ADMINISTRATION AND SUPERVISION OF PHILIPPINE SCHOOLS

CLASSROOM VISITS AND OBSERVING THE TEACHING LEARNING SITUATION

INTRODUCTION:
Classroom visitation considered as an essential part of supervisory process.

OBJECTIVES:
To know the different types of visit
To identify bases of classroom observation
To tell some caution about classroom observation

DISCUSSION:
Visit and Observe?

Types of Visit
 Scheduled
 Too formal
 The teacher generally knows well in advance of the scheduled visit and purposes.
 Unscheduled
 The supervisor come to the classroom unannounced.
 Create an atmosphere of confusion and put the teacher in emotional tension.
 Invitational
 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 direct supervision where it is needed

Bases of Classroom Observation

 The Philippine Educational Aims
 The aims of education serve as guideposts for the educative process.
 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.
 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 a process of growth and development through experiencing.

Some Cautions about Classroom Observation

 Importance of Constructive Approach
 The results of classroom observation should be positive, preventive and constructive.
 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 on actual facts.
 Observation is not an Isolation
 Classroom observation should not be used as the only measure of evaluating teaching and
learning situation.
 Too Much Attention on Teaching
 It must be child-centered rather than teacher-centered achieved.
 The achievement of the pupils should be the criteria of classroom observation.
 Too Much Expectation
 The supervisor should not expect too much from a single observation.

FINDINGS:
Observing the Teaching-Learning Situation
 When the supervisor has made adequate preparation for the visit to a classroom. He will enter the
room with a clear understanding of what they expect to stress in his observation. The entering and
living of the classroom by the supervisor should be in such a manner as no create an atmosphere
of confusion and put teacher and the pupils into emotional tension.
CONCLUSION:
 The reason for witnessing the learning situation is to help to improve the teaching and learning
that is taking place.
 The results of classroom observation should be positive and constructive.
 In the observation, the class period must be taken or studied totality.

RECOMMENDATION:
 The supervisor must encourage the teacher to do independent thinking and if their conclusion is
not the same of his.
 The supervisor must know how to respect for the personality and opinion of the teacher and the
pupils.
 The supervisor must give the teacher opportunity to ask question and discuss some supervisory
problems.

REFERENCE:
 
https://www.scribd.com/presentation/367122659/Classroom-Visits-and-Observing-the-Teaching-
Learning-Situation0
 
https://www.slideshare.net/meryezelguande/bases-of-classroom-observation
 
https://www.torsh.co/blog/article/classroom-observation/