School observation report pdf in hindi


  • Classroom Observation
  • A Guide to Writing Observation Reports
  • Typically conducted by fellow teachers, administrators, or instructional specialists, classroom observations are often used to provide teachers with constructive critical feedback aimed at improving their classroom management and instructional techniques.

    School administrators also regularly observe teachers as an extension of formal job-performance evaluations. Classroom observations may be called learning walks, teacher observations, walkthroughs, and many other things, and they may be conducted for shorter or longer periods of time—from a few minutes to a full class period or school day.

    Educators may also use a wide variety of classroom-observation methods—some may be nationally utilized models developed by educational experts, while others may be homegrown processes created by the educators using them. In many cases, observation notes are recorded using common templates or guidelines that describe what observers should be looking for or what the observed teacher would like feedback on.

    Increasingly, educators are conducting and recording classroom observations using digital and online technologies—such as smartphones, tablets, and subscription-based online systems—that can provide educators with observational functionality and data analytics that would not be possible if paper-based processes were used. While classroom observations are conducted for a wide variety of purposes, they are perhaps most commonly associated with job-performance evaluations conducted by school administrators and with professional learning communities —groups of teachers who work together to improve their instructional skills.

    Classroom observations may be conducted by teachers in the same content area or grade level—in these cases, teachers share students or similar expertise—or they may be conducted by teachers across academic disciplines—in this case, the goal may be to observe and learn from the varied instructional practices used in different types of classes.

    It should also be noted that many educators make a strict delineation between observations made for the purposes of helping a teacher improve, and those conducted for the purposes of job-performance evaluation.

    Some educators may object to the use of walkthrough, or other terms associated with non-administrative observations, when referencing evaluative observations by school administrators. Reform Generally speaking, classroom observations could be considered a de-facto school-improvement strategy, since they are typically intended to improve instructional quality and teaching effectiveness, whether they are conducted by fellow teachers or by administrators.

    Since teachers often work in relative isolation from their colleagues—e. Classroom observations arose in response to these common trends, and they are often used as a form of professional development intended to foster greater collaboration and more sharing of expertise and insights among teachers in a school.

    Debate Classroom observations may become the object of debate or criticism for a variety of reasons. For example, if classroom observations are used as part of a job-evaluation process, school leaders, teachers, and teacher unions may have divergent ideas about how the observations should be conducted and what the evaluation criteria should be. In addition, while classroom observations have long been used in the job-performance evaluations of teachers, some critics contend that the observations contribute relatively little to the improvement of teaching for several possible reasons: Principals may not use consistent, evidence-based evaluation criteria.

    Principals may not have been trained in proper observation strategies, or they may not have the teaching experience or expertise required to evaluate instructional techniques. The feedback teachers receive may be superficial, inconsistent, or unhelpful in terms of improving instructional quality.

    Most teachers receive high job-performance ratings from principals, even in poorly performing schools where there is evidence that low-quality teaching is occurring. Classroom observations may also challenge established institutional conventions and teaching practices, which can make the strategy an emotional topic in some schools.

    For example, some teachers may not see any value in the process, they take issue with the specific criteria being used, they may not approve of certain people watching them teach, or they may be uncomfortable with the idea of being observed because they they may feel threatened or insecure in such situations, to name just a few possible reasons.

    Alphabetical Search.

    How to Get Started The process involves observing a child, making notes, and putting everything together in a report. In preparation for the observation, you have to determine the setting and the schedule of the planned observation.

    Identify what type of data you want to gather. If you want to observe a child in the school setting, schedule the observation on a weekday when the child is in class. Be mindful of the time and date of your observation. If a child is particularly slow to warm up, do not be surprised if the child does not immediately engage with his or her peers upon arrival at school. What Information to Include Include as much information as you can during the time of observation. Any incidents that occur during the observation should be noted as well.

    It is highly likely that the behaviors exhibited by the child will be influenced by the events and environment on the day of the observation. Tip: if you are worried that you might not take enough notes or write fast enough, you can use a voice recorder.

    Secure the permission of the people in the setting before you do this. Create the Report Compile all observation notes, organize them, and analyze the data. Avoid making commentaries or making assumptions about how the child or others felt unless it was said explicitly. Find the ideal format to present the information because the sheer amount of it can be overwhelming.

    Start with factual information like the date, time, and place of the observation. Proceed to write down all observations that you made. Keep these observations straightforward and clear. Make sure that it is organized and easy to understand. Put your analysis and recommendations towards the end of the report. Concluding Thoughts Observation notes provide a wealth of information about a child. Previous Article.

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

    Purpose of Observation 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.

    While classroom observations are conducted for a wide variety of purposes, they are perhaps most commonly associated with job-performance evaluations conducted by school administrators and with professional learning communities —groups of teachers who work together to improve their instructional skills. Classroom observations may be conducted by teachers in the same content area or grade level—in these cases, teachers share students or similar expertise—or they may be conducted by teachers across academic disciplines—in this case, the goal may be to observe and learn from the varied instructional practices used in different types of classes.

    It should also be noted that many educators make a strict delineation between observations made for the purposes of helping a teacher improve, and those conducted for the purposes of job-performance evaluation.

    Classroom Observation

    Some educators may object to the use of walkthrough, or other terms associated with non-administrative observations, when referencing evaluative observations by school administrators. Reform Generally speaking, classroom observations could be considered a de-facto school-improvement strategy, since they are typically intended to improve instructional quality and teaching effectiveness, whether they are conducted by fellow teachers or by administrators.

    Since teachers often work in relative isolation from their colleagues—e. Classroom observations arose in response to these common trends, and they are often used as a form of professional development intended to foster greater collaboration and more sharing of expertise and insights among teachers in a school. Identify what type of data you want to gather. If you want to observe a child in the school setting, schedule the observation on a weekday when the child is in class.

    Be mindful of the time and date of your observation.

    A Guide to Writing Observation Reports

    If a child is particularly slow to warm up, do not be surprised if the child does not immediately engage with his or her peers upon arrival at school. What Information to Include Include as much information as you can during the time of observation. Any incidents that occur during the observation should be noted as well.

    It is highly likely that the behaviors exhibited by the child will be influenced by the events and environment on the day of the observation.


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