OBSERVATION MATRIX FOR THE SCHOOL FACILITIES

Will it contribute to the

students’ learning and
FACILITIES DESCRIPTION
development? Why or why
not?

Office of the Principal

Library

Counselling Room

Canteen / Cafeteria

Medical Clinic

Audio Visual / Learning Resource

Center

Science Laboratory

Gymnasium

Auditorium

Outdoor / Garden

Home Economics Room

Industrial Workshop Area

PTA Office

Comfort Room for Boys

Comfort Room for Girls

Others (pls. specify)

____________________

Observation Guide for the SCHOOL CAMPUS / COMMUNITY VISIT:

1. Describe the community or neighbourhood where the school is found.
2. Describe the school campus. What colors do you see? What is the condition of the buildings?
3. Pass by the offices. What impression do you have of these offices?
4. Walk through the school halls, the library, the cafeteria. Look around and find out the others.
Observation Guide for the CLASSROOM VISIT:
1. Look at the walls of the classroom. What are posted on the walls? What heroes, religious figures, lessons, visual
aids, announcements, do you see posted?
2. Examine how the pieces of furniture are arranged. Where is the teacher’s table located? How are the tables and
chairs/desks arranged?
3. What learning materials/equipment are present?
4. Observe the students. How many are occupying one room?
5. Is the room well-lit and well-ventilated?

Episode 2

Learning Map
To realize my intended learning outcomes, I will work my way through the steps below:
1. Observe 3 groups of learners from different levels (preschool, elementary and high school)
2. Describe each of the learners based on your observations.
3. Validate your observation by interviewing the learners
4. Compare them in terms of their interests and needs.
Physical
1. Observe the students gross motor skills: how they carry themselves, how they move, walk, run, go up the stairs,
etc.
2. How would you describe the gross movements of the pre-schoolers, the elementary pupils, the high school students?
3. Observe their fine motor skills, like writing, drawing, etc. What can you say about them?

Social
1. How do the pupils/students interact with their teachers and other adults?
2. How do they interact with their peers? What do they talk about? What are their concerns?

Emotional
1. Describe the emotional disposition or temperament of the learners.
2. How do they express their wants/needs?
3. How do they handle frustrations?
 4. Describe their level of confidence as shown in their behaviour. Are they self-conscious or not?

Cognitive
1. Describe their ability to use words to communicate their ideas. Note their language proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for evidences of their thinking skills.
3. Were there opportunities for problem solving? Describe how they showed problem solving abilities.

LEARNERS’ DEVELOPMENT MATRIX

PRESCHOOLER ELEMENTARY
HIGH SCHOOL
DEVELOPMENT Age range of Age range of
Age range of students
DOMAINS children observed pupils observed
observed __________
__________ __________
PHYSICAL Ex: Not as clumsy as
Gross-motor Clumsy; would the pre-schooler;
skills often stumble, slip they are more sure-
or trip footed

Fine-motor skills

Self-help skills

Others
Social
Interaction with
teachers

Interaction with
classmates /
friends

Interests

others
Emotional
Moods and
temperament,
expression of
feelings

Emotional
independence

Others
Cognitive
Communication
skills

Thinking Skills

Problem-solving
skills

SALIENT IMPLICATIONS TO THE

LEVEL CHARACTERISTICS TEACHING-LEARNING
OBSERVED PROCESS

They cannot learn if lessons

Ex: are not dynamic; activities
PRESCHOOL Pre-schoolers like to that will make them active
Age range of learners: move around; their and still learn should be
_________________ attention span is too employed. Learning activities
short should also allow them to have
frequent breaks.

ELEMENTARY
Age range of learners:
_________________

HIGH SCHOOL
Age range of learners:
_________________

Learning Map
To realize my intended learning outcomes, I will work my way through the steps below:
1. Observe a class.
2. Using a checklist, find out the evident classroom components.
3. Describe how the classroom is structured/designed to allow everyone to participate in the learning activities.
4. Relate the data in your checklist to the learners’ behaviour.
5. Reflect on how classroom management affects learning.
Then write your observation report on the provided space.
1. As you observe the class, look into the characteristics of the learners. Note their ages.
2. How many boys are there? How many girls?
3. Focus on their behaviour. Are they already able to manage their own behaviour?
4. Can the learners already work independently?
5. Describe their span of attention.
6. Look into their listening skills and ability to concentrate.
7. Are there areas in the classroom for specific purposes (storage of teaching aids, books, students’ belongings,
supplies, etc.)? Describe these areas.
8. Are there rules and procedures posted in the room? List them down.
9. Did the students participate in making the classroom rules? If yes, and the resource teacher is available, ask
him/her to describe the process.
10. What are the daily routines done by the teacher? Prayer, attendance, assignment of monitors, warm-up activities,
etc.) How are they done?
11. Is there a seating arrangement? What is the basis for this arrangement?
12. Observe the noise level in the classroom. How is this managed?
 13. If a learner is not following instructions or is off-task, what does the teacher do? Describe the behaviour strategies
used.
14. What does the teacher do to reinforce positive behaviors?

