classroom observation essay example

Special Education Observation Example Report

Report on classroom observation.

The observed self-contained class consists of 9 students, 6 boys and 3 girls, mixed with grades kindergarten through the second grade. All the students are taught based on the IEP (Individualized Educational Program). The ground for the IEP is learning disability (nonverbal learning disorder).

Two students, a boy and a girl, also have hearing disability (hearing impairment). The learning process is conducted by one special ed (certified) teacher, and one instructional assistant. The hearing device (telex) is used by students with the hearing disability.

The object of my observation was the learning process, the interpersonal relations and communication within the classroom, and the daily routines. The aim of my observation was to analyze what challenges the students’ special needs create for their learning, and how the learning process is adapted to them.

How is space arranged in this classroom?

The classroom is large, and students have enough space to move comfortably. There is a special space where the children can have rest and play between the lessons. The students sit at the large group table situated close to the whiteboard.

The students who have hearing impairments sit closer to a speaker’s place. During the lesson, the teacher works near the whiteboard and sometimes joins the students. The instructional assistant sits together with the students with the hearing disability.

How is space arranged in the yard?

The school has a well-equipped play yard where children spend time after lunch. The students are allowed attending the yard with their Instructional Assistant only.

Is the classroom safe and healthy?

The classroom seems to be safe. It is a bit dark due to its location, but the light is turned on when necessary. The furniture is well-arrange and gives the students an opportunity to actively move in the classroom. Students have their own bathrooms located inside their classroom.

What kind of materials are available to the children to encourage learning?

The classroom is equipped with a whiteboard and a projector. The teacher actively uses the classroom space to encourage the students’ interest in learning and creative work. The walls are covered with the thematic boards where students are expected to share information and demonstrate their works.

There are the Social Studies board and the Science board. The students are weekly assigned to prepare interesting information relevant to the lesson topics: a table or a scheme, a drawing etc. There is a wordwall and a set of educational games in the classroom.

What kinds of classroom routines do you notice?

The classroom routine is not noticeable. Between the lessons, a class leader assigned weekly is expected to observe the order in the classroom and the students’ discipline. The boy who had the responsibility of a class leader during my observation was not able to cope with his task.

During the lessons, the discipline is quite difficult to maintain. Due to the students’ learning disorder, the teacher is often interrupted by the children who do not stay focused or are just annoyed by their inability to understand a speaker. Sometimes a student leaves his/her place, and the teacher has to ask him/her to take his/her seat.

How is the day scheduled?

The students arrive at 8:20-8:25, and the lessons begin at 8:30. The day schedule is posted on the wall. The students had the following lessons: Reading/Language Arts, Science, Social Studies; the lunch/recess was at 10:45/11:30 pm. Then, the children had Math and Health.

Who talks to children? How and when?

Due to nonverbal learning difficulty, students experience difficulties in communicating with the teacher and with each other. The teacher offers the teamwork tasks cautiously, as cooperation seems challenging for them.

Between the lessons, it seemed that the students communicated within settled groups: they preferred to talk to one or two friends and avoided communication with the rest of the class. Two students with the hearing impairment mostly talk to each other.

Despite communication difficulties, it is noticeable that the students have communication needs and are glad when the teacher initiates a conversation. During my observation, the teacher talked to the students between the lessons, and the students seemed to enjoy the conversation.

What levels of play are different children engaged in?

During the lessons, the teacher actively uses games to present the new material and improve the students’ skills. On the one hand, this impacts the discipline in the classroom, and the teacher often has to raise the voice.

On the other hand, a game helps to draw and keep the students’ attention. The teacher uses the “teacher vs students”, “teacher vs a student”, “a student vs a student” formats and avoids offering the “students vs students” games.

Between the lessons, the students play in small groups. They are offered the educational games but they prefer to develop games on their own.

Describe an instructional activity observed

The topic of the Science lesson observed by me was “Who eats what?” (nutrition in the wild nature an in the human society). The aim of the lesson was to introduce the notions of a herbivore, a predator, a mammal, vegetarianism, a food chain and oth.

One of the activities was the collective brainstorming. The teacher asked the class about different animals, and the students were expected to say what each of the animals eats and define whether it is a herbivore, a predator or omnivorous.

Using the projector, the teacher showed the students the essence of a food chain. After than, the children were given a list of the animals and had to compose a food chain in teams. The teamwork was difficult to manage, as students did not want to cooperate and broke discipline. One girl started explaining that she felt sorry for the fact that animals eat each other.

Describe how the children’s socio-emotional needs are met

The students of the observed class have very specific socio-emotional needs. On the one hand, they have difficulties in acquiring knowledge and skills, cooperating, communicating, speaking in public and expressing their ideas. On the other hand, they concern about their performance and achievements. The children are afraid of criticism, as well as of being a poor achiever.

The teacher demonstrates patience and understanding during the lessons. She actively encourages the students and compliments them. However, she has to raise voice to maintain discipline, though avoiding using the intonation of anger.

