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Classroom Observation Form 2019

The Classroom Observation Form is designed to evaluate teacher actions and student learning actions based on a rating scale from 0 to 4. It includes criteria for assessing communication of expectations, use of resources, monitoring of student progress, and student engagement in learning tasks. The form aims to provide a comprehensive overview of classroom dynamics in relation to unit standards and competencies.

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Sussuh Jaljalani
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14 views2 pages

Classroom Observation Form 2019

The Classroom Observation Form is designed to evaluate teacher actions and student learning actions based on a rating scale from 0 to 4. It includes criteria for assessing communication of expectations, use of resources, monitoring of student progress, and student engagement in learning tasks. The form aims to provide a comprehensive overview of classroom dynamics in relation to unit standards and competencies.

Uploaded by

Sussuh Jaljalani
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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CLASSROOM OBSERVATION FORM

Name of School:

Region:
Address:
Name of Teacher:
Subject of Instruction: Grade Level/Section:
Name of Observer: Date of Observation:

RATING SCALE:
4 – Performance of this item is innovatively done.
3 – Performance of this item is satisfactory done.
2 – Performance of this item is partially done due to some omissions.
1 – Performance of this item is partially done due to some serious errors
and misconceptions.
0 – Performance of this item is not observed at all.

A. TEACHER ACTIONS
1. The teacher communicates clear expectations of student 4 3 2 1 0
performance in line with the unit standards and competencies.
2. The teacher utilizes various learning materials, resources, and 4 3 2 1 0
strategies to enable all students to learn and achieve the unit
standards and competencies and learning goals.
3. The teacher monitors and checks on students’ learning and 4 3 2 1 0
attainment of the unit standards and competencies by conducting
varied forms of assessments during class discussion.
4. The teacher provides appropriate feedback or interventions to 4 3 2 1 0
enable students in attaining the unit standards and competencies.
5. The teachers manages the classroom environment and time in a 4 3 2 1 0
way that supports students learning and the achievement of the
unit standards and competencies.
6. The teacher processes students’ understanding by asking clarifying 4 3 2 1 0
or critical thinking questions related to the unit standards or
competencies.
B. STUDENT LEARNING ACTIONS
7. The students are active and engaged with the different learning 4 3 2 1 0
tasks aimed at accomplishing the unit standards and competencies.
8. The students use different learning materials and resources 4 3 2 1 0
including technology to achieve the learning goals of the unit
standards and competencies.
9. The students share their ideas, reflections or solutions to thought- 4 3 2 1 0
provoking questions and real life challenges or problems related to
the unit standards and competencies.
10. The students collaborate, plan together and have meaningful 4 3 2 1 0
interactions with each other to meet the unit standards and
competencies.
11. The students are able to explain how their ideas, outputs or 4 3 2 1 0
performance accomplish the unit standards and competencies.
12. The students when encouraged or on their own, ask questions to 4 3 2 1 0
clarify or deepen their understanding of the unit standards and
competencies.
13. The students are able to relate or transfer their learning to daily 4 3 2 1 0
life and real world situations.
14. The students are able to integrate 21st century skills in their 4 3 2 1 0
achievement of the unit standards and competencies.
15. The students are able to reflect on and connect their learning with 4 3 2 1 0
the school’s PVMGO.
TOTAL

AVERAGE
CLASSROOM OBSERVATION FORM

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