Classroom Observation Report Guide

Lesson Preparation

1. Identifies and prepares appropriate materials to use.

Teacher’s ability to identify materials to help students’ understanding of concepts and/or to help
students reach the lesson objectives and prepare them beforehand.
5 - Materials are provided and highly appropriate to reach the lesson objectives
4 - Materials are provided and quite appropriate to reach the lesson objectives
3 - Materials are provided but not enough to reach lesson objectives
2 - Materials provided are not enough and not really appropriate to reach lesson objectives
1 - Materials are not provided
2. Shows evidence of adequate lesson preparation.
Teacher’s ability and willingness to understand the lesson plan, know the lesson objectives, prepare
problems anticipation, and to design activities to reach lesson objectives.
5 - All activities conducted are according to the lesson plan and all lesson objectives are reached
4 - Most activities conducted are according to the lesson plan and all lesson objectives are
reached
3 - Most activities conducted are according to the lesson plan and most lesson objectives are
reached
2 - Some activities conducted are according to the lesson plan and some lesson objectives are
reached
1 - Most activities conducted are not according to the lesson plan and most lesson objectives are
not reached
3. Makes materials readily available for students
Teacher’s ability to provide materials needed by students when the time comes.
5 - Materials provided can be accessed by all students
4 - Materials provided can be accessed by most students
3 - Materials provided can be accessed by some students
2 - Materials provided cannot be accessed by most students
1 - Students have no access to the materials
4. Prepares teaching aids needed for the lesson.
Teacher’s evidence of enough checking and preparation of teaching aids such as pencils, pens,
markers, etc.
5 - All teaching aids are well prepared
4 - Most of the teaching aids are well prepared
3 - Some of the teaching aids are well prepared
2 - Most of the teaching aids are not well prepared
1 - All of the teaching aids are not well prepared
5. Provides extra activities to maintain classroom control.
Teacher’s ability and willingness in preparing extra activities when the lesson finishes before time and/or
when some students finish doing the activities faster than others.
5 - Extra activities are given, highly connected to the lesson objectives, and well prepared
4 - Extra activities are given and highly connected to the lesson objectives
3 - Extra activities are given, still connected to the lesson objectives but not connected to the lesson
objectives
2 - Extra activities are given but not connected to the lesson
1 - Extra activities are not given
Time Management

1. Minimises transition time.

Teacher’s ability to minimise transition time in the beginning of the lesson and/or when changing
activities.
5 - Transition time takes no more than 1 minute
4 - Transition time takes between 1 – 3 minutes
3 - Transition time takes between 3 – 5 minutes
2 - Transition time takes between 5 – 10 minutes
1 - Transition time takes more than 10 minutes
2. Begins and ends lesson promptly.
Teacher’s ability to begin and end the lesson on time.
5 - The lesson begins and ends on time
4 - The lesson begins or ends on time with no more than 1 minutes tolerance
3 - The lesson begins or ends on time with no more than 3 minutes tolerance
2 - The lesson begins or ends on time with 3 – 5 minutes tolerance
1 - The lesson does not begin and end on time
3. Makes certain that procedures allow adequate wait time for each student.
Teacher’s ability to provide thinking and planning time for each student in each activity (e.g. provide
some time for students to understand teacher’s writing on whiteboard or to take notes).
5 - Teacher provides adequate wait time for each activity
4 - Teacher provides adequate wait time for most activities
3 - Teacher provides adequate wait time for some activities
2 - Teacher provides inadequate wait time for each activity
1 - There is no wait time provided
4. Uses time with realistic pacing.
Teacher’s ability to deliver lesson and conduct activities in an appropriate pace.
5 - Students with easily
4 - Most students catch up easily
3 - Some students catch up easily
2 - The lesson is either too fast or too slow for most students
1 - The lesson is either too fast or too slow
5. Times activities are set up appropriately.
Teacher’s ability to set up an appropriate time limit for each activity.
5 - Time set for all activities is appropriate for most students
4 - Time set for most activities is appropriate for most students
3 - Time set for some activities is appropriate for most students
2 - Time set for most activities is either too little or too much for most students
1 - Time set for all activities is either too little or too much for most students

