CLASS OBSERVATION TOOL

DR. RONEL HARIÑO BALISTOY

Public Schools District Supervisor -
Elementary English
SDO- Las Pinas
 

COT – RPMS
OBSERVATION NOTES FORM
 
OBSERVER: RONEL H. BALISTOY DATE: OCTOBER 11, 2018
TEACHER OBSERVED: MARIA JUANA PASCUAL QUARTER: FIRST
SUBJECT & GRADE LEVEL: ENGLISH 3 TIME STARTED: 1:30PM
TIME ENDED: 2:30PM

General Observation

Learning Competence: Note details in a selection listened to.

Use graphic organizers to show
understanding
of the text.
 
1. Teacher observed has the following preparation:

 Incomplete Parts of DLL

 Instructional materials are in slide presentation; chart and
pictures
 Group Activities are in DI
General Observation

2. The teacher demonstrated the following:

 Teacher started with routine activities like:

Prayer;
Checking of Attendance; and
Review.
 Teacher checked the cleanliness in the classroom.
 Teacher used slides to unlock words.
 Teacher used pictures in motivation to compare two
different places (urban and rural).
General Observation

• The teacher asked a follow up questions.

 The teacher knew her subject matter and was able to
link the discussion in other subject areas like
reiterating the value of becoming simple and living a
happy life (ESP), also incorporating the shapes and
numbers in doing the group activities (Math) and
giving importance to clean environment (SCIENCE).
 The teacher used Developmental Reading Technique
Approach; Differentiated Activities: Graphic Organizer,
Story Diagram, Pyramid of events, Classified Box, Plot
Diagram.
 Teacher encouraged active participation and
interaction. among pupils.
 Teacher did a good facilitation during the group
activities.
General Observation

 Teacher prepared differentiated activities.

 The teacher helped the pupils to recall the guidelines in
doing group activity.
 Teacher prepared rubrics for evaluation.
 Pupils were asked to recite the mechanics in doing the
activity.
 Teacher gave formative test through recitation and class
activities.
 The teacher did not have pen and paper evaluation.
 Teacher showed care and concern to pupils by asking
them how they are going and checking their
whereabouts.
 Teacher did not have an assignment.
 The lesson started and ended on time.
 

OBSERVER: RONEL H. BALISTOY
TEACHER OBSERVED: MARIA JUANA PASCUAL
SUBJECT & GRADE LEVEL: ENGLISH 3
THE TEACHER
1. Applies knowledge of
content within and across
curriculum teaching areas
COT – RPMS
RATING SHEET
DATE: OCTOBER 11, 2018
QUARTER: FIRST
TIME STARTED: 1:30PM
TIME ENDED: 2:30PM
RATING
5-The teacher demonstrates accurate and in- depth
knowledge of key concepts in the presentation of the
lesson
Pre-Reading Activities:
Unlocking Difficulties (Use Context Clues)
Development Reading (Use Dynamics or variety of voices in
reading to unlock meaning of words)[Experiential Instruction]

Motivation: Country side or province

ACCURATE KNOWLEDGE (Content  Motive Question
is free from errors) During Reading
-The teacher knew her subject matter and was able to link the
IN-DEPTH KNOWLEDGE discussion in other subject areas like reiterating the value of
(foundational knowledge and  becoming simple and living a happy life(ESP), also incorporating
finer details within the curriculum  the shapes and numbers in doing the group activities (MATH) and
content area) giving importance to clean environment (SCIENCE).
 THE TEACHER RATING

2. Uses a range of 6-The teacher consistently applies

teaching strategies relevant strategies that enhance learners’
that enhance literacy and/or numeracy
learner  
achievement in Developmental Reading Technique
literacy and Approach; Differentiated Activities:
numeracy skills Graphic Organizer, Story Diagram,
Pyramid of events, Classified Box, Plot
Diagram

FREQUENTLY
(occurs often times in the duration 
of the lesson [5-7] )
 THE TEACHER RATING

3. Applies a range 4-The teacher uses questions and

of teaching activities that mostly require the learners
strategies to to interpret, explain or describe ideas
develop critical learned
and creative  
thinking, as well as Answering the motive question
other higher – Comprehension check-up
order thinking Follow- up questions were asked
skills
STRAIGHT FORWARD QUESTIONS

(are predictable, not challenging 
and require answer based on the 
obvious facts)
4.Manages 5-The teacher manages classroom
classroom structure structure and engages most learners
to engage learners, in discovery and hands-on learning
individually or in activities
groups, in  
meaningful
Classroom layout and available
exploration,
resources suitable for different
discovery and
hands-on activities learning activities
within a range of
physical and
learning
DISCOVERY LEARNING ACTIVITIES
environment
(activities that require learners to 
draw on their past experiences 
and existing knowledge)
5. Manages
learner behavior
constructively by
applying positive
and non-violent
discipline to
ensure learning –
focused
environments
FREQUENTLY
(occurs often times in the 
duration of the lesson)
5-The teacher frequently manages
misbehavior against established
rules of conduct and most learners
follow such rules
 
Classroom management system
appropriately implemented, and
responsive to classroom and
individual needs of learners; teacher
provides positive feedback and
affirmation to learners
6. Uses 5-The teacher provides
differentiated, differentiated and developmentally
developmentally appropriate learning experiences to
appropriate address the needs of most learners
learning  
experience to Use of developmental levels of
address learners’ learners and the different ways they
gender, needs, learn; Developmental Reading
strengths, Technique Approach; Differentiated
interests and Activities: Graphic Organizer, Story
DIFFERENTIATED LEARNING EXPERIENCE
experiences Diagram, Pyramid of events,
(teaching and learning activities  Classified Box, Plot Diagram
that are suited to the various 
learning needs of diverse 
learners)
7. Plans, 4-The teacher Implements the
manages, and lessons but with inappropriate
implements elements of developmentally
developmentally sequenced teaching and learning
sequenced processes
teaching and  
learning Lesson is not in sequential order
processes to meet that allows the correct flow from
curriculum one portion to the next, though
requirements and learners understand the purpose of
varied teaching the lesson
contexts
SEQUENCE
(order of presenting the lesson 
and classroom activities)
8. Selects, 6-Utilizes learning resources
develops, including ICT, consistently aligned
organizes and with the learning goals
uses appropriate  
teaching and All instructional materials and
learning resources, aligned with the
resources, instructional purposes; Multimedia
including ICT, to projector, LED Screen
address learning
goals
TEACHING AND LEARNING
RESOURCES MAY INCLUDE
(chalkboard, manila paper, 
printed materials, ICT and etc.)
9. Designs, 4-The teacher uses a variety of
selects, assessment strategies which are
organizes, and partially congruent to the intended
uses diagnostic, learning outcomes
formative and  
summative Evidently seen through recitation;
assessment activities; seatworks
strategies
consistent with
curriculum
requirements
FORMATIVE
(assessment used to identify parts 
of the lesson where learners need 
improvement, e.g.: recitation, 
activities and seatworks)