ENGLISH SAMPLE OBSERVATION NOTES
FOR CLASSROOM OBSERVABLE INDICATOR No. 11, LEVEL 7
CLASSROOM OBSERVABLE INDICATOR:
Apply a range of successful strategies that maintain learning environments that
motivate learners to work productively by assuming responsibility for their own
learning
LEVEL 7 INDICATOR:
The teacher consistently applies strategies, which are well aligned with the learners’
individual and group learning needs, and motivates them to work productively and
be responsible for their own learning.
FEATURES OF PRACTICE
1. The teacher is able to create a learning environment that sustains learners’
active engagement and self-motivation.
OBSERVATION NOTES:
• The teacher demonstrated strong confidence and presence, using varied and
responsive strategies that kept all learners actively involved from start to finish.
• Clear and purposeful learning objectives were established early, helping learners
understand what they were working toward and why it mattered.
• Every activity was intentionally designed to match the learning goals, guiding
learners to see the relevance of each task and keeping them focused throughout
the session.
• Thoughtful questioning challenged students not just to recall but to explain,
justify, and make deeper connections sparking curiosity and critical thinking.
• The main task was highly engaging and inclusive, drawing in even quiet learners
and prompting them to contribute meaningfully in both group and individual work.
• Learners were consistently encouraged through timely and specific feedback that
acknowledged effort and growth, helping them stay motivated and confident.
• The classroom atmosphere was respectful and supportive. Students felt safe
expressing their ideas, taking academic risks, and learning from one another.
• Instructions were clear and the materials were well-prepared, enabling learners to
work independently and take ownership of their progress.
• During collaborative work, the teacher monitored attentively, offering support only
when needed so students could take the lead in managing their tasks.
• Learners showed strong personal responsibility and perseverance. They stayed on
task, supported one another, and tackled challenges with a solutions-oriented
mindset.
• The teacher showed excellent judgment in adapting the pace and strategies as
needed, keeping the session productive and learner-centered at every point.
• Learners were fully engaged, motivated, and empowered. They demonstrated
growing confidence, initiative, and ownership of their learning journey.
#filspiration
FILIPINO SAMPLE OBSERVATION NOTES
FOR CLASSROOM OBSERVABLE INDICATOR No. 1, LEVEL 8
CLASSROOM OBSERVABLE INDICATOR:
Apply knowledge of content within and across curriculum teaching areas
LEVEL 8 INDICATOR:
The teacher applies high-level knowledge of content and pedagogy within and
across curriculum teaching areas to empower learners to acquire and apply
successful learning strategies to assist in their development as independent
learners.
FEATURES OF PRACTICE
1. The teacher applies extensive and complex content knowledge to support
learners in acquiring successful learning strategies in other areas. 2. The teacher
extends knowledge beyond the curriculum requirements and stimulates learners’
curiosity.
OBSERVATION NOTES:
• Masaklaw at masinop ang kaalaman ng guro hindi lamang sa paksa ng tayutay
kundi maging sa mga disiplina tulad ng kasaysayan, kontemporaryong isyung
panlipunan, edukasyong pangwika, at sining ng komunikasyon.
• Sa pagsisimula pa lamang ng talakayan, malinaw at makataong nailatag ng guro
ang mga konsepto ng pagmamalabis, metapora, at simile, hindi lamang bilang
teknik pampanitikan, kundi bilang mga daluyan ng malalim na damdamin at
masalimuot na karanasang pantao.
• Maingat na pinili ng guro ang mga halimbawa na nakaugat sa karanasan ng mga
mag-aaral: mga tulang kinagigiliwan nila, kasabihang naririnig nila araw-araw, at
mga tagpo mula sa kanilang pamayanan.
• Napukaw ang interes ng klase. Ang mga bata ay hindi lamang naging masigasig
na kalahok sa pagkatuto, kundi aktibong nakibahagi sa diskurso, nagtatanong,
naghahayag ng sariling interpretasyon, at lumilikha ng mga tayutay na batay sa
sarili nilang pananaw at damdamin.
• Nang magkaroon ng pagkalito ang ilan sa halimbawa ng pagmamalabis, hindi
nagpadalos-dalos ang guro sa pagbibigay ng paliwanag. Sa halip, sinamantala niya
ito upang ipakita kung paano pinapanday ang isang ideya: binusisi, inayos, at
isinulong nang may pagkilatis—isang likas na pagsasanay sa kritikal na pag-iisip.
• Nang tanungin ang guro tungkol sa pagkakaiba ng metapora at simile, hindi siya
tumigil sa pagbibigay ng kahulugan. Gumamit siya ng mga halimbawa mula sa tula
at sanaysay na hango sa tunay na buhay, na nagtulak sa bata na makitang mas
malawak pa ang gamit ng tayutay kaysa sa aklat.