Lesson Delivery

1. Presents lesson summary.

Teacher presents the summary of the given lesson.
5 - Lesson summary is given and includes all the important features of the lesson
4 - Lesson summary is given and includes most of the important features of the lesson
3 - Lesson summary is given and includes some of the important features of the lesson
2 - Lesson summary is given, but does not include most of the important features of the lesson
1 - Lesson summary is not given
2. Models activities to reach lesson objectives.
Teacher’s ability to design interesting and meaningful activities which help students to reach the lesson
objectives.
5 - Activities are interesting, meaningful and connected to the lesson objectives
4 - Activities are meaningful and connected to the lesson objectives
3 - Activities are connected to the lesson objectives
2 - Activities are interesting and meaningful, but not connected to the lesson objectives
1 - Activities are not interesting or meaningful and not connected to the lesson objectives
3. Checks for understanding.
Teacher’s ability to elicit main concepts of the lesson to check students’ understanding.
5 - Understanding is checked by asking open ended and yes/no questions to the students which
are connected to the lesson objectives
4 - Understanding is checked by asking either open ended or yes/no questions to the students
which are connected to the lesson objectives
3 - Understanding is checked by asking open ended and/or yes/no questions to the students which
are not really connected to the lesson objectives
2 - Understanding is checked with a ‘Do you understand?’ question
1 - Understanding is not checked
4. Uses appropriate examples and illustrations.
Teacher’s ability to present interesting examples and illustrations to help students reaching lesson
objectives.
5 - Examples and illustrations are interesting, appropriate to students levels and the lesson objectives
4 - Examples and illustrations are appropriate to students levels and the lesson objectives
3 - Examples and illustrations are appropriate to students levels but the level is either too high or too
low for most of the students
2 - Examples and illustrations are used but are not connected to the lesson objectives
1 - Examples and illustrations are not visible
5. Presents subject appropriate to students’ abilities.
Teacher’s ability to deliver lesson using terms, examples, and activities which are appropriate to
students’ abilities.
5 - All components of the lesson are appropriate to students’ abilities
4 - Most components of the lesson are appropriate to students’ abilities
3 - Some components of the lesson are appropriate to students’ abilities
2 - Most components of the lesson are not appropriate to students’ abilities
1 - All components of the lesson are not appropriate to students’ abilities
6. Uses pairing or grouping to encourage peer group interaction.
Teacher’s ability to put students in groups or in pairs which interact well and support each other in
reaching lesson objectives.
5 - Both grouping and pairing is done effectively
4 - Both grouping and pairing is done, however only one is effective
3 - Either grouping or pairing is done effectively
2 - Either grouping or pairing is done, none is effective
1 - No grouping or pairing is done
7. Allow students to demonstrate learning.
Teacher’s ability to set up activities which allow students to apply the concept acquired and/or the skills
obtained from the lesson.
5 - An activity is set and is highly connected to the lesson
4 - An activity is set and is somewhat connected to the lesson
3 - An activity is set and is connected to the subject, but not connected to the lesson
2 - An activity is set, but not connected to neither the lesson nor the subject
1 - An activity is not set
8. Facilitate students’ use of higher level thinking skills.
Teacher’s ability to activate students thinking skills by scaffolding, giving appropriate support, doing
collaborative learning and minimising direct instructions.
5 - All activities initiate students higher level thinking skills and direct instructions is minimum
4 - Most activities initiate students higher level thinking skills and direct instructions is minimum
3 - Most activities initiate students higher level thinking skills but direct instructions is not minimum
2 - Some activities initiate students higher level thinking skills and direct instructions is not minimum
1 - None of the activities initiate students higher level thinking skills
9. Links present content with past and future learning.
Teacher’s ability to link present content with past and future learning, other subject areas, and real-
world experiences and applications.
5 - Present content is linked with past and future learning, other subject areas, and to the real world
4 - Present content is linked with past and future learning and to the real world
3 - Present content is linked with past and future learning
2 - Present content is linked with either past or future learning
1 - Present content is not linked
10. Engages students in their learning.
Teacher’s ability to conduct a lesson which interests students and triggers students’ interaction.
5 - All students are engaged during the lesson
4 - Most students are engaged during the lesson
3 - Some students are engaged during the lesson
2 - Most students are not engaged during the lesson
1 - No students are engaged during the lesson

