Classroom Observation Tips

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Requirements Observation of a master teacher is one of the best ways to

Cooperating Teacher acquire and refine a student teacher’s skills. A beginning
Responsibilities teacher can learn through observation how successful
Student Teaching Forms teachers put theory into practice. As pedagogical principles
Classroom Forms & are applied to the science of teaching, the student teacher
Documents can better understand the theories and concepts presented
Professional Dispositions in preparatory coursework. Careful observation and
Suggestions from thoughtful analysis help lay the foundation for the
Cooperating Teachers development of sound teaching practices.
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Classroom Organization
Typically a student teacher spends the first few days observing his/her
cooperating teacher before gradually assuming classroom responsibilities.
Even as the student teacher assumes increasing responsibility for instruction,
there are many occasions to study the mentor teacher. These are perfect
opportunities to observe and analyze the strategies used by the cooperating
teacher.
The student teacher must remember that he or she is a guest in the
cooperating teacher’s classroom. As such, the purpose of the observations is
not to critically evaluate the host teacher, but to identify effective strategies
and techniques employed by that teacher. The student teacher may also use
the observation to identify potential problems and possible solutions before
he/she actually teaches a specific class. The observations can be used to
plan future strategies, incorporating new techniques into a basic repertoire
and preparing approaches to problem situations.
Observing is the process of studying classroom activities to determine
teaching strategies and student responsiveness. It can be used to gain
insight into planning, organization, approaches, methods of presentation,
behavior management techniques, and individual student differences.
Gaining familiarity with classroom organization and established rules and
procedures will give the observer insight into classroom functioning. The
observer may also note methods to motivate students and keep them focused
 Your First Classroom on the instructional activity. Studying the personal qualities of the teacher that
Acronyms & Terms helped lesson presentation and his/her relationship with the students may
help mold the student teacher’s personal teaching style.
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Professional Site Links Careful observation and critical analysis is often more beneficial if structured
and planned. As there are a variety of ways to do this, the observer should
first decide the purpose and method of observation. If the student teacher
has already had the opportunity to analyze his/her teaching, he/she may wish
to focus on specific qualities that will improve his/her skills. The purpose of
the observation may influence the method selected. It is important to
remember that the value of a good observation lies in obtaining objective data
on what is happening in the classroom.

Before observing your cooperating teacher it would be a good idea to share

your plan with him/her. Ask for ideas on what to observe and how to focus
your observations. Let your cooperating teacher know that you are merely
collecting data to help you better understand the classroom. Before you
observe show your cooperating teacher how you intend to record data. After
the observation ask him/her to help you analyze the information.

Below are a few methods of structuring an observation:

1. Noting Classroom Organization, Procedures and Common Student
Characteristics – This type observation yields an overall perspective of
classroom functioning and is often a good format for someone new to the
setting. The observer uses a four-column sheet to list characteristics of (a)
the physical arrangement, (b) the daily procedures and routines, (c) the
transitions, and (d) the students assigned to the classroom/program.
2. Scripting Lesson – The observer keeps a running record of
everything that happens during the instructional period to get an overview of
the lesson. The idea is to write down everything that happens without making
judgments. Afterward the teacher and observer can discuss and analyze the
data.
3. Completing a Lesson Plan – Using a formal lesson plan format, the
observer completes the categories to get an understanding of how the lesson
was organized. Objectives, materials, methods and procedures, individual
student adaptations, homework assignments, and student evaluation should
all be noted.
4. Identifying Problems & Solutions – This type of observation gives
insight into the teacher’s ability to solve problems as they arise in the
classroom. The observer records problem situations and how the teacher
resolved each problem. As a good teacher often “prompts” appropriate
behavior to avoid problems, the observer may also record the “prompts” used
to prevent problems.
5. Tallying Reinforcement & Correction – The observer uses a tally
sheet to develop an understanding of how the teacher keeps the students
focused during a lesson. On a two-column (reinforcement – correction) sheet
the observer records the words or actions used by the teacher to reinforce
appropriate behavior and redirect inappropriate behavior.
6. Recording Events Related to Specific Student – To develop a better
understanding of one student, the observer concentrates solely on that
student. He/She records all events and behaviors related to that student.
Afterward the teacher and observer can discuss and analyze the information.
7. Time Analysis – The observer notes the time that the teacher started
each “piece” of the lesson to examine the “pace” of the lesson and how the
teacher manages to fit the structure of the lesson into the allotted time period.
Time spent introducing the lesson, passing out materials, reviewing past
learning, teaching a new concept, practicing new learning, assigning
homework, cleaning up, etc. can all be documented.
8. Teacher & Student Movement – A seating chart and arrows are
used to document movement throughout the lesson. Notes can be made on
the chart to record conversations and activity at various locations throughout
the classroom. Using a different color arrow for teacher movement will give a
better idea of how the teacher circulated among the students.
9. Directions/Response Record – A two-column (teacher directions –
student response) sheet is used to record the teacher’s directions and the
associated pupil response. This can be used to emphasize he importance of
providing clear, concise direction to the class.
10. Question/Answer Record – A two-column (teacher question –
student answer) sheet is used to record all the questions that a teacher asks
and the corresponding student responses. Data from this observation will
give insight into the type of questioning used to elicit higher level thought from
the student.
11. Discussion Analysis – The observer uses a seating chart to
document the interactions that the teacher has with individual students. It can
be used as a tool to identify how many students are involved in classroom
discussion. If the class is broken into smaller groups, the observer may
record the discussion interaction in one of the groups.

The student teacher should use observation as a tool to obtain factual

information that can later be analyzed to gain better understanding of
instructional procedures and classroom interactions. This understanding will
help the student teacher refine his/her teaching skills.

The student teacher could use the “Guided Observation Form” (link below) to
record details when observing his/her cooperating teacher. Analysis of the
data will give an overall understanding of the lesson observed.

Guided Observation Form