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My Observation in The Classroom

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Observation Essay

Observation essay generator.

To properly observe something, you need to make use of all your five senses. Paying attention to all the details and being level-headed is a must. That said, a lot of effort goes into the act of observing something. The data gathered in your observation, whatever it may be, is necessary. Therefore you should write an observation essay and share your findings with the readers. 

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What Is an Observation Essay?

An observation essay is a piece of academic essay that incorporates the observer’s perspective over a situation, event, behavior, phenomenon, and even a person. In this document, the writer should state everything he or she directly noticed on the subject. In addition, they can also use first-person narration in this paper.

How to Write a Well-Versed Observation Essay

Whether you are a student writing an essay of your observation for a school assignment or educational research , or maybe a professional conducting a business analysis , you should compose it critically. The findings you present in your observation essay could be necessary to your field or industry. To keep it professional and informative, incorporate appropriate elements and organize it properly. 

1. Follow Guidelines

If there are guidelines provided, ensure to read them beforehand. The list usually includes instructions regarding the format, the length, essential questions, the structure, and the deadline. To avoid forgetting the items to remember, you can secure a checklist beforehand. These details will act as your guide and will set the limits for your essay writing . 

2. Devise an Outline

Considering that you already finished observing, take out your notes, and start constructing your outline. Consider basing its structure on the guidelines. You should decide what information goes on in a particular paragraph and organize it to be comprehensive to the general readers. You can save your energy by researching sample blank outline templates online instead of starting from scratch.

3. Compose Your Thesis Statement

Write your thesis statement in your introduction. After writing your hook and engaging your readers, it is now time to state what the essay will discuss. What did you observe? What are the general idea and nature of your essay? Your thesis statement will act as the central idea of your descriptive writing. Its length must only be one sentence. 

4. Close With a Detailed Conclusion

After presenting the main ideas and supporting your claims, you should provide a conclusion statement that would sum it all up. In the last paragraph, you should restate the thesis statement and explain how all of these ideas are relevant to each other. Your conclusion should link back to the idea in your introduction.

How do you observe something properly?

The practice of observing is necessary for writing field reports of studies, especially in science and psychology. When you do an observation of something, it is advisable to research the subject you are studying. Also, you need to focus on your visual and hearing senses and your thought process. Avoid or get rid of factors that can distract you.

What are the different methods of observing?

The various methods of observing are categorized based on the level of involvement of the observer with the subject. If an observer is not noticed or personally seen by the participants, then he or she is employing the complete observer method. On the other hand, if the subjects recognize and interact with the observer, the implemented method is observer as participant.

How should you note your observations?

The first step in taking field notes of your observation is, write down the necessary details of the subject. Also, you should include the time and place. In writing your findings, you should stay objective and factual. Also, don’t forget to write a description of the setting and the materials involved.

The readers of your observation essay are not present at the time you did your observation. An observation essay is effective if its content is enough to supply information that would make the readers feel as if they are personally present at that time. Secure an observation essay, and earn an award certificate from your school or your work. 

Text prompt

• Instructive
• Professional

Discuss the behavior of animals at a zoo and what it reveals about them in your Observation Essay.

Reflect on the atmosphere of a music concert you attended in your Observation Essay.

All About Teacher Observations: How to Get Them Right

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More than a decade after being recognized as the Arkansas 2007 teacher of the year, Justin Minkel still found himself flustered when his principal slipped into the back row of class. “When my principal walks in with her laptop or a clipboard and pen, I’m instantly afflicted by a crippling self-doubt I haven’t felt since junior high,” the teacher wrote in a 2018 Opinion essay. “I scan the room with the alert panic a gazelle must feel when scanning the savannah for predators.”

Five years later, his jitters over observations— and his four tips for “surviving” them —continue to hit home for classroom teachers.

Earlier this school year, when the essay was reshared on Facebook, teachers flocked to the comments to affirm that teacher observations remain a perennial concern. In a lively conversation of 280 comments , readers volunteered their own success stories of the observation process working well and commiserated over their shared frustrations.

“I personally don’t mind them,” wrote Facebook commenter Lacey Peters, “because I am a self criticizer and usually the admin is saying much more positive things about my teaching even when I think the lesson went horribly!”

“I don’t have feelings of self-doubt,” another commenter, Rebecca Salomonsson, wrote, “I have feelings of resentment that someone is in my room actively taking notes on me. What other profession does this to its professionals? My husband is an engineer. He is trusted to do his job.”

In many commenters’ impressions of being observed, the deciding variable seemed to be how much they trusted the administrators observing them. How to build a bridge of support rather than judgment between teacher and principal has long been a source of inquiry for educators writing in Edweek’s Opinion pages.