EFFECT ON LEARNERS
ASPECT of CLASSROOM
DESCRIPTION (fill this up after answering
MANAGEMENT
the analysis questions)
1. Specific areas in the
classroom
2. Classroom rules

3. Classroom procedures

4. Daily routines

5. Seating Arrangements

6. Handling misbehaviour /
off-task behaviour

7. Reinforcement of positive
behaviour

8. Others

9. Others

10. Others

Analysis (Note: Extend the space for your answers when necessary)
1. How did the classroom organization and routines affect the learning behaviour?
2. What should the teacher have in mind when she / he designs the classroom organization and routines? What
theories and principles should you have in mind?
3. Which behaviour strategies were effective in managing the behaviour of the learners? In motivating the students?
Why were they effective?

Episode 3

1. As you observe the class, look into the characteristics of the learners. Note their ages.
2. How many boys are there? How many girls?
3. Focus on their behaviour. Are they already able to manage their own behaviour?
 4. Can the learners already work independently?
5. Describe their span of attention.
6. Look into their listening skills and ability to concentrate.
7. Are there areas in the classroom for specific purposes (storage of teaching aids, books, students’ belongings,
supplies, etc.)? Describe these areas.
8. Are there rules and procedures posted in the room? List them down.
9. Did the students participate in making the classroom rules? If yes, and the resource teacher is available, ask
him/her to describe the process.
10. What are the daily routines done by the teacher? Prayer, attendance, assignment of monitors, warm-up activities,
etc.) How are they done?
11. Is there a seating arrangement? What is the basis for this arrangement?
12. Observe the noise level in the classroom. How is this managed?
13. If a learner is not following instructions or is off-task, what does the teacher do? Describe the behaviour strategies
used.
14. What does the teacher do to reinforce positive behaviors?

EFFECT ON LEARNERS
ASPECT of CLASSROOM
DESCRIPTION (fill this up after answering
MANAGEMENT
the analysis questions)

1. Specific areas in the

classroom

2. Classroom rules

3. Classroom procedures

4. Daily routines

5. Seating Arrangements

6. Handling misbehaviour /
off-task behaviour

7. Reinforcement of positive
behaviour

Analysis (Note: Extend the space for your answers when necessary)
4. How did the classroom organization and routines affect the learning behaviour?
 5. What should the teacher have in mind when she / he designs the classroom organization and routines? What
theories and principles should you have in mind?
6. Which behaviour strategies were effective in managing the behaviour of the learners? In motivating the students?
Why were they effective?

Reflections / Insights (Note: Add sufficient space for your answers in between items)
1. Imagine yourself organizing your classroom in the future. In what grade / year level do you see yourself? What
routines and procedures would you consider for this level? Why?
2. Make a list of the rules you are likely to implement in this level. Why would you choose these rules?
3. Should learners be involved in making the class rules? Why?

Episode 4

NOTE: Create/Draw your own map/flow chart and fill the following steps in.
1. Observe a class in different parts of a school day. (beginning of the day, class time, recess, etc.)
2. Describe the characteristics of the learners in terms of age, gender and social and cultural diversity.
3. Describe the interaction that transpires inside and outside the classroom.
4. Interview your Resource Teacher about the principles and practices that she uses in dealing with diversity in the
classroom.
5. Analyze the impact of individual differences on learners’ interaction
1. Find out the number of students. Gather data as to their ages, gender, racial groups, religious, ethnic backgrounds.
You may create a matrix for this.
During class:
1. How much interaction is there in the classroom? Describe how the students interact with one another and with the
teacher. Are there groups that interact more with their teacher than with others?
2. Observe the learners seated at the back and the front part of the class. Is there a difference in their behaviour? How
would you compare the students seated in front, in the middle and at the back?
3. Describe the relationship among the learners. Do the learners cooperate with or compete with each other?
4. Who among the students participate actively? Who among them ask for help often, particularly during
activities/class discussion?
5. When a student is called and cannot answer the teacher’s question, do the students try to help him? Or do they
raise their hands, so that the teacher will call them instead?