Subject Knowledge

1. Demonstrates an accurate knowledge of the subject.

Teacher’s ability to give accurate information, examples and explanations as well as connect lesson to
other subject through appropriate links.
5 - All of the lesson components are accurate
4 - Most of the lesson components are accurate, mistakes are minor
3 - Most of the lesson components are accurate, some mistakes are major
2 - Some of the lesson components are inaccurate, most mistakes are major
1 - Most of the lesson components are inaccurate
2. Demonstrates knowledge of the major concepts.
Teacher’s ability to give accurate concepts and details of the subject taught.
5 - No mistakes in main concepts and in details
4 - No mistakes in main concepts, a few minor mistakes in details
3 - No mistakes in main concepts, some minor mistakes in details
2 - Minor mistakes in main concepts
1 - Major mistakes in main concepts
3. Presents materials worth knowing.
Teacher’s ability to go ‘out of the book’ and giving additional information which connect the lesson with
the real world.
5 - Information is added, useful and highly connected with the lesson
4 - Information is added, useful and connected with the lesson
3 - Information is added, useful but not connected with the lesson
2 - Information is added, not useful and not connected with the lesson
1 - Information is not added
4. Presents materials appropriate to the lesson objectives.
Teacher’s ability to select and present materials and activities which help students reach the lesson
objectives.
5 - All the materials and activities are connected with the lesson objectives
4 - Most of the materials and activities are connected with the lesson objectives
3 - Some of the materials and activities are connected with the lesson objectives
2 - Most of the materials and activities are not connected with the lesson objectives, but still
appropriate for the subject
1 - Most of the materials and activities are not connected with the lesson objectives and not
appropriate for the subject
5. Spots and responds to common problems in concepts.
Teacher’s ability to spot common problems in understanding the concepts and deals with them in
appropriate ways.
5 - Common problems are handled, each student understands the main concepts accurately
4 - Common problems are handled, most students understand the main concepts accurately
3 - Common problems are handled, some students are still confused with the main concepts
2 - Common problems are handled, most students are still confused with the main concepts
1 - Common problems are not handled

Teacher-Students Interaction

1. Provides appropriate structuring comments.

Teacher’s ability to give comments that are encouraging and increasing students’ willingness to learn.
5 - All comments produced are encouraging
4 - Most comments produced are encouraging
3 - Some comments produced are encouraging
2 - Most comments produced are not encouraging
1 - Comments produced are not encouraging
2. Keeps criticism fair, objective and minimal.
Teacher’s ability to recognise time for fair, objective and constructive criticism; not avoiding it, but
minimising it for compulsory needs.
5 - Critics are made when needed at minimum level, fair and objective
4 - Critics are sometimes avoided even when necessary or are sometimes made even when can be
avoided; fair and objective
3 - Critics are often avoided even when necessary or are often made even when can be
avoided; fair and objective
2 - Critics are often avoided even when necessary and are often made even when can be
avoided; some are unfair and subjective
1 - Critics are often avoided even when necessary and are often made even when can be
avoided; most are unfair and subjective
3. Listens to students’ responds appropriately.
Teacher’s ability to decide whether students’ responds are related to the lesson or not and reacts
appropriately.
5 - All decision and reactions are appropriate
4 - Most decision and reactions are appropriate
3 - Some decision and reactions are appropriate
2 - Most decision and reactions are inappropriate
1 - All decision and reactions are inappropriate
4. Promotes and respects students’ diversity.
Teacher’s ability to deal with differences in students’ opinion and background.
5 - All differences are dealt appropriately
4 - Most differences are dealt appropriately
3 - Some differences are dealt appropriately
2 - Most differences are not dealt appropriately
1 - All differences are not dealt appropriately
5. Provides constructive feedback.
Teacher’s ability to produce feedback which are encouraging and increasing students’ willingness to
learn.
5 - All feedback produced are constructive
4 - Most feedback produced are constructive
3 - Some feedback produced are constructive
2 - Most feedback produced are not constructive
1 - All feedback produced are not constructive
6. Corrects students’ oral mistakes appropriately.
Teacher’s ability to detect students’ oral mistakes, decide whether a correction is necessary and deal
with them appropriately, without discouraging or limiting students’ willingness to speak.
5 - All corrections made are necessary and dealt with appropriately
4 - Most corrections made are necessary and dealt with appropriately
3 - Some corrections made are unnecessary, dealt with appropriately
2 - Most necessary corrections are not dealt with
1 - All necessary corrections are not made
7. Maintains eye contact with students.
Teacher’s ability on keeping and distributing eye contact with students most of the time without making
them feel uncomfortable.
5 - Eye contact is maintained most of the time, distributed evenly, students feel comfortable
4 - Eye contact is maintained most of the time, distributed partly, students feel comfortable
3 - Eye contact is maintained some of the time, distributed partly, students feel comfortable
2 - Eye contact is maintained some of the time, distributed partly, students feel uncomfortable
1 - Eye contact is lost most of the time, distributed partly
8. Produces good rapport with students.
Teacher’s ability to gain trust, comfort and good relationship with the students, thus making them feel
comfortable in learning without crossing the teacher-students line.
5 - Has good rapport with all students, relationship is appropriate
4 - Has good rapport with most students, relationship is appropriate
3 - Has good rapport with some students, relationship is appropriate
2 - Doesn’t have good rapport with some students, relationship is still appropriate
1 - Doesn’t have good rapport with most students or relationship is slightly inappropriate
9. Maintains students’ attention.
Teacher’s ability in keeping students’ focus throughout the lesson.
5 - Students’ focus are maintained throughout the lesson
4 - Students’ focus are maintained most of the lesson
3 - Students’ focus are maintained enough
2 - Students’ focus are maintained a few times during the lesson
1 - Students’ focus are not maintained throughout the lesson
10. Makes corrections appropriately.
Teacher’s ability to correct students mistakes in appropriate ways.
5 - All corrections are made appropriately
4 - Most corrections are made appropriately
3 - Some corrections are made appropriately
2 - Most corrections are not made appropriately
1 - All corrections are not made appropriately
Classroom Control

