PART 3: OBSERVATION PACKAGE

AURAK. SAS. MEEL. EDUC 620. ID2021005221 Khilola Alihon

PART 3: OBSERVATION PACKAGE
4 3
Highly Effective
The teacher:
a. Is direct, specific, consistent, and
Expectations
tenacious in communicating an d
enforcing very high expectations.
b.
Shows warmth, caring, respect
Relationships
and fairness for all students and
builds strong relationships.
c. Wins all students’ respect and
Respect creates a climate in which
disruption of learning is
unthinkable.
d. Implements a program that
Social-emotional successfully develops positive
interactions and social-emotional
skills.
e.
Successfully instills class routines
Routines
up front so that students maintain
them throughout the year.
f.
Successfully develops students’
Responsibility
self-discipline, self-efficacy, and
sense of responsibility.
g.
Has a highly effective discipline
Repertoire
repertoire and can capture and
hold students’ attention any time.
h. Uses coherence, lesson
Efficiency momentum, and silky-smooth
transitions to get the most out of
every minute.
AURAK. SAS. MEEL. EDUC 620. ID2021005221 Khilola Alihon
Classroom Management
Effective
Clearly communicates and
consistently enforces high standards
for student behavior.
Is fair and respectful towards
students and builds positive
relationships.
Commands respect and refuses to
tolerate disruption.
Fosters positive interactions among
students and teachers’ useful social
skills.
Teaches routines and has students
maintain them all year.
Develops students’ self-discipline
and teaches them to take
responsibility for their own actions.
Has a repertoire of disciple
“moves” and can capture and
maintain students’ attention.
Maximizes academic learning time
through coherence, lesson
momentum, and smooth
transition’s,
2 1
Improvement Necessary
Announces and posts classroom
rules and punishments.
Is fair and respectful toward most
students’ relationships with some.
Wins the respect of some students
but there are regular disruptions in
the classroom.
Often lectures students on the need
for good behavior and makes an
example of “bad” students.
Tries to train students in class
routines but many of the routines
are not maintained.
Tries to get students to be
responsible for their actions, but
many lack self-discipline.
Has a limited disciplinary
repertoire and students are
frequently not paying attention.
Sometimes loses teaching time due
to lack of clarity, interruptions, and
inefficient transitions,
Does Not Meet Standards
Comes up with ad hoc rules and
punishments as events unfold
during the year.
Is sometimes unfair and
disrespectful to the class; plays
favorites.
Is not respected by students and the
classroom is frequently chaotic and
sometimes dangerous.
Publicly berates “bad” students,
blaming them for their poor
behavior.
Does not teach routines and is
constantly nagging, threatening,
and punishing students.
Is unsuccessful in fostering self-
discipline in students; they are
dependent on the teacher to behave.
Has few discipline “moves” and
constantly struggles to get students’
attention.
Loses a great deal of instructional
time because of confusion,
interruptions and ragged transitions.
PART 3: OBSERVATION PACKAGE

i.
Is alert, poised, dynamic, and
Prevention
self-assured and nips virtually all
discipline problems in the bud.
j.
Gets students to buy into a highly
Incentives
effective system of incentives
linked to intrinsic rewards.
Is a confident, dynamic “presence”
and nips most discipline problems
in the bud.
Uses incentives wisely to encourage
and reinforce student cooperation.
Tries to prevent discipline problems
but sometimes little things escalate
into big problems.
Uses extrinsic rewards in an
attempt to get students to cooperate
and comply.
Is unsuccessful at spotting and
precenting discipline problems, and
they frequently escalate
Gives away “goodies: (e.g., free
time) without using it as a lever to
improve behavior.

Overall rating: __38

Standard Comments:
a. The teacher communicated consistently and enforced high standards for students.
Expectations By singing the topic song students learn outcomes.

b. The positive relationship with the students is observed in the overall classroom environment and the teacher’s interaction with the
Relationships students

c. Effectively maintains eye contact and enables students to express themselves respectfully
Respect

d. Open-ended questions, reflective listening, validation statements, expressions of enthusiasm

Social- or interest and compliments help students—especially shy and introverted students—ease into classroom discussions.
emotional
e. Teacher well-organized transitions to cooperative group work. Students understand independent work time.
Routines The teacher’s instructions were clear and were delivered in a consistent manner.

f. Students co-operated with the teacher and with each other. The teacher reminded students to work in pairs and provide verbal
Responsibility feedback to their partners

g. The teacher was clear in presenting key concepts and key ideas about learning outcomes. She engaged and supported pupils in
Repertoire active learning and higher-order thinking. Also, she established an interactive, well-organized dialogue with the class.

AURAK. SAS. MEEL. EDUC 620. ID2021005221 Khilola Alihon

PART 3: OBSERVATION PACKAGE

h. Teacher demonstrated active supervision of the classroom and is highly efficient in smoothly transitioning from one task to
Efficiency another.

i. The teacher is enthusiastic about learning and motivates students to participate in learning thus providing no scope for discipline
Prevention problems

j. Teacher used incentives, mostly verbal feedback wisely to encourage and reinforce student cooperation.
Incentives

Overall rating: ___38__

AURAK. SAS. MEEL. EDUC 620. ID2021005221 Khilola Alihon