In her 2022 essay “ The Most Important Thing Principals Can Do in a Teacher Observation ,” English teacher Kelly Scott charts the lasting impact of a single moment of encouragement in her first year of teaching. That memorable observation started with just one word: “ Wow!”

“He knew that what I really needed—more than professional development, more than goal setting and professional standards—was someone to cheer me on,” she recalled of her administrator’s enthusiastic feedback during that vulnerable first observation.

Leading with enthusiasm isn’t the only advice teachers have to offer the observers coming into their classrooms. Two years ago, when teacher blogger Larry Ferlazzo asked his peers for best practices when administrators (or other teachers) observe their lessons, 19 contributors shared their own ideas. His four-part series on the topic rounded up a slew of their actionable guidance and emotional reflections:

• 18 Ways to Improve Teacher Observations
• How to Make Teacher Observations (Almost) Stress-Free
• Throw Out the Protocol for Teacher Observations. Use Common Sense Instead
• How to Create a Positive Atmosphere for Teacher Observations

It’s not just teachers with a stake in the observation process; administrators have had their say as well.

Last year, Atlanta Assistant Principal NaTasha Woodey-Wideman explained that not every professional learning effort has the same goal—but they all reflect a leader’s instructional values.

In “ How You Deliver Professional Learning Says a Lot About You ,” she urged principals to be intentional about the goals of a specific professional learning effort and then use teacher observations in service of those goals: “If the focus of a session is to provide teachers with tools for formative assessment, the lens of subsequent teacher observations should be formative assessment. After a session on building a strong classroom culture, walk-throughs should focus on culture.”

Soon after, Woodley-Wideman joined principal-turned-leadership-coach Opinion blogger Peter DeWitt for a live online discussion to consider how educator professional learning can move beyond the “sit and get” model.

In the discussion, her guidance began with a reminder that professional learning efforts should put an emphasis on the learning : “We tend to forget that teachers are also learners.”

She concluded her advice by flipping that formulation for school leaders. “Never forget you are a teacher,” she reminded building leaders. “Your classroom is that entire building.” (You can watch the full discussion on-demand for free here .)

Nearly a decade before their conversation, DeWitt was already beating the drum for principal introspection, asking readers: “ Leaders: Are Your Teacher Observations Active or Passive? ”

He cautioned against a box-checking approach to teacher observations, noting, “It is often seen as a process to get done ... instead of a process to get done right.” Principals need to structure the process less like distant evaluators and more like instructional coaches, DeWitt proposed.

That’s a call to action that has been echoed by other educators since, including in David Edelman’s “ Teacher Evaluation That Goes Beyond Check Boxes .” The most helpful post-observation feedback from his years in the classroom, he wrote in the 2016 Opinion essay, came from an informal collaboration with a fellow teacher who engaged deeply with his instructional practice rather than merely handing out a rating.

In the not-so-distant future, some of those moments of professional coaching may not just come from fellow teachers—or even fellow humans. Drawing on their work designing a natural-language-processing tool to provide teachers immediate feedback after a lesson, researchers Jing Liu, Dora Demszky, and Heather C. Hill invited readers to “imagine a world where we could harness the power of AI to provide teachers with automated, valuable feedback.”

That world shouldn’t come at the expense of interpersonal relationships in schools but rather work in service of building even stronger ones, they argued in “ AI Can Make Education More Personal (Yes, Really) ” this past summer.

Whether tech-assisted or otherwise, one thing remains true: There’s no ignoring the emotional vulnerability of the teachers being observed.

After all, to return to Justin Minkel’s appraisal of the observation process, the stakes can feel high. “It’s not just our professional competence that’s wrapped up in an observation,” he reminded readers, “but a sense of our worth as human beings.”

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Summary of Observations in Classroom

Looking for sample teacher observation notes? Examples found online are usually badly-written and are of no use for teachers. But this sample classroom observation summary is different! It presents a thorough analysis of classroom interaction with positive comments and criticisms. Check it out!

My Classroom Observation Experience: Introduction

Classroom observation notes: school demographics, classroom observation 1, summary of observations 2, summary of observations 3, sample classroom observation summary: conclusion.