• Napatunayan ng guro na ang panitikan ay hindi lamang bahagi ng kurikulum kundi
salamin ng ugnayan ng wika, damdamin, at pag-iral.
• Hindi lamang itinuro ng guro ang nilalaman ng aralin. Pinasigla niya ang pag-
usisa, ginabayan ang mga mag-aaral sa pagbuo ng sariling estratehiya sa pag-
unawa, at inanyayahan silang tanawin ang mundo gamit ang masining na lente ng
tayutay.
• Sa bawat hakbang ng talakayan, mararamdaman ang matalinong ugnayan ng
mga konsepto sa iba’t ibang asignatura.
• Ang estratehikong daloy ng mga gawain ay humantong sa makabuluhang
aplikasyon ng kaalaman.
• Naging natural sa mga mag-aaral ang paggamit ng tayutay hindi lamang sa
pagsusulat kundi sa kanilang pagtingin sa daigdig; isang patunay ng lalim ng pag-
unawa at pag-usbong ng pagiging malayang nag-aaral.
• Lumitaw ang isang guro na may mataas na antas ng kaalaman sa nilalaman at
pedagohiya, may kakayahang gumamit ng mga metodolohiyang angkop sa
konteksto ng mga mag-aaral, at higit sa lahat, may puso sa pagtuturo na hindi
lamang nakatuon sa layunin ng aralin kundi sa pagpapalawak ng pananaw at
paggising ng pagkamalikhain ng bawat bata.
NGLISH SAMPLE OBSERVATION NOTES
FOR CLASSROOM OBSERVABLE INDICATOR No. 11, LEVEL 8
CLASSROOM OBSERVABLE INDICATOR:
Apply a range of successful strategies that maintain learning environments that
motivate learners to work productively by assuming responsibility for their own
learning
LEVEL 8 INDICATOR:
The teacher adapts and modifies strategies to maintain a learning environment for
learners to monitor and evaluate their learning towards achieving individual and
shared learning goals.
FEATURES OF PRACTICE
1. The teacher consistently promotes a sense of pride in learners’ work or
accomplishment. 2. The teacher leads the learners to monitor their own progress as
they strive to meet challenging learning goals.
OBSERVATION NOTES:
• The teacher created a dynamic, learner-centered environment where all learners
were actively engaged from beginning to end. Their confident facilitation kept the
energy high and the learning purposeful.
• From the outset, clear and meaningful learning goals were established. learners
understood not only what they were expected to learn, but why it mattered to them
personally and academically.
• Each learning task was thoughtfully aligned with the objectives. Learners could
see the connection between what they were doing and what they were working to
achieve, keeping their focus sharp throughout the session.
• The teacher’s questioning techniques consistently invited learners to think beyond
surface-level answers. Learners were encouraged to explain, justify, and connect
ideas, deepening their understanding and promoting critical thinking.
• Activities were designed to be inclusive and engaging. Even the most reserved
learners participated confidently, showing pride in their contributions during both
group discussions and individual tasks.
• Feedback was immediate, specific, and growth oriented. It highlighted individual
effort and improvement, reinforcing a culture of persistence and personal
responsibility.
• The classroom atmosphere was warm and respectful. Learners felt secure in
sharing their thoughts, taking academic risks, and learning collaboratively without
fear of judgment.
• Clear instructions and well-organized materials enabled learners to take charge of
their own learning. Students showed initiative, managed their time effectively, and
demonstrated increasing independence.
• During group activities, the teacher skillfully monitored progress, stepping in only
when necessary. This allowed students to navigate their own processes, build
collaboration skills, and take ownership of their tasks.
• Learners consistently showed self-discipline and commitment. They tracked their
own progress, supported peers, and responded to challenges with focus and
determination.
• The teacher made timely adjustments to strategies and pacing based on learners’
needs. This flexibility ensured that all students remained engaged, empowered, and
on track to meet their goals.
• Learners demonstrated a clear sense of ownership over their learning journey.
They were reflective, motivated, and proud of their progress, celebrating both
individual accomplishments and shared success.
#filspiration
ENGLISH SAMPLE OBSERVATION NOTES
FOR CLASSROOM OBSERVABLE INDICATOR No. 11, LEVEL 7
CLASSROOM OBSERVABLE INDICATOR:
Apply a range of successful strategies that maintain learning environments that
motivate learners to work productively by assuming responsibility for their own
learning
LEVEL 7 INDICATOR:
The teacher consistently applies strategies, which are well aligned with the learners’
individual and group learning needs, and motivates them to work productively