Outside Class:
1. How do the students group themselves outside class? Homogenously, by age? By gender? By racial or ethnic
groups? Or are the students in mixed social grouping? Describe the groupings.
2. Describe how the learners interact with each other outside the class. What do they talk about?
3. How do the learners spend their break time? By playing? What do they play? By staying at the canteen, eating?
By doing other things?
Analysis (Note: Add space after each item and extend it for your answers when necessary)
7. Identify the persons who play key roles in the relationships and interactions in the classroom. What roles do they
play? Is there somebody who appears to be the leader, the mascot/joker, an attention seeker, a little teacher, a
doubter/pessimist?
8. Are students coming from the minority group accepted or rejected by others? How is this shown?
9. How does the teacher influence the class interaction considering the individual differences of the students?
10. What factors influence the grouping of learners outside the classroom?

Reflections / Insights (Note: Add sufficient space for your answers in between items)
4. How did you feel being in the classroom? Did you feel a sense of oneness or unity among the learners and between
the learners and the teacher?
5. In the future, how would you want the learners in your classroom to interact? How will you make this happen?

Episode 5
1. Identify two or more learners of different abilities but from the same grade or year.
2. Find out some information about their background.
3. Observe them as they participate in a classroom activity and how the teacher addresses their needs.
4. Write a narrative report and a brief reflection about your experience
Observation Tools
1. Observe the class to see the differences in the abilities of the learners.
2. Try to identify the student who seem to be performing well and those that seem to be behind.
3. Validate your observations by asking the teacher about the background (family, soci-economic, presence of some
learning disability, etc.) of these children.
4. Observe the behaviour of both the high achieving and low-achieving learners. Note their dispositions, pace in
accomplishing tasks, interaction with teacher, and interaction with others.
5. Observe the teachers’ method in addressing the individual learning needs of the students in his/her class.
Analysis (Note: Add space after each item and extend it for your answers when necessary)
11. Did your observation match the information given by the teacher? Were you able to correctly identify who among
the students performed well and who did not? What behaviors helped you identify them? (Volunteering to answer,
responding to teacher’s directions, etc.)
12. Describe the differences in ability level of students in the class. Is there a wide gap between the students who are
performing well and those who are not?
13. Describe the methods used by the teacher in handling the students’ differences in abilities. How did the students
respond to the teacher? Did the teacher use differentiated instruction? If yes, describe how.

Reflections / Insights (Note: Add sufficient space for your answers in between items)
6. Recall the time when you were in the elementary or high school? Recall the high and low achievers in your class.
How did your teacher deal with differences in abilities? Was your teacher effective? Explain in two or more
paragraphs.

Episode 6
Learning Map
To realize my Intended Learning Outcomes, I will work my way through these steps:
1. Select a learner from the class whom you have observed.
2. Interview the teacher about the learner’s characteristics.
3. Conduct a home visit to your selected learner’s residence.
4. Interview the parents about:
a. The rules they implement at home concerning their child’s schooling.
b. The learner’s activities while at home.
5. Describe the family in terms of:
a. Number of siblings.
b. Number of siblings in school.
6. Identify the factors in the home environment that might affect the learner’s school performance.
7. Reflect on how a teacher can communicate effectively with the home.
The Learner:
4. Make a general observation of the learner. Describe him/her in each of the domain of development:
a. Physical – body built and height, level of physical activity;
b. Social – interaction with teachers and other learners;
c. Emotional – moods, temperament;
d. Cognitive – ability to comprehend, to cope with school tasks like quizzes, etc.

Interview the Teacher:

1. What are the most noticeable characteristics of the learner?
2. How does the teacher communicate with the parents? How often? What do they discuss / agree on?

Interview the parents:

1. Conduct a home visit. Once there, observe the home set-up.
2. Use the following interview questions. Just ask the questions with which you feel comfortable.
Analysis (Note: Add space after each item and extend it for your answers when necessary)
Your findings and recommendations in the Learner Development Profile will help you answer the questions here.
14. From your home visit and interview, what do you think is the style of parenting experienced by the learner?
Explain your answer.
 15. Relating your data with what you learned from child development, what family factors do you think contribute to
the development and over-all adjustment of the learner in school?
16. Does the communication between the home-school have an effect on the learner? If yes, what are these effects?

Reflections / Insights (Note: Answer the questions below in one or more reflection paragraph each with at least 100 words per
paragraph.)
7. Reflect on you own development as a child. What type of parenting did you experience? How did it affect you?
8. As a future teacher, how would you establish good home-school collaboration? How can you work well with the
parents? How can you help them? How can they help you?