CLASSROOM OBSERVATION REPORT
College of Education - Practicum Observation Series
Administrative Details
School Visit Date: February 16, 2026
Observed Teacher: Leena A. Kareem
Class/Level: 11th Grade
Observing Team:
Ala Muhammed
Sima Musa
Mihraban Bakhtiar
Arya Taha
1. Executive Summary
As part of our college observation requirements, our team conducted a formal classroom evaluation
at the secondary level. We positioned ourselves at the rear of the classroom to ensure a non-
intrusive presence while monitoring teacher-student interactions, pedagogical methods, and the
overall learning environment. The lesson observed focused on "Episode" content within the 11th-
grade curriculum.
The following report outlines the quantitative scores based on the Integrated Classroom Observation
Scale and qualitative reflections from our collective observation.
2. Quantitative Assessment (Rubric Scores)
The rating scale used is: 4 = Excellent | 3 = Good | 2 = Developing | 1 = Needs Improvement.
Category: Use of Language
Indicator Score
Uses target language consistently and meaningfully 4
Language level is appropriate to students' proficiency 4
Error correction is supportive and pedagogically appropriate 3
Category: Assessment & Feedback
Indicator Score
Checks students' understanding during the lesson 3
Feedback is clear, timely, and constructive 4
Assessment informs teaching decisions 3
Category: Learner Differences & Inclusivity
Indicator Score
Instruction addresses mixed-ability learners 3
All students are encouraged to participate 3
Classroom environment is inclusive and supportive 3
3. Qualitative Analysis & Observer Reflections
Observed Strengths
"The teacher was calm and kind; the class was fun and engaging."
The teacher maintained a highly professional yet approachable demeanor throughout the session.
By being "calm and kind," she established a safe psychological space for students. This resulted in
an atmosphere that was described by the observers as "fun," which is critical for maintaining 11th-
grade engagement. Her use of the target language was a highlight, scoring an excellent (4), which
provided students with a strong linguistic model.
Areas for Professional Development
"Using more group activities to move away from teacher-centered instruction."
While the teacher's delivery was clear, the lesson structure leaned heavily toward a teacher-centered
model. To improve student autonomy and increase "Student Talk Time" (STT), we recommend the
integration of more collaborative group activities. This would allow students to process the content
more deeply and practice the target language with their peers, moving the teacher into the role of a
facilitator rather than the sole source of information.
Evidence from the Lesson
"She was teaching Episode and it was a teacher-centered lesson."
During the "Episode" lesson, instruction was largely directive. The scores in "Learner Differences"
(3) suggest that while the environment is supportive, more varied instructional strategies (such as
tiered tasks or jigsaw groupings) could be utilized to better serve mixed-ability learners within the
teacher-centered framework currently employed.
4. Conclusion
Overall, the observation was successful. The teacher, Leena A. Kareem, demonstrates strong
linguistic competence and a positive rapport with her students. By shifting focus toward student-led
group work, she will likely see increased engagement and better differentiation in her future
lessons.