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 DATE: OCTOBER 11, 2018

TEACHER OBSERVED: MARIA JUANA PASCUAL QUARTER: FIRST
SUBJECT & GRADE LEVEL: ENGLISH 3 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.

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
ACCURATE KNOWLEDGE (Content
is free from errors)
IN-DEPTH KNOWLEDGE
(foundational knowledge and
finer details within the curriculum
content area)
COT – RPMS
RATING SHEET
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]
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 RATING

2. Uses a range of 6-The teacher consistently applies relevant

teaching strategies strategies that enhance learners’ literacy
that enhance learner and/or numeracy
achievement in
literacy and Developmental Reading Technique
numeracy skills Approach; Differentiated Activities: Graphic
Organizer, Story Diagram, Pyramid of
events, Classified Box, Plot Diagram

FREQUENTLY
(occurs often times in the duration
of the lesson [5-7] )
 THE TEACHER RATING

3. Applies a range of 4-The teacher uses questions and activities

teaching strategies to
develop critical and
creative thinking, as
well as other higher –
order thinking skills
that mostly require the learners to interpret,
explain or describe ideas learned
Answering the motive question
Comprehension check-up
Follow- up questions were asked

STRAIGHT FORWARD QUESTIONS

(are predictable, not challenging

and require answer based on the
obvious facts)
4.Manages classroom 5-The teacher manages classroom
structure to engage structure and engages most learners in
learners, individually or discovery and hands-on learning activities
in groups, in meaningful
exploration, discovery
Classroom layout and available resources
and hands-on activities
suitable for different learning 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. Manages learner 5-The teacher frequently manages
behavior misbehavior against established rules of
constructively by conduct and most learners follow such
applying positive and rules
non-violent discipline
to ensure learning – Classroom management system
focused appropriately implemented, and
environments responsive to classroom and individual
needs of learners; teacher provides
positive feedback and affirmation to
learners
FREQUENTLY
(occurs often times in the
duration of the lesson)
6. Uses differentiated, 5-The teacher provides differentiated and
developmentally developmentally appropriate learning
appropriate learning experiences to address the needs of most
experience to learners
address learners’
gender, needs, Use of developmental levels of learners
strengths, interests and the different ways they learn;
and experiences Developmental Reading Technique
Approach; Differentiated Activities:
DIFFERENTIATED LEARNING EXPERIENCE
Graphic Organizer, Story Diagram, Pyramid
(teaching and learning activities
of events, Classified Box, Plot Diagram
that are suited to the various
learning needs of diverse
learners)
7. Plans, manages, 4-The teacher Implements the lessons but
and implements with inappropriate elements of
developmentally developmentally sequenced teaching
sequenced teaching and learning processes
and learning
processes to meet Lesson is not in sequential order that
curriculum allows the correct flow from one portion
requirements and to the next, though learners understand
varied teaching the purpose of the lesson
contexts

SEQUENCE
(order of presenting the lesson
and classroom activities)
8. Selects, develops, 6-Utilizes learning resources including ICT,
organizes and uses consistently aligned with the learning
appropriate teaching goals
and learning
resources, including All instructional materials and resources,
ICT, to address aligned with the instructional purposes;
learning goals Multimedia projector, LED Screen

TEACHING AND LEARNING

RESOURCES MAY INCLUDE
(chalkboard, manila paper,
printed materials, ICT and etc.)
9. Designs, selects, 4-The teacher uses a variety of
organizes, and uses assessment strategies which are partially
diagnostic, formative congruent to the intended learning
and summative outcomes
assessment strategies
consistent with Evidently seen through recitation;
curriculum activities; seatworks
requirements

FORMATIVE
(assessment used to identify parts
of the lesson where learners need
improvement, e.g.: recitation,
activities and seatworks)