The teacher does not explicitly force communication between the students understanding it is difficult for them. However, she puts effort in creating friendly relations between them. During my observation, she had a conversation with two children who then continued talking to each other.

How does the teacher manage the classroom?

The teacher maintains lively and creative environment in the classroom. She encourages the students to share ideas and actively participate in activities. The assistant helps the teacher to conduct the lesson successfully.

The lessons are lively and intensive due to the students’ energy. They are quite well-motivated and willing to take part in classroom activities, especially when they can learn and have fun simultaneously. The teacher uses compliments and jokes to maintain the students’ spirit.

She raises the voice when the discipline is broken, but then tries to draw the students’ attention and involve them into the work very quickly. She reacts on the students’ mistakes and questions very carefully in order to not insult them.

How are different children learning?

The nonverbal learning disorder has diverse symptoms that impact the learning process. However, the students of the class have a range of common problems, such as bad attention, emotional instability, difficulties in communication and comprehension of a speaker, problems with sharing ideas, and other. Most students cannot concentrate when the teacher is presenting the new material.

They also lose interest when the information seems difficult for them. However, they often feel shy to ask a teacher for additional explanation. I also noticed that for many students, it is difficult to begin working on a task, but when they get involved into the work they feel better and demonstrate diligence.

How does the teacher differentiate for children of diverse linguistic and cultural backgrounds?

During my observation, the teacher did not focus on cultural background. However, I saw the materials devoted to different nations’ costumes and traditions on the wall; thus, the children had the lesson devoted to cultures.

How does the teacher differentiate for children who have difficulty learning or appear to have disability?

The teacher adapts her teaching style to the needs of the students. She uses simple words and quite short sentences when explaining the new information. Her mimics, intonation and gestures are very expressive, which helps keep the students’ attention. She helps a child to begin working on a task when she sees that he/she is embarrassed. The teacher often addresses the children with the hearing impairment so that they do not feel separated from the rest of the class.

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How to Write an Observation Essay: Observation Paper Guide and Observation essay Example

What is an observational essay

Definition of an observational essay, types of observational essays, main components of an observational essay, how to start writing an observation essay, choosing an observation topic, gathering information through observation, creating a strong thesis statement, observation essay structure, writing the introduction paragraph, organizing the body paragraphs effectively, concluding an observation essay, tips for writing an effective observation paper, using descriptive language, incorporating the five senses, observation essay examples and topics, 20 observation essay topics for college, reviewing observation essay examples, creating an observation essay outline.

Welcome to our comprehensive guide on how to write an observation paper . Whether you’re a student looking to enhance your writing skills or an individual interested in honing your observation skills , this guide will provide you with valuable insights and tips on how to create a compelling and descriptive observation paper .

Here's What You'll Learn

Observation essay example

Write an observation essaytoggle, key takeaways.

• Recording observations, interpreting notes, and organizing them are crucial processes in writing an observation paper .
• Be mindful of important details such as date, time, and locality when taking field notes.
• Use qualitative and descriptive language to convey your observations effectively.
• Structure your observation paper around a research question and employ a clear and plain writing style.
• An observation essay focuses on diligently observing and describing the subject, without requiring analysis or problem-solving.

Now that you have a glimpse of what this guide will cover, let’s dive deeper into the definition and goals of an observation essay in the next section.

Understanding the Definition and Goals of an Observation Essay

An observation essay is an academic paper that focuses on making detailed observations and providing a rich description of objects, events, natural phenomena, or individuals. Unlike other types of essays, an observation essay does not require analysis or problem-solving. Instead, it aims to immerse the reader in the observation by diligently describing the subject.

When writing an observation essay, it is essential to employ vivid language and present tense to create a sense of immediacy and realism. By using descriptive and sensory details, the writer can effectively engage the reader and transport them into the observation itself.

The structure of an observation essay typically follows a standard essay format, consisting of an introduction, body paragraphs, and a conclusion . In the introduction, the writer provides background information about the observation and presents a clear thesis statement. The body paragraphs serve as a platform for presenting the observations in a logical and organized manner, supported by relevant details and examples. Finally, the conclusion restates the thesis and offers a reflection on the overall observation, leaving the reader with a lasting impression.

Tips for Writing an Effective Observation Essay

In order to write an effective observation essay, there are a few key tips to keep in mind. First and foremost, choose a subject that truly fascinates you. Writing about something you are genuinely interested in will make the entire process more enjoyable and will also help you to stay engaged throughout.

When it comes to actually observing the subject of your essay, use all of your senses to create a vivid and detailed picture. This will not only make your writing more immersive for the reader, but it will also help you to capture the essence of what you are observing. Whether it’s sights, sounds, smells, tastes, or textures, paying attention to these sensory details will elevate your observation essay to the next level.

Another important tip is to apply the present tense in your writing. By using the present tense, you can create a sense of immediacy and make the events you are describing feel more real. This will help to engage the reader and make them feel as though they are experiencing the observation firsthand.

