CLASSROOM OBSERVATION INSTRUMENT
Name of Faculty: Course/s Offered: Observation Date:
Observee Name: Department: Probation Status of Observee:
Observer Name: Observer Position:
Excellence in Teaching and Learning
Areas & Criteria for Effective Teaching Comments Sample Comments
1. Objectives
• Teaching schemes, and assessment schedules, are at • Vague goals
hand • Context is unclear
• Aims and objectives are made explicit, and are • No sense of purpose
appropriate for students and course etc. • Students unclear what they should
• Context: The relevance and importance of the objectives be learning
are stressed persuasively. Links are made to prior • Resources forgotten
learning
• Resources are at hand
2. Lesson Planning
• Active learning: The lesson requires students to apply • Inappropriate strategies
and develop the learning described in the objectives. • Students passive
• An effective plan: well-paced, varied, active, interesting, • Activities are of dubious purpose
challenging and logically structured • Students lack interest
• Individual needs are met: tasks are a mix of mastery
and developmental tasks and appeal to different
learning styles
• Methods are appropriate to students, objectives, and
context
• Key skills are integrated and developed
3. Content and presentation • Too long
• Content and instructions are explained clearly at the • Too fast
correct pace, level, breadth, depth, length, and in a • No checking of learning
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logical order • Too much content
• Presentation is lively and interesting • Too thin
• Subject knowledge of the educator is sound • Flat or distant
• Voice is clear and easily heard
• Understanding is checked e.g. by question and answer
4. Classroom management • No reference to the materials
• The educator and students possess course outline and used
learning material. • Interactions failed to promote
• The seating arrangement supports different activities educator–student and student–
and the methods used. student interactions
• The classroom environment is inviting and conducive to • Classroom disorder - not
quality teaching, learning and assessment. conducive for learning
• The educator ensures that all students have the relevant • Seating arrangement failed to
resources (learning materials). support different activities &
• Good order and discipline support quality teaching and methods used
learning in the classroom. • Learning resources not available
• Noisy & no discipline
5. Atmosphere and relationships • Poor rapport
• Atmosphere is positive, enthusiastic, purposeful, and • Unaware of student need
warm. • Group dynamics inhibit learning
• Inclusivity: Efforts are made to value and include all
students
• Rapport: Efforts are made to achieve mutual respect
• Student – student relationships are good or developed
• Dignity: Learners are treated with respect and dignity,
especially when they don’t deserve it (!)
6. The student experience • Individual needs are ignored
• Interest: student interest is engaged and sustained. • A teacher centred approach
• Participation: all students take part and keep on task • Weak students are not discovered
• Activity: Students develop and apply knowledge and and supported
skills, some of the tasks are high order, challenging, and • Able students are not stretched
relevant
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• Check & Correct: learning, and work in progress is
checked and corrected
• Praise/rewards for effort, progress, completion of tasks
etc. are frequent. Criticism is constructive and positive
• Weaker students are supported and rewarded for effort
and the completion of ordinary learning tasks
• Able students: are challenged but supported if
necessary
• Autonomy: Students take enough responsibility for their
own learning. There is evidence of self-motivation.
• Cooperation: students have an opportunity to work in
pairs or groups and to support each other
• Creativity: Students have an opportunity to take control,
exercise initiative, and make individual responses
7. Resources • Resources are inadequate or
• Adequacy: Resources are adequate, appropriate, inappropriate
effective and up to date • The environment inhibits learning
• Handouts are clear, well designed, fit for purpose, and
well produced. Extensive writing of notes unnecessary.
• A variety of media and methods are used
• Safety of the equipment and its use are ensured
• Accommodation is appropriate and well managed
• Room layout is appropriate and effective
8. Evaluation of Lesson & Achievement of objectives • Learning is not checked, or does
• Clarity: learning is summarized, clarified and put in not take place
context
• Achievement: Students demonstrate that learning has
taken place
9. Professionalism • lesson starts late and finishes
• Timekeeping: Teacher arrives and finishes on time and early.
expects their students to do the same. • Dress and manner is inappropriate
• Dress and manner are appropriate and professional
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THE POST - OBSERVATION ACTION PLAN
As a result of the outcome of this classroom observation, I have developed the following actions to improve performance:
Name of Observee: ________________________________ Name of Observer: _____________________________ Date:__________________________
Action to be Taken
Areas & Criteria for Effective Teaching
1. Objectives
2. Lesson Planning
3. Content and Presentation
4. Classroom Management
5. Atmosphere and Relationships
6. The Student Experience
7. Resources
8. Evaluation of Lesson & Achievement
of Objectives
9. Professionalism
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