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.

THE TEACHER RATING
1. Applies knowledge of content
within and across curriculum
teaching areas
5-The teacher demonstrates accurate and in- depth knowledge of
key concepts in the presentation of the lesson
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
During Reading
-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).
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
ACCURATE KNOWLEDGE (Content
is free from errors)
IN-DEPTH KNOWLEDGE
(foundational knowledge and
finer details within the curriculum
content area)

THE TEACHER RATING
2. Uses a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills
6-The teacher consistently applies relevant
strategies that enhance learners’ literacy and/or
numeracy
Developmental Reading Technique Approach;
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
teaching strategies to
develop critical and
creative thinking, as well
as other higher –order
thinking skills
4-The teacher uses questions and activities that
mostly require the learners to interpret, explain
or describe ideas learned
Answering the motive question
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
structure to engage
learners, individually or in
groups, in meaningful
exploration, discovery and
hands-on activities within
a range of physical and
learning environment
5-The teacher manages classroom structure
and engages most learners in discovery and
hands-on learning activities
Classroom layout and available resources
suitable for different learning activities
DISCOVERY LEARNING ACTIVITIES
(activities that require learners to
draw on their past experiences
and existing knowledge)

5. Manages learner
behavior constructively
by applying positive
and non-violent
discipline to ensure
learning –focused
environments
5-The teacher frequently manages misbehavior
against established rules of conduct and most
learners follow such rules
Classroom management system appropriately
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,
developmentally
appropriate learning
experience to address
learners’ gender, needs,
strengths, interests and
experiences
5-The teacher provides differentiated and
developmentally appropriate learning
experiences to address the needs of most
learners
Use of developmental levels of learners and
the different ways they learn; Developmental
Reading 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
implements
developmentally
sequenced teaching
and learning processes
to meet curriculum
requirements and
varied teaching
contexts
4-The teacher Implements the lessons but
with inappropriate elements of
developmentally sequenced teaching and
learning processes
Lesson is not in sequential order that allows
the correct flow from one portion to the next,
though learners understand the purpose of
the lesson
SEQUENCE
(order of presenting the lesson
and classroom activities)

8. Selects, develops,
organizes and uses
appropriate teaching
and learning resources,
including ICT, to
address learning goals
6-Utilizes learning resources including ICT,
consistently aligned with the learning goals
All instructional materials and resources,
aligned with the instructional purposes;
Multimedia projector, LED Screen
TEACHING AND LEARNING
RESOURCES MAY INCLUDE
(chalkboard, manila paper,
printed materials, ICT and etc.)

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