Lastly, be attentive to details and draw on your personal experiences. Including specific and unique details in your essay will make it more interesting and immersive for the reader. Additionally, sharing your own personal experiences and reflections throughout the essay will add depth and authenticity to your writing.

By following these tips, you can ensure that your observation essay is engaging, descriptive, and effective in capturing the essence of your subject.

Table: Tips for Writing an Effective Observation Essay

In conclusion , mastering the art of writing an observation essay requires honing your writing skills and employing effective descriptive writing techniques. By following the tips provided in this guide, you can enhance your ability to capture the details of your observations and engage your readers.

Writing Skills: Writing an observation essay allows you to develop and showcase your writing skills . Through diligent practice, you can improve your ability to convey your observations in a clear and engaging manner, effectively communicating your experiences to your audience.

Descriptive Writing: Descriptive writing is essential in an observation essay. By utilizing vivid language and sensory details, you can transport your readers into the scene, immersing them in the events and making your essay more captivating.

Conclusion: In conclusion, an observation essay is a powerful tool for exploring and sharing your observations. By selecting a subject that interests you, applying present tense, and structuring your essay in a logical manner, you can effectively convey your observations and leave a lasting impression on your readers.

What is an observation essay?

An observation essay is an academic paper that involves making observations and providing a detailed description of objects, events, natural phenomena, or individuals.

What should be included in an observation essay?

An observation essay should include vivid descriptions, use of present tense, personal experience, and attention to detail.

How should an observation essay be structured?

An observation essay should follow a standard essay structure, including an introduction, body paragraphs, and a conclusion.

What is the goal of an observation essay?

The goal of an observation essay is to diligently observe and describe the subject without analysis or problem-solving.

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Classroom Observation Essays

Field classroom observation, popular essay topics.

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Classroom Observations: The Power of Reflection

Teaching is an art, learning is science. Both must blend in order to optimize the learning experience. The ability to reflect is a desired skill in every profession. Reflective practice is required because teachers of the future should be thoughtful decision-makers and intrinsically motivated to analyze a situation.

Teachers must set goals, monitor learning, assess and reflect on their professional practice. Keeping the larger goal in mind, our schools need reflective teachers who can fine-tune their methods to find better ways of teaching while maintaining their purpose and direction.

Several aspects of teacher development have been overlooked in the preparation and promotion of effective teachers. The emphasis has been more on the development and demonstration of teacher’s understanding of content, its delivery and in their capacities to improve results.

The journey of a teacher begins by understanding the various processes, planning for hours before each class and working out multiple strategies to manage the class. Over the period of time, planning, teaching, and assessing become effortless activities. On the downside, there have always been a few children who do not understand what is taught, do not do well in tests and are passive participants in the classroom. If we believe that all students can learn optimally and that our performance as a teacher has a direct impact on our student’s learning, then what should our homework be?

Given all the dilemmas that characterize today’s classrooms, our homework should be to REFLECT — reflecting on What we do in the classroom? How do we teach? Why we teach the way we do? How could we do things differently and create change?   How we engage the students? How we build curiosity? Our thoughts about children and their attitudes are central to our reflection. It is, therefore, imperative for educators to recognize the multi-layered world of education, which has roots far deeper than we can think of.

We must understand our role as mentors in terms of enhancing skills and emphasizing the responsibilities of an enlightened citizen by instilling discernment and self-awareness amongst our students.

Classroom observation in this regard is a powerful tool to enable students and teachers to develop an analysis of feelings, evaluation of experiences and designing an action plan.

For teachers to be effective, they need to recognize more than just their students’ background and learning preferences. It is, therefore, not only desirable but almost essential to create teachers who can understand the relevance of reflection, particularly about teacher education. For making reflective teaching visible, classroom observations play a central role. It offers teachers an opportunity to think about what works in the classroom and what does not.

Classroom observations provide teachers with constructive critical feedback to reflect upon their classroom management and instructional techniques .  

Classroom observations advocate that no matter how thorough the preparation of a lesson is, the teaching strategies must be manoeuvred as per the needs and pace of learners. This practice of classroom observation ensures teachers gain a better understanding of their teaching methodologies through individual reflections, reflection with partners, reflection in small groups and school-wide reflection.

This article deliberates upon the affirmative actions of classroom observation practices that we deploy in our school  DLF World School, Greater Noida, to improve the educational outcomes of students. I hope it will help other teachers in this community too.

 Incorporating observation tools and collaborative reflections 

WHAT IS CLASS OBSERVATION?

Educators observe each other’s practice, providing feedback and learning from each other:

• to improve their impact on students’ learning, focused on improving teacher practice in alignment with learner needs and school priorities
• to address the stated goal of providing the teacher with relevant feedback based on their interactions with students and making improvements in their classroom management and instructional techniques

WHY DO TEACHERS NEED CLASS OBSERVATIONS?