The career of teaching requires a lot of experience and practice. The experience develops creativity of the teacher. In addition, it leads to the effectiveness of the teacher. This experience is gained through personal activities and experiences. In addition, it is gained through observing other teachers in class and teaching sessions. In this light, personal experience takes a sizeable time to obtain and utilize. Therefore, young teachers observe the experienced teacher to obtain the skills that are used in class. In this light, a starting teacher attends a class in session and makes relevant observations. The observations are recorded in a DYC observation form. Afterwards, the teacher should write a summary of observations. These observations form a part of their experience. This paper will focus on an observational exercise. It will include the summary of the observations made in three different classes. The classes will include a 3 rd grade math lesson, 6 th grade science lesson and 2 nd grade physical education lesson. The observation will include demography of the school and classes. In addition, the teacher will make observations concerning the use of theories and teaching concepts in class proceedings.

Cornell Junior public school is a public school with a community basis. It portrays a strong spirit of cultural diversity. It has a population of 900 pupils who come from various religious backgrounds. Mainly, the pupils originate from Muslim and Hindu religions. The school accommodates both girls and boys in the system. It has 25 diverse languages in the system. These languages include Tamil, Punjabi, Gujarati and English. In the year 1959, this school was started where it made a quick progress. In 1998, the school obtained additional classrooms, computers laboratory, music lessons room, modern library and gymnasium. A school day starts at 8:45 a.m. and ends at 3:45 p.m.

This observation focuses on the third grade class in mathematics’ lesson. The mathematics’ lesson will be considering the topic on polygons. The class will be handled by Bernice Ho.

Demographics

The class session was conducted in room 201 of the classroom blocks. There were three absent pupils in a day. This implies that the total number of pupils was 48. The class is on the second floor of these blocks. The class had 45 pupils. From this population, there were 20 males and 25 females. The class was split into Hindu and Muslim pupils. In this light, 28 pupils were Hindus while 17 pupils were Muslims. One of these pupils was physically disabled. In this case, the pupil relied on his friends for moving by wheel chair to class since walking was a challenge.

Classroom Observed

Mrs. Bernice has taught mathematics for the last four years in this profession. In addition to mathematics, the teacher handles science when necessary. She has been complimented for her content delivery. The teacher has taught in three schools since her graduation. In these schools, she has left a legacy of good performance realized in science and mathematics.

The class lasted for one hour. The lesson was divided into three parts. For the first ten minutes, the teacher made a brief overview of the previous lesson. That lesson was dealing with lines of one-dimension. The teacher introduced the topic on polygons and described the objectives of the lesson. In addition, the teacher described the learning practices that were involved in the lesson. Also, she presented two questions that they solved together. This evoked the prerequisite knowledge related to the polygons. For example, she asked one pupil to draw a three-sided figure on the blackboard. They drew irregular shaped figures on the blackboard.

Therefore, she started explaining the concept of polygons. The second part of the lesson took thirty minutes. In these thirty minutes, the teacher aimed at helping pupils in identifying regular polygons according to the number of sides. Therefore, she conducted an exercise for making a polygon monster. First, she demonstrated and asked them to make on their own. Afterwards, she gave an exercise to the pupils. The exercise needed pupils to draw various regular polygons alongside their names. In the final part of the session, the teacher used twenty minutes. In this part, they would draw the polygons on the blackboard. The teacher would select some pupils and order them to tackle question on the blackboard. The ones who got it right would gain the class participation points. These points were considered in choosing the pupils attending the mathematics tour at the end of the term.

Positive Strategies

• Before she started the lesson, the teacher reminded pupils about what they had learnt in the previous lesson. This gave the pupils some consistency. It enhanced much understanding and ensured a flow of knowledge from one topic to another. Also, he outlined the basic objectives of the lesson. This helped them to understand the goals of the lesson right from the beginning. This ensured that they remained focused to the objectives of the lesson.
• The teacher went around the class observing the pupils as they do the class exercise. She corrected those who made mistakes in the exercise. In addition, she helped any pupil who was seeking for help. This ensured that they enjoyed individualized considerations rather than general consideration. It ensured that all of them were helped at a personal level.
• The teacher incorporated an exercise of making a polygon monster. This exercise ensured that they participated in the lesson completely. It aimed at keeping them awake and attentive. In addition, the exercise made the topic practical and real
• The involvement of pupils during the class session was an essential strategy. In this case, they were called to give answers on the blackboard. If a pupil failed, the teacher complimented them for their courage and contribution. This encouraged all of them to give their answers on the blackboard. In fact, they scrambled for the chance by lifting up their hands with passion. In fact, each pupil was trying to lift their hand at an upper level than their friends.
• The teacher concluded the lesson by providing a short summary of the lesson. She summarized on the types of polygons and polygon monster. In addition, she portrayed the fulfillment of the lesson’s objectives and goals. The pupils who participated were listed and the record was kept.

Course Concepts Observed

The teacher incorporated various course concepts during the class proceedings that reinforced her effectiveness.

