Observation in a classroom by an external observer is a strategy to gather data about teaching and learning process. It is carried out in two types namely participant observation and non participant observation. In participant observation, the observer also participates in teaching and learning activities to collect data. However, in non participant observation, the observer collects data only without participating in teaching and learning activities. The tool used during observation by the observer contains some significant areas of teaching and learning which are to be assessed and subsequently feedback is provided on them.

Method of teaching is an area which is observed as how well that relates with the level of students’ age and mental level. Under method of teaching, there are some indicators to be observed for finding out improved and need improvement tips. One of the indicators is the way a teacher presents the selected content that is presented in simply and easily understandable language with the help of examples. Another indicator is the style of asking questions whether the teacher asks relevant questions, high order questions looking at the students’ level.  Equal and equitable attention is also an indicator that a teacher pays to students in order to benefit the students at a maximum level. Carrying out learning activities in logical orderly and sequential manner is an important indicator that an observer can observe in classroom teaching and learning.

Another area for observation in a classroom is use of teaching resources. Audio- visual teaching resources increase the motivation among the students in classroom. It is observed that whether the resource used have been selected appropriately and are being used properly. Are the resources readily available in classroom for all students? Do the resources really increase the students’ level of motivation and support learning among the students? Have the resources been made using low/no cost material and preserved for future applications? Are the displays depicting daily and developmental use of resources in classroom? All these indicators may be used to observe the teaching resource in classroom while teaching and learning goes on.

Classroom management is an important area that if taken seriously can minimize students’ academic learning time in classrooms. There are four dimensions of classroom management which an observer may consider in his/her observation. Firstly, physical dimension which involves seating arraignment, cleanliness, displays, lighting, utilization of space and so on which if are effectively capitalized may support learning in classroom. Secondly, managerial dimension of classroom management deals with managing human and material resources in classroom. 

Managing time for each learning activity, ensuring implementation of classroom rules and procedures, managing learning activities according to the plan, preventing misbehaviors of students are some of the indicators of managerial dimension of classroom management. Thirdly, instructional dimension which consists of planning and preparation for teaching, posing questions, pausing and receiving responses from the students, giving clear instructions while assigning learning tasks for students, keeping audible voice while teaching etc are the indicators of instructional dimension which an observer considers in his/her observation in classroom. 

The fourth one is moral dimension which works on moral values of teacher as well as students. Teachers need to keep in mind the self esteem of student while teaching in classroom. There may be students from diverse cultures in classroom. So, while planning, organizing and conducting learning activities, the teacher needs to keep the sensitivities towards different culture. Every individual has his/her own unique characters and styles of learning. The teachers need to cater to the needs of all students irrespective of cast, creed or ethnic discriminations in classroom. An observer needs to be vigilant doing observation in classroom regarding classroom management and organization.

Classroom assessment is another vital area of classroom teaching and learning process that is observed in classroom. Indicators in classroom assessment are listed as asking questions, checking work samples of students, observing during students’ presentation of their group or individual tasks, and so on. An observer observes that how a teacher in classroom asks questions and provides feedback to reinforce students’ learning, the way a teacher clarifies misconceptions among the students, and the way a teacher provides students with opportunities to rectify each other’s mistakes. 

The observer also keeps an eye on whether a teacher makes students learn, unlearn or relearn things in classrooms. Homework and other such home based assignments are also indicators of assessment which a teachers need to ensure on regular basis. While carrying out classroom observation an observer also observes that homework has been regularly assigned and checked and students have been given with meaningful and productive feedback.

As a strategy, observation in classroom is an effective professional practice for improving quality in teaching and learning. Pre and post observation conference between an observer and a teacher may prove to be helpful activities. In doing so, feed forward and feedback would be provided by the observer to the teacher where it could be discussed that improved areas need to be sustained while need improvement areas to be improved by alternate techniques. It is important that there is a relationship between the teacher and observer based on mutual trust. Resultantly, the quality of teaching and learning in classroom could be improved to benefit the students.


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