It provides effective professional learning that emphasizes reflection and feedback on practice to improve learning

• develops teachers’ awareness about their own teaching practice and its impact.
• can help determine professional learning needs at the individual and school level.
• supports the development of a common understanding of effective teaching practices that have an impact.
• supports sharing of ideas and expertise among teachers including modelling of good practices.
• provides opportunities to discuss challenges and concerns with colleagues.

PURPOSE OF CLASS OBSERVATION

The fundamental purpose of classroom observation is to improve student outcome by improving the instructional prowess of the teacher.

A secondary purpose of observation is to perform an investigation into possible inequities in instruction among different groups of students.  This allows teachers to identify biases in how different groups of students are treated based on their gender, socio-economic standing, or other differentiating factors to help eliminate them.  A final purpose is to provide school administrators with information on current educational practices and to identify instructional problems.

WHAT ARE THE KEY ELEMENTS?

There are some key skills and things that are at the core of classroom observations –

• Class observations are drawn on skills used
• in everyday teaching
• in understanding the content
• in providing discipline
• in non-judgemental observation in a non-threatening environment
• in maintaining objectivity
• and in reducing bias

2. Agree on focus for classroom observations and shared protocols

3. Develop trust between teachers observing and being observed

4. Collegial commitment to the ongoing development of practice

ACTIONS INVOLVED?

• Plan : Invite staff to participate in establishing the conditions or ground rules for initiating observation practices e.g., what strategy will be used, how will people nominate to observe/be observed?
• Gradual steps: Begin with small changes. e.g., encourage staff to visit each other’s classrooms for 5 -10 min and think about observed best practices and how they could incorporate and adapt them in their own class.
• Establish supportive structures: provide time for observation. Encourage staff to begin working with others they feel comfortable with and establish collaborative groups to initiate conversations about learning across the school.
• Offer choice: It allows staff some control over who observes and the timings of observation.
• Collaborate: Build opportunities into schedules for teachers to work together on common goals, provide support and structures to ensure the staff are jointly planning and problem-solving.
• Teacher Appraisals: Incorporate classroom observations into the school’s performance and development cycle.
• Reflection and goal setting: Data from classroom observations help set goals effectively and realistically as it provides evidence of the impact of teachers practice and therefore, the strengths and areas for development.
• Ongoing feedback, reflection and review: Data from observations help to evidence the performance and development in review discussions and ascertain goal achievement.

METHODOLOGY

The process of observation and evaluation requires a very high degree of professional ethics and objectivity and training in observational and analytical skills.

Checklists, charts, rating scales, and narrative descriptions are examples of observational techniques that have proven to be effective ways of examining a teacher in action.

One of the main challenges for observation is to decide upon the rubric tool which can vary from school to school.

 Things to keep in mind while designing the class observation techniques 

Lesson structure.

• The way the lesson opens develops and closes.
• The number of activities that constitute the lesson.
• The links and transition between activities.

Classroom Management Strategies

• Setting up groups
• Maintaining discipline
• Time management
• Seating arrangements

Teaching and activities

• Class activities
• Pair and group work activities
• Individual activities
• Use of textbooks
• Use of other resources/teaching aids/online educational tools

Use of language – Teachers

• Use of instructional language
• Questioning technique
• Explanation of vocabulary and new keywords

Use of language – Students

• Use of language in group work
• Use of mother tongue in class
• Problems with grammar/pronunciation

Feedback and recapitulation

• Time on task
• Alternate assessment tools
• Student response mechanism

 Conclusion 

Classroom observation offers teachers collaborative reflection opportunities for continuous improvement. Observation tools and collaborative reflection can be leveraged to achieve learning goals, clarify expectations, provide targeted feedback, and gather information to enhance the academic experience for both teachers and students.

By incorporating observation tools and collaborative reflection into the continuous improvement process, promote a sense of shared responsibility, trust, and collegiality. Through this process, teachers emerge as evidenced-based practitioners better prepared to implement and share best practices to positively impact student outcomes.

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Written by Dimple Puri

Ms. Dimple Puri is the Head of School at Darbari Lal Foundation World School. A progressive leader, she has had varied experience of over 20 years in the field of education. She is a post graduate in Botany and B.Ed from Guru Nanak Dev University, Amritsar (Punjab). She started her career as a Science teacher and has taught Biology to the senior classes. She had an opportunity to serve as a Headmistress at Ahlcon International School before joining DLF World School and has led a team with an expertise in varied fields of curriculum planning, inclusivity, pedagogy and innovation, value based education, resource management, capacity building of teachers, research based classroom practices, engaging classroom program, SDG based activities and creating flexible learning spaces in the classroom context. She is a British Council School Ambassador and is actively involved with the assignments like assessment and briefings sessions. She has authored several educational articles in prestigious journals. She has also been conferred twice with Life Empowerment Award in the category of Teacher Leader ship in Life skills and Value Education and Inclusive Education for children with special needs by Expressions India in collaboration with CBSE. She has also received the Rex Karamveer award for contribution in the field of social inclusion.. She has also represented on various International and National platforms like PASCH Principals Meet 2017 held in Bangkok. She envisions to create Darbari Lal Foundation World School as a thinking school with a learning centered environment in which students and educators are actively involved as curators and co-constructors of knowledge.    