The teacher used the concept of cooperation. She divided them into nine groups. Each of the groups had five pupils. The group members were mixed in proportionate ratio of boys to girls. The groups enhanced the spirit of sharing among the pupils. This ensured that they learn to share among them. As a result, they do not always wait for their teacher for solutions. Instead, they learn to utilize their colleagues’ capability

In addition, he used positive reinforcement. In this case, she has made a program that aimed at appreciating those who participate in class and perform well in class. In this case, any pupil who participates in the class gains additional point. The points are considered when choosing those who would go for the tour. Also, the tour includes those who are the most improved regardless of their performance. This motivates them towards working hard and performing well.

This observation exercise focused on the sixth grade pupils in science class. During the lesson, they were tackling a topic on electricity.

The class was held in room 113 in the classroom blocks. It was in the ground floor of the block. The class contained 43 pupils. It had 23 girls and twenty male pupils. Most of them were from the Islamic religion. Most of them used English as their language for communication. The class did not have any cases of disability. The class started at 1 p.m. and concluded at 1:50 p.m. This is about 50 minutes of learning session for the pupils. The class was divided into three parts. In the first ten minutes, the teacher made definitions of electrical terms. The definitions were to be used in the lesson. In this light, the teacher defined the instruments and displayed them to the pupils.

This enabled a smooth learning of the experiments that were done after the introduction. It ensured that they understood what the teacher was describing in the subsequent procedures. In the second part of the lesson, the teacher explained to the pupils about electricity circuit. Also, he drew a diagram of the circuit explaining the different parts of the circuit. Afterwards, he rubbed the diagram and asked them to draw the circuit alone. Then, he divided them into groups in which they connected the apparatus to make a circuit. In the last part of the lesson, the teacher gave short notes that summarized the whole lesson. This ensured that pupils can refer to the notes when revising.

• Definition of terms and displaying the instruments was an essential strategy for the pupils. It ensured that they were familiar with the instruments. As a result, they would not confuse the instruments in the procedure that the teacher provided during the practical experiment. Therefore, it facilitated a smooth learning process.
• The teacher went around the class observing the circuits made by the pupils. He corrected any mistakes and helped those who could not make one. He encouraged them to continue trying. This created confidence in implementing the knowledge learnt.
• Similarly, he incorporated group task during the experiment. The groups were made in such a way that the sharp pupils were distributed across the groups. This ensured that most of the groups succeeded in making the circuit.
• Class exercise was another crucial strategy. In this light, the teacher asked them to draw the circuits without copying from books or the blackboard. As a result, the blackboard was rubbed, and the books closed. This ensured that the teacher evaluated the point he would repeat and emphasize. In addition, it enabled them to understand better. In phycology, the art of drawing would involve the brain in a better way than observing plainly.
• The teacher motivated and inspired pupils during the class. He talked of the famous electricians. He gave the history of electricity and mentioned the related heroes like Thomas Edison. This enabled the teacher to create a lot of curiosity of understanding about electricity. It inspired them to be like the famous heroes.

Course Concepts

In his case, he used the concept of cooperation during the lesson. The teacher divided the pupils into groups. They made the circuits in these groups and helped each other in the process of learning. This ensured that they understood the concepts clearly from each other. In this case, it is easy to ask for assistance from their colleagues.

Another essential concept was application. The teacher gave a practical application of the theoretical explanations of electrical circuits. As a result, they interacted with the electrical tools at the personal level. This ensured that the pupils gained more understanding about the circuit than using theoretical knowledge. In addition, it is the best approach that can manage to provide knowledge for specialization. Therefore, it is the surest way to producing competent professionals in the job market in the future.

This observation focuses on the second grade in the Cornell School taking their physical education. The teacher involved was called Joe Taggart.

The class comprised of 33 pupils. Eighteen of them were girls while fifteen were boys. Almost all of them used English for communication. They were a mixture of Muslim and Hindu pupils. However, there were many Hindus in the population than Muslims. The class did not have any disabled pupils.

Classroom Observations

It took place in the playground of the school. The teacher was training them on stretching techniques. First, the teacher instructed and directed them in various stretching techniques. He instructed for the first twenty minutes and then asked them to practice on the techniques. He helped some of them to carry out the various techniques. He encouraged them who discovered new ways of stretching. In some cases, he called upon the pupils who discovered such methods to show others.

• The teacher gave instructions and then asked them to do the practice. In this case, he did not allow any pupil to do the practice before he instructed. This ensured that they understood what they needed to do before they practice the techniques.
• He asserted that all of them must cut their nails before practicing with their colleagues. This ensured that they did not hurt each other physically.
• Also, he gave some glucose to those who did a good practice. This motivated them to practice with passion. To the pupils who did not do it well, the teacher encouraged them. He always told them that they were almost doing it well. This encouraged them to add much effort. It ensured that all of them felt appreciated.

