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/