This is one of the crucial area . No bias should be there in the reports.

Classroom observation can improve teaching through constructive feedback and foster collaboration among educators. It encourages reflective practice and supports professional growth. However, it may face resistance from some teachers and requires strong administrative support. Effective implementation can enhance teaching quality and student learning outcomes

Yes, I too agree that classroom observation is a powerful tool that helps educators to get better. But at the same time, it will help if it is taken positively.

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Classroom Observation, Essay Example

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In the teaching field, every grade of study has a course curriculum that the teacher is supposed to follow in order to adequately teach each child. Third grade is no different. Each third grade child is expected to bring along with them some knowledge that the third grade teacher is able to build upon in order to prepare that child for fourth grade. According to curriculum guides, a third grade child should be able to reverse thinking by tracing mental steps that lead them to that conclusion and analyze how to make a better decision. They should be able to manipulate symbols that are related to concrete objects. They should also be able to comprehend multiple aspects of a problem while solving it. In other words, a third grader should be able to add and subtract within the same problem without becoming confuse. Nonetheless, every teacher becomes aware that each child is very different in his/her learning pattern. In any given classroom there will be students who can perform according to the curriculum and those that cannot. Psychologist, Jean Piaget, is credited with analyzing how children learn. He developed the theory of how and when child cognitive abilities develop. According to his theory, it was useless trying to teach a child something that he/she was cognitively incapable of learning. This paper discusses and analyzes some of the cognitive, moral, and social development of third grade students.

Introduction

It is a difficult job being a teacher in the midst of the accountability era. There is more focus on reading achievement than ever before. The passage of No Child Left Behind in 2002 placed higher demands on teachers to be accountable for what their children learned while in their classes (Hill, & Barth, 2004). Schools that did not meet standards were in fear of sanctions and government take-overs. Classroom schedules were altered to accommodate strengthening reading by increasing instructional reading time, which decreased the amount of time students would spend other classes. These expectations made teachers feel compelled to ensure that all of their students scored high on state mandated achievement tests. These high demands left teachers to analyze many ways of teaching. In any given classroom, a teacher can have several learning styles, learning disabilities, and developmental issues. Trying to meet the demands of NCLB has led teachers to co-teach and differentiate lessons in order to ensure reaching every child. General education teachers are now pairing with special education teachers to deliver lessons to one class. One lesson can be taught a variety of ways when differentiation is used. All of these strategies are linked to a child’s cognitive, moral, and social development.

Cognitive Ability

Cognitive abilities are described as brain bases skills that one uses to carry out any task ranging from simple to complex. Perception, attention, memory, motor, language, executive functions, and visual and spatial processing are all cognitive abilities. Most cognitive abilities can be improved with use. Likewise, some cognitive abilities can decline when they are not used regularly. Recent studies have concluded that in children having friendships can enhance cognitive ability. This comes from the finding that social/interactional relationships are the underpinnings of social development. For example, “Studies that identify relational and developmental advantages of friendship for cognitive developmental advantages of friendship for cognitive enhancement…These studies assert that pairing children on the basis of friendship should be used with greater frequency in the school to promote the pupil’s cognitive enhancement” (Kutnick, P., & Kington, A. 2005). Kutnick and Kington add that when children have friends they are more socially competent than children without friends. They also convey that children with friends make easier transitions from one stage in school to the next than children who have no friends. They also discuss that children with friends score better academically and specifically do well in creative writing, music composition, and curriculum based creative tasks (Kutnick, P., & Kington, A. 2005). Teachers support this idea in their daily classrooms when they allow students to complete group assignments. Often students are grouped by teachers, but sometimes students are allowed to choose their own partners to complete group assignments. Students learn well from each other.

A child’s cognitive ability affects what he/she retains from one school year to the next. According to Semb, Ellis, and Araujo, the amount of knowledge that students loose is relatively small compared to that which the do remember (Semb, Ellis, and Araujo, 1993).  Nevertheless, the number of practice opportunities a child has had with the concept can affect how much knowledge he/she retains as well. According to Julian Stanley, teachers seem to believe that their students come to them with no prior knowledge of the subject area. Stanley goes on to convey that this is a fail-safe strategy (Stanley, 2000).  In other words, the teacher believes that if he/she teaches everything, there will be no option of failure. However, this strategy wastes precious time. When a teacher spends the first two weeks of school teaching information that the child knows already, time has been wasted. Those two weeks could have been used teaching subject matter that the child did not retain from the prior school term. Each teacher must realize that each child is unique and learns in a unique way; therefore, differentiated instruction is the most effective method to use with students. When this is properly implemented, each child is receiving what he/she needs.

