Sample COT - Observation - Guide - and - Tool - Ronel Balistoy

CLASS OBSERVATION TOOL

DR. RONEL HARIÑO BALISTOY

Public Schools District Supervisor -
Elementary English
SDO- Las Pinas

COT – RPMS
OBSERVATION NOTES FORM

OBSERVER: RONEL H. BALISTOY DATE: OCTOBER 11, 2018
TEACHER OBSERVED: MARIA JUANA PASCUAL QUARTER: FIRST
SUBJECT & GRADE LEVEL: ENGLISH 3 TIME STARTED: 1:30PM
TIME ENDED: 2:30PM

General Observation
Learning Competence: Note details in a selection listened to.

Use graphic organizers to show understanding
of the text.

1. Teacher observed has the following preparation:
 Incomplete Parts of DLL

 Instructional materials are in slide presentation; chart and pictures
 Group Activities are in DI
General Observation
2. The teacher demonstrated the following:
 Teacher started with routine activities like:

Prayer;
Checking of Attendance; and
Review.
 Teacher checked the cleanliness in the classroom.
 Teacher used slides to unlock words.
 Teacher used pictures in motivation to compare two different places (urban and
rural).
General Observation
• The teacher asked a follow up questions.

 The teacher knew her subject matter and was able to link the discussion in
other subject areas like reiterating the value of becoming simple and living a
happy life (ESP), also incorporating the shapes and numbers in doing the
group activities (Math) and giving importance to clean environment
(SCIENCE).
 The teacher used Developmental Reading Technique Approach; Differentiated
Activities: Graphic Organizer, Story Diagram, Pyramid of events, Classified
Box, Plot Diagram.
 Teacher encouraged active participation and interaction. among pupils.
 Teacher did a good facilitation during the group activities.
General Observation
 Teacher prepared differentiated activities.

 The teacher helped the pupils to recall the guidelines in doing group activity.
 Teacher prepared rubrics for evaluation.
 Pupils were asked to recite the mechanics in doing the activity.
 Teacher gave formative test through recitation and class activities.
 The teacher did not have pen and paper evaluation.
 Teacher showed care and concern to pupils by asking them how they are going
and checking their whereabouts.
 Teacher did not have an assignment.
 The lesson started and ended on time.

COT – RPMS
RATING SHEET
OBSERVER: RONEL H. BALISTOY DATE: OCTOBER 11, 2018
TEACHER OBSERVED: MARIA JUANA PASCUAL QUARTER: FIRST
SUBJECT & GRADE LEVEL: ENGLISH 3 TIME STARTED: 1:30PM
TIME ENDED: 2:30PM
THE TEACHER RATING
1. Applies knowledge of content 5-The teacher demonstrates accurate and in- depth knowledge of key
within and across curriculum concepts in the presentation of the lesson
teaching areas
Pre-Reading Activities:
Unlocking Difficulties (Use Context Clues)
Development Reading (Use Dynamics or variety of voices in reading to unlock
meaning of words)[Experiential Instruction]
Motivation: Country side or province

Motive Question
ACCURATE KNOWLEDGE (Content During Reading
is free from errors) -The teacher knew her subject matter and was able to link the discussion in other
subject areas like reiterating the value of becoming simple and living a happy
life(ESP), also incorporating the shapes and numbers in doing the group activities
IN-DEPTH KNOWLEDGE (MATH) and giving importance to clean environment (SCIENCE).
(foundational knowledge and
finer details within the curriculum
content area)
THE TEACHER RATING
2. Uses a range of teaching 6-The teacher consistently applies relevant strategies

strategies that enhance that enhance learners’ literacy and/or numeracy
learner achievement in
literacy and numeracy Developmental Reading Technique Approach;
skills Differentiated Activities: Graphic Organizer, Story
Diagram, Pyramid of events, Classified Box, Plot
Diagram
FREQUENTLY
(occurs often times in the duration
of the lesson [5-7] )
THE TEACHER RATING
3. Applies a range of 4-The teacher uses questions and activities that

teaching strategies to mostly require the learners to interpret, explain or
develop critical and describe ideas learned
creative thinking, as well
as other higher –order Answering the motive question
thinking skills Comprehension check-up
Follow- up questions were asked
STRAIGHT FORWARD QUESTIONS
(are predictable, not challenging

and require answer based on the
obvious facts)
4.Manages classroom 5-The teacher manages classroom structure and
structure to engage learners, engages most learners in discovery and hands-on
individually or in groups, in learning activities
meaningful exploration,
discovery and hands-on Classroom layout and available resources suitable
activities within a range of
for different learning activities
physical and learning
environment
DISCOVERY LEARNING
ACTIVITIES
(activities that require learners to
draw on their past experiences
and existing knowledge)
5. Manages learner 5-The teacher frequently manages misbehavior
behavior constructively by against established rules of conduct and most
applying positive and non- learners follow such rules
violent discipline to
ensure learning –focused Classroom management system appropriately
environments implemented, and responsive to classroom and
individual needs of learners; teacher provides
positive feedback and affirmation to learners
FREQUENTLY
(occurs often times in the
duration of the lesson)
6. Uses differentiated, 5-The teacher provides differentiated and
developmentally developmentally appropriate learning experiences
appropriate learning to address the needs of most learners
experience to address
learners’ gender, needs, Use of developmental levels of learners and the
strengths, interests and different ways they learn; Developmental Reading
experiences Technique Approach; Differentiated Activities:
Graphic Organizer, Story Diagram, Pyramid of
events, Classified Box, Plot Diagram
DIFFERENTIATED LEARNING EXPERIENCE
(teaching and learning activities

that are suited to the various
learning needs of diverse
learners)
7. Plans, manages, and 4-The teacher Implements the lessons but with
implements inappropriate elements of developmentally
developmentally sequenced teaching and learning processes
sequenced teaching and
learning processes to Lesson is not in sequential order that allows the
meet curriculum correct flow from one portion to the next, though
requirements and varied learners understand the purpose of the lesson
teaching contexts
SEQUENCE
(order of presenting the lesson
and classroom activities)
8. Selects, develops, 6-Utilizes learning resources including ICT,
organizes and uses consistently aligned with the learning goals
appropriate teaching and
learning resources, All instructional materials and resources, aligned
including ICT, to address with the instructional purposes; Multimedia
learning goals projector, LED Screen
TEACHING AND LEARNING

RESOURCES MAY INCLUDE
(chalkboard, manila paper,
printed materials, ICT and etc.)
9. Designs, selects, 4-The teacher uses a variety of assessment
organizes, and uses strategies which are partially congruent to the
diagnostic, formative and intended learning outcomes
summative assessment
strategies consistent with Evidently seen through recitation; activities;
curriculum requirements seatworks
FORMATIVE
(assessment used to identify parts
of the lesson where learners need
improvement, e.g.: recitation,
activities and seatworks)

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CLASS OBSERVATION TOOL

DR. RONEL HARIÑO BALISTOY

Learning Competence: Note details in a selection listened to.

 Incomplete Parts of DLL

2. The teacher demonstrated the following:

 Teacher started with routine activities like:

• The teacher asked a follow up questions.

 Teacher prepared differentiated activities.

Motivation: Country side or province

2. Uses a range of teaching 6-The teacher consistently applies relevant strategies

3. Applies a range of 4-The teacher uses questions and activities that

STRAIGHT FORWARD QUESTIONS

(are predictable, not challenging

DIFFERENTIATED LEARNING EXPERIENCE

(teaching and learning activities

TEACHING AND LEARNING

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