEACHER OBSERVED: MARIA JUANA PASCUAL
SUBJECT & GRADE LEVEL: ENGLISH 3
THE TEACHER
1. Applies knowledge of
content within and across
curriculum teaching areas
DATE: OCTOBER 11, 2018
QUARTER: FIRST
TIME STARTED: 1:30PM
TIME ENDED: 2:30PM
RATING
5-The teacher demonstrates accurate and in- depth
knowledge of key concepts in the presentation of the lesson
Pre-Reading Activities:
Unlocking Difficulties (Use Context Clues)
Development Reading (Use Dynamics or variety of voices in reading
to unlock meaning of words)[Experiential Instruction]
ACCURATE KNOWLEDGE (Content
is free from errors)
IN-DEPTH KNOWLEDGE
(foundational knowledge and
finer details within the curriculum
content area)
Motivation: Country side or province
Motive Question
During Reading
-The teacher knew her subject matter and was able to link the
discussion in other subject areas like reiterating the value of
becoming simple and living a happy life(ESP), also incorporating the
shapes and numbers in doing the group activities (MATH) and giving
importance to clean environment (SCIENCE).
THE TEACHER
2. Uses a range of
teaching strategies
that enhance learner
achievement in
literacy and
numeracy skills
FREQUENTLY
(occurs often times in the duration
of the lesson [5-7] )
RATING
6-The teacher consistently applies relevant
strategies that enhance learners’ literacy
and/or numeracy
Developmental
Reading
Technique
Approach; Differentiated Activities: Graphic
Organizer, Story Diagram, Pyramid of
events, Classified Box, Plot Diagram
THE TEACHER
3. Applies a range of
teaching strategies to
develop critical and
creative thinking, as
well as other higher –
order thinking skills
STRAIGHT FORWARD QUESTIONS
(are predictable, not challenging
and require answer based on the
obvious facts)
RATING
4-The teacher uses questions and activities
that mostly require the learners to interpret,
explain or describe ideas learned
Answering the motive question
Comprehension check-up
Follow- up questions were asked
4.Manages classroom
structure to engage
learners, individually or
in groups, in meaningful
exploration, discovery
and hands-on activities
within a range of
physical and learning
environment
DISCOVERY LEARNING ACTIVITIES
(activities that require learners to
draw on their past experiences
and existing knowledge)
5-The teacher manages classroom
structure and engages most learners in
discovery and hands-on learning activities
Classroom layout and available resources
suitable for different learning activities
5. Manages learner
behavior
constructively by
applying positive and
non-violent discipline
to ensure learning –
focused
environments
FREQUENTLY
(occurs often times in the
duration of the lesson)
5-The teacher frequently manages
misbehavior against established rules of
conduct and most learners follow such
rules
Classroom
management
system
appropriately
implemented,
and
responsive to classroom and individual
needs of learners; teacher provides
positive feedback and affirmation to
learners
6. Uses differentiated,
developmentally
appropriate learning
experience
to
address
learners’
gender,
needs,
strengths,
interests
and experiences
DIFFERENTIATED LEARNING EXPERIENCE
(teaching and learning activities
that are suited to the various
learning needs of diverse
learners)
5-The teacher provides differentiated and
developmentally appropriate learning
experiences to address the needs of most
learners
Use of developmental levels of learners
and the different ways they learn;
Developmental
Reading
Technique
Approach;
Differentiated
Activities:
Graphic Organizer, Story Diagram, Pyramid
of events, Classified Box, Plot Diagram
7. Plans, manages,
and
implements
developmentally
sequenced teaching
and
learning
processes to meet
curriculum
requirements
and
varied
teaching
contexts
SEQUENCE
(order of presenting the lesson
and classroom activities)
4-The teacher Implements the lessons but
with inappropriate elements of
developmentally sequenced teaching
and learning processes
Lesson is not in sequential order that
allows the correct flow from one portion
to the next, though learners understand
the purpose of the lesson
8. Selects, develops,
organizes and uses
appropriate teaching
and
learning
resources, including
ICT,
to
address
learning goals
TEACHING AND LEARNING
RESOURCES MAY INCLUDE
(chalkboard, manila paper,
printed materials, ICT and etc.)
6-Utilizes learning resources including ICT,
consistently aligned with the learning
goals
All instructional materials and resources,
aligned with the instructional purposes;
Multimedia projector, LED Screen
9. Designs, selects,
organizes, and uses
diagnostic, formative
and
summative
assessment strategies
consistent
with
curriculum
requirements
FORMATIVE
(assessment used to identify parts
of the lesson where learners need
improvement, e.g.: recitation,
activities and seatworks)
4-The teacher uses a variety of
assessment strategies which are partially
congruent to the intended learning
outcomes
Evidently
seen
through
activities; seatworks
recitation;