Moral Development

A child’s moral development begins when he/she knows the difference between right and wrong. According to Kohlberg each child goes through three level of moral development: pre-conventional morality, conventional morality, and post-conventional morality. By the time a child is in elementary school, he/she should be capable of conventional morality. During this level of moral development, the child will try to live up to the expectations of the people they love and respect-teachers, parents, etc. They will understand concepts of loyalty, trust, and gratitude. At this age, children take the “Golden Rule” literally (Snarey, 1985).  According to John Snarey, culture can have a direct effect on the way a child views these moral dilemmas. As a result, Snarey believes that all levels of moral development cannot be present in each child as a direct result of the child’s culture (Snarey, 1985). This is a concept that teachers must be aware of in their classrooms. When a teacher has a child from a different culture, although he/she may be at the right age to understand a moral concept, cultural biases may prohibit that understanding. So, in order to be fair to all of the children one teaches, each case must be treated differently. Remember, being from a different culture does not necessarily mean that the child is a foreign student. The child can live down the street from the school and be a part of a different culture. A child’s race, economic status, or environment can directly affect the child’s moral development.

Social Development

Social development can directly affect a child’s ability to perform academically. Teachers are very aware of the behavioral problems a child may have. These behavioral problems can offset the entire environment of the classroom and hinder the learning process. Having students actively engaged is the key to true learning. The day has passed and gone when teachers lectured to students sitting in straight rows. When walking into the average third grade classroom today one can expect to see moving from station to station, talking to peers, cutting and pasting, coloring, and working in collaboration to complete a common task. Often, students who have behavioral problems cannot actively engage without causing a disruption. These behavioral problems can be brought on by numerous underlying problems-mental issues, reading problems, anxiety, etc. According to Jason T. Downer, Sara E. Rimm-Kaufman, and Robert C. Pianta, “Ideal classroom settings create frequent and sustained opportunities for behavioral engagement in learning. When children participate in activities, raise their hands in response to a question, show attention toward the teacher or are actively involved in a reading or writing exercise, they are showing evidence of behavioral engagement” (Jason T. Downer, Sara E. Rimm-Kaufman, and Robert C. Pianta, 2007).  The study conducted by Downer, Kaufman, & Pianta conveys that this type of engagement is critical to cognitive development and school success. Reading aloud or quietly has been associated with positive academic achievement. Every teacher wants this model in their classroom. However, every teacher is trying to figure out how he/she is going to pull off a lesson with active engagement when they have one or more behavioral problem children in their rooms. Jason T. Downer, Sara E. Rimm-Kaufman, and Robert C. Pianta point out some risk areas and how to best remedy those problems. They convey that some strategies pose challenges for children who have behavioral problems because it requires them to use self-regulatory skills or cognitive abilities beyond their capabilities (Jason T. Downer, Sara E. Rimm-Kaufman, and Robert C. Pianta, 2007). When this happens the child will be off task and disruptive. The teacher must plan for those children as well. These children need differentiated instruction. This is a time when teachers may want to co- teach or elicit the help of the special education teacher to assist. More importantly, these students need tasks that are not above their cognitive or academic abilities.

Social development also allows students to make needed adjustments when they enter school. Susan Nichols discusses a scenario that she experienced while observing a kindergarten class. A young girl named Rose had spent much of her time playing with a little boy name Henry because their parents were friends. When she entered school, Henry was the only friend she had.  However, she wanted to play with some of the other girls in the classroom. Rose did not realize that the class was gender specific. In other words, girls played with girls and boys played with boys. Rose and Henry had to adjust to playing with each other at home and only friends of their own sex at school (Nichols, 2004).  Had Rose and Henry been unable to make this adjustment, surely their academics would have been affected.

Conclusions

Cognitive, moral, and social development has been a topic of concern in the educational field since the early 1920s when Piaget introduced his theory (Hill & Barth, 2004). It has been a central part of the development in many new teaching strategies being used in classrooms today. Increases attention has been paid on these three areas due to decline in reading scores in recent years. Teachers have been placed under great expectations to teach students according to their abilities. Nonetheless, this is not a new practice, teachers in the one room school houses differentiated instruction long before researchers gave the strategy a name.  Cognitive ability is the major predictor of overall academic performance, but moral and social development plays an integral role as well. Often students have the cognitive ability to be excellent academic students, but due to lack of adequate moral or social development they fall short. Student who act out in class are not always failing academically. Sometimes these students are just bored from lack of academic challenge. These students will complete their assignments and disrupt the rest of the class. Likewise, students who are in environments that have little moral value of education may disrupt class as well. In order to have a well-rounded student, the child must have a balance of cognitive, moral, and social development. Teachers must maintain a classroom environment that is conducive to learning. Students need to be actively engaged in challenging curriculum.