1. Manages the learning environment.

Teacher’s ability in keeping students behaviour and the room composure for learning.
5 - Learning environment is kept throughout the lesson
4 - Learning environment is kept most of the time
3 - Learning environment is kept occasionally
2 - Learning environment is lost most of the time
1 - Learning environment is lost throughout the lesson
2. Maintains classroom organisation for efficient distribution of learning materials.
Teacher’s ability in distributing given materials by managing students’ seating arrangements, group
members for group works and selecting appropriate pairs for pair works.
5 - Classroom is organised, materials distribution is highly efficient
4 - Classroom is organised, materials distribution is somewhat efficient
3 - Classroom is organised, materials distribution is slightly efficient
2 - Classroom is organised, materials distribution is slightly inefficient
1 - Classroom is not organised
3. Manages disciplinary problems.
Teacher’s ability to identify disciplinary problems and respond appropriately.
5 - All disciplinary problems are managed appropriately
4 - Most disciplinary problems are managed appropriately
3 - Some disciplinary problems are managed appropriately
2 - Most disciplinary problems are not managed appropriately
1 - All disciplinary problems are not managed appropriately
4. Manages disruptive behaviour constructively.
Teacher’s ability to maintain students’ discipline by managing students’ behaviour appropriately.
5 - All disruptive behaviour is managed appropriately
4 - Most disruptive behaviour is managed appropriately
3 - Some disruptive behaviour is managed appropriately
2 - Most disruptive behaviour is not managed appropriately
1 - Disruptive behaviour is not managed appropriately
5. Demonstrates fairness and consistency in the handling of students’ problems.
Teacher’s ability to deal with students’ academic and disciplinary problems consistently and fairly.
5 - All problems are handled consistently and fairly
4 - Most problems are handled consistently and fairly
3 - Some problems are handled consistently and fairly
2 - Most problems are not handled consistently and fairly
1 - All problems are not handled consistently and fairly
6. Demonstrates appropriate awareness of students’ behaviour.
Teacher’s of what the students are doing throughout the lesson and respond appropriately.
5 - Teacher is aware of all students’ behaviour throughout the lesson
4 - Teacher is aware of most students’ behaviour most of the time
3 - Teacher is aware of some students’ behaviour most of the time
2 - Teacher is not aware of some students’ behaviour most of the time
1 - Teacher is not aware of most students’ behaviour most of the time
Language Use

1. Projects voice so easily heard.

Teacher’s ability to
5 - All students can hear the teacher clearly throughout the lesson
4 - All students can hear the teacher clearly most of the time
3 - Most students can hear the teacher clearly most of the time
2 - Some students can hear the teacher clearly most of the time
1 - Most students cannot hear the teacher clearly most of the time
2. Gives clear instructions.
Teacher’s ability in giving clear instructions that are easily understood.
5 - All instructions given are clear
4 - Most instructions given are clear
3 - Some instructions given are clear
2 - Most instructions given are unclear
1 - All instructions given are unclear
3. Uses appropriate and correct terms and phrases.
Teacher’s ability to select and produce terms and phrases which are appropriate and natural.
5 - All terms and phrases used are appropriate
4 - Most terms and phrases used are appropriate
3 - Some terms and phrases used are appropriate
2 - Most terms and phrases used are inappropriate
1 - All terms and phrases used are inappropriate
4. Explains ideas simply and with clarity.
Teacher’s ability in choosing simple words to ease students’ understanding.
5 - Ideas explained are clear and simple
4 - Ideas explained are clear, few language are too
3 - Ideas explained are quite clear, some language are too advance
2 - Ideas explained are a bit confusing, some language are not familiar
1 - Ideas explained are confusing, most language are not familiar
5. Demonstrates appropriate grammar use.
Teacher’s ability to produce language that is grammatically accurate.
5 - No grammar mistakes are present
4 - A few minor grammar mistakes are present
3 - Some minor grammar mistakes are present
2 - Some major grammar mistakes are present
1 - Many grammar mistakes are present
6. Grade language appropriate to students’ level.
Teacher’s ability to choose language that is appropriate to the level of the students.
5 - Appropriate language production
4 - A few language is either too advance or too low
3 - Some language is either too advance or too low
2 - Most language is either too advance or too low
1 - Language is either too advance or too low