The teacher used application during the lesson. The teacher portrayed the techniques and allowed them to practice on them. This ensured that they applied theoretical knowledge.

Moreover, he used the self-discovery concept. He encouraged those who discovered additional methods of stretching. In this case, he gave them a chance to show others.

The above paper has described the various observations that were done in the three classes. It has provided the demographics of the three classes and analyzed the positive concepts and theories that were used in the three classes. Therefore, it is an all-inclusive analysis.

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A Guide To Classroom Observation, Essay Example

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The paper discusses the concept and meaning of classroom observation of a professor lecturing. The meaning and benefits of classroom observation are discussed. The paper points out what one can learn from classroom observation. The methodological and pragmatic limitations of classroom observation are evaluated and discussed.

Classroom Observation

Classroom observation is a complex qualitative/ quantitative technique of measuring teacher and student behaviors in the classroom and the effects they produce on student learning outcomes. Classroom observations exemplify an essential component of teachers’ support. Classroom observation can provide teachers with a unique opportunity to monitor the quality of the learning process from multiple perspectives. That classroom observation can facilitate the development and implementation of numerous good practices is a well-known fact. However, student observers must be aware of the methodological and pragmatic difficulties of classroom observation and be prepared to overcome these barriers in their way to better quality of learning and knowledge delivery in the classroom.

Being a classroom observer is a transitional role; put simply, the process of observing professor lecturing will be different for different students (Adelman & Walker, 2004). Yet, being a classroom observer is hardly a temporary role, because students tend to internalize their observation skills, to use them later in their own teaching (Adelman & Walker, 2004). The best teachers and lecturers are those who can distance themselves from their classroom activities, see themselves in ways other students/ teachers see them, and adjust their learning activities accordingly (Adelman & Walker, 2004). Classroom observation is the source of primary knowledge about professor lecturing behaviors and their effects on the learning process in the classroom. Classroom observation is both the source and the instrument of significant contribution to the self-evaluation processes in classroom activities. It enables students and teachers to reinforce more effective learning strategies and contribute to the quality of student learning in the classroom.

Classroom observation is “the most direct method for the change facilitator to use in helping teachers to monitor and assess their own teaching practice” (Uys & Gwele, 2005, p.103). It allows monitoring teachers in action, to identify their strengths and weaknesses and develop and effective plan of action. Objectively, classroom observation should not be carried out by school supervisors; teachers should be observed in ordinary circumstances, which do not involve experimentation and do not make teachers nervous about their teaching and learning outcomes (Uys & Gwele, 2005). Classroom observers and students must also be aware of the theoretical, methodological, and pragmatic difficulties that are associated with the use of various classroom observation techniques.

The current state of classroom observation research does not allow explaining the effects of particular instructional practices on student learning outcomes (Waxman & Huang, 1999). Classroom observation is often limited to a set of behavioral approaches, which make it difficult to transform observation results into practical instructional solutions. From the methodological viewpoint, classroom observation reveals a number of limitations: for example, the presence of a student-observer may result in teachers’ using better instructional methods than usual (Waxman & Huang, 1999). Finally, for classroom observation to be objective, relevant, and justified, an observer must have extensive training and experience (Waxman & Huang, 1999). The results of classroom observation should be properly interpreted and used (Waxman & Huang, 1999). Yet, in no way do these issues reduce the overall significance of observing professor lecturing in the classroom. Classroom observation is often the only way for students and supervisors to learn more about the effects, which teacher lecturing behaviors and decisions produce on the student successes in the classroom.

Classroom observation is a complex technique of measuring teacher and student behaviors in classroom. The purpose of classroom observation is to help teachers to monitor the quality of the instructional/ learning process and evaluate the effects of particular instructional practices on student learning outcomes. Classroom observation enables teachers to reinforce more effective learning strategies, but students and supervisors must be aware of the methodological, pragmatic, and theoretical difficulties of classroom observation. However, even these complexities cannot reduce the overall significance of classroom observation, whenever students and supervisor seek to evaluate the effects of teacher lecturing behaviors on student perceptions and successes in the classroom.

Adelman, C. & Walker, R. (2004). A guide to classroom observation. Routledge.

Waxman, H.C. & Huang, S.Y. (1999). New directions for teaching practice and research. CA: McCutchan.

Uys, L.R. & Gwele, N.S. (2005). Curriculum development in nursing: Process and innovations. Routledge.

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