Downer, J. T., Rimm-Kaufman, S. E., & Pianta, R. C. (2007). How Do Classroom Conditions and Children’s Risk for School Problems Contribute to Children’s Behavioral Engagement in Learning? School Psychology Review , 36 (3), 413-432.

Hill, D.M. & Barth, M. (2004). NCLB and teacher retention: Who will turn on the lights? Education and the Law 16 (2-3).

Kutnick, P., & Kington, A. (2005). Children’s friendships and learning in school: Cognitive enhancement through social interaction? British Journal of Educational Psychology , 75 (4), 521-538.

Nichols, S. (2004). Literacy learning and children’s social agendas in the school entry classroom. Australian Journal of Language & Literacy , 27 (2), 101-113.

Semb, G. B., Ellis, J. A., & Araujo, J. (1993). Long-term memory for knowledge learned in school. Journal of Educational Psychology, 85 (2), 305-316.

Snarey, J. R. (1985). Cross-cultural universality of social-moral development: A critical review of kohlbergian research. Psychological Bulletin, 97 (2), 202-232.

Stanley, J. C. (2000). Helping students learn only what they don’t already know. Psychology, Public Policy, and Law, 6 (1), 216-222.

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Classroom Observation Report

Report generator.

Teachers or substitute teachers would know that observing children and students in the classroom can be a difficult task. As each student has their own unique trait as well as their own attention capacity. For a teacher or a substitute teacher, they must find ways to encourage their students to interact, especially if they are handling children. An observation report is a good enough way to list all the details or the information they got from watching how their students interact in the classroom. To get an idea on what you can do with an observation report, check out the article below.

14+ Classroom Observation Report Examples

1. classroom observation report template.

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2. School Classroom Observation Report Template

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3. Sample Classroom Observation Report Template

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4. Teacher Classroom Observation Report Template

5. Kindergarten Classroom Observation Report Template

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6. Classroom Observation Report

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7. Student Teaching Observation Report

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8. Open-Ended Classroom Observation Report

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9. Peer Classroom Observation Report

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10. Sample Classroom Observation Report

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11. Simple Classroom Observation Report

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12. Teacher Classroom Observation Report

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13. Pre-Student Teaching Observation Report

14. Classroom Observation Report Example

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15. Printable Classroom Observation Report

What Is an Observation?

An observation is the act of seeing something that you have not seen before. The process of observing and watching. In addition to that, an observation is the act of seeing someone or something to gain information about it. An observation is the act of looking at something or someone in a curious or genuine manner. To get to know a person or a thing by watching them without making much judgement. To get any understanding and information by observing something or someone.

What Is a Report?

A report is a document that is written by someone who has something to say. It can be in the form of a complaint, an observation, a topic to be discussed, or even to simply want to inform someone about something. Reports are also considered an official document that describes incidents that may have happened. In addition to that it means to give full detail about something or someone. The information that is found in the report can be used for future information that may be useful for whatever purpose it was given. Lastly, a report can also be either in written form or presented orally.

What Is an Observation Report?

An observation report is a document that stores information about a child or about children and the way they interact with their peers. Observation reports are mostly done by teachers or health care professionals. As this document is mostly used for understanding the well being of the child. This document contains the general and sometimes specific information about a child’s overall development. It is also the process besides observing the child, you are also observing how they act in their own environment and how they perceive things. You are also going to be writing them down as well as putting all the observations into one report.

How Important Is a Classroom Observation Report?

The importance of writing a classroom observation report is to know and understand where your students may be struggling at. The areas in which a student has the opportunity to know where they can improve. A classroom observation report can also show the strengths and weaknesses of the students. In addition to that, it also helps by performing an investigation report that may be needed to check on the progress of your students. As well as if any incidents may arise, a classroom observation report is the best tool to use for gathering data or information about your students.

What Are the Tools?

• Questionnaire

How to Write a Classroom Evaluation Report?

• Do a thorough observation of your students
• Write your observations down
• Start doing your assessment and evaluation
• List the evaluations and results
• Pile them up to make a general evaluation report
• Make a copy of your own and send it to your superiors

What is a classroom evaluation report?

A classroom evaluation report is a type of report that is documented to know and understand how a student reacts and interacts in their surroundings. It is used mostly by teachers as a way to see and to use as an intervention report. In case of any incidents or accidents that may fall on the classroom, they are able to record it and find a solution.

How can a classroom evaluation report be useful for a teacher?

Classroom evaluation reports are a bundle of information made through observing your students. Their personalities, how they interact, their strengths and weaknesses all written down for your convenience. The evaluation report is useful when you have assessed and evaluated the problem and are able to find a solution for it. Just like any type of report, an evaluation report requires data or information to be able to find a solution. This is one way of using your classroom evaluation report.

Is there a format for writing your evaluation report?

Not necessarily. You may choose how you want to write your evaluation report. As long as you remember to treat this report as a legal document. You should also avoid using jargon that may not be as familiar to others who may read your report.

Do I need to write down all the observations I had inside my classroom?

In a general way, you may want to write all the observations in a paper. But when you want to write your evaluation report, stick to the most important information.

Anyone who may have taught or is currently teaching students, especially children would know that anything can really happen inside the classroom. That students differ from others and there is no such thing as two students with the same attitude or personality. These observations can be quite helpful especially if you are trying to resolve an issue concerning your students. By using a classroom evaluation report, you are surely able to find a solution to the problems that your students may be facing. As well as a good way of implementing rules based on the observation report you made.

Text prompt

• Instructive
• Professional

Generate a report on the impact of technology in the classroom on student learning outcomes

Prepare a report analyzing the trends in student participation in sports and arts programs over the last five years at your school.

• K-12 Education
• Higher Education
• Early Education
• Early Intervention
• News & Resources

• Classroom Observation
• Classroom Observation Tools

A Comprehensive Guide to Effective Classroom Observation

Classroom observation is critical in helping teachers get feedback on how to develop and mold their classroom management and instruction techniques.

In this guide, we will break down the elements of classroom observation, methods, techniques, and more.

What Is Classroom Observation?

What is the purpose of classroom observation.

•  What Type of Teachers Need to Undergo Classroom Observations?

Methods of Classroom Observation

Learn how Torsh can help support classroom observations

A classroom observation is an act of watching a teacher’s performance in their classroom or learning environment. Classroom observations are a quantitative way of recording and measuring teacher behavior and mastery by systematically watching and recording them in action. 

There are two basic types of observations:

• A school administrator watches a teacher’s performance as a part of a formal job performance evaluation at a regularly scheduled interval (often annually).  
• An observation performed by a teacher’s peer or peers, instructional specialist, or coach with the stated goal of providing the teacher with relevant feedback based on their interactions with students and their execution of teaching methods with the primary goal of making improvements in their classroom management and instructional techniques. 

The fundamental purpose of classroom observation is to improve student outcomes by improving the instructional prowess of the teacher. 

A secondary purpose of observation is to perform an investigation into possible inequities in instruction among different groups of students. This allows teachers and researchers to identify biases in how different groups of students are treated based on their gender, socio-economic standing, or other differentiating factors to help eliminate them.  

A final purpose is to provide researchers with information on current educational practices and to identify instructional problems.

What Type of Teachers Need to Undergo Classroom Observations?

Typically, it is new general and special education teachers who are the focus of classroom observations as they have less experience and stand to benefit the most from the process. 

That said, experienced teachers can benefit from the feedback and insights gained through observation as well as provide another perspective on their performance that may shed light on techniques that they are using improperly or not at all. 

Classroom observation can be as brief as a few minutes or as long as an entire school day or more. 

There are many different ways for an observer to effectively perform an observation. 

Some utilize homegrown in-house methods while others deploy nationally recognized models created by educational experts and further validated by research-based data. It really depends on the standard operating procedures of the school and the person performing the observation in which methods are used in a specific circumstance.  

The Elements of Classroom Observation

Good classroom observation will contain most or all of the following elements:

• A stated purpose for the observation
• A specific observational focus
• Operational definitions of all the observed behaviors
• Training procedures for observers
• An observation schedule
• A unit of time
• A method to record the data
• A method to process and analyze data

Classroom Observation Techniques

Checklists, charts, rating scales, and narrative descriptions are examples of observational techniques that have proven to be effective ways of examining a teacher in action. 

However, the most prevalent procedure for systematic observation is the use of interactive coding systems . 

The reason they are used so often is that they allow the observer to document almost everything that happens between the teacher and their students during the observation. They are a widely used tool because they are objective and they are designed in a way that helps keep the observer’s personal judgments or inferences from skewing the data collected over the course of the observation. 

Interactive coding systems can readily identify and capture specific and easily identifiable behaviors in a way that lends the data to easy coding and categorization which is especially helpful for analyzing the data and providing the teacher with objective feedback.

TORSH Talent is an effective tool for classroom observation and feedback. With TORSH Talent, coaches can provide feedback in custom, digitized rubrics that are specific to each induction teacher and their goals. 

Click here to learn more about how Rockdale County Public Schools was able to provide structured feedback to teachers that led to drastically improved classroom practices using TORSH Talent.

Video Classroom Observations

Traditionally, all classroom observations were performed in person. Technology is now regularly being used to make the process more accessible and effective. 

The ubiquity of smartphones and tablets that have high-quality recording devices has made the video recording of classroom performances not only possible but easy and cost-effective. 

There are also subscription-based online services that are capable of providing another level of observational functionality and data analytics that are difficult to reproduce using the more traditional face-to-face observation and paper recording methods.

See how others are improving teacher effectiveness through video classroom observations.

The Benefits Of Using Video Classroom Observation Tools For Teacher Professional Development

Instructional Coaching: Classroom Management Through Data-Driven Strategies for Teachers

Classroom Observations: Examples of Best Practices in Structure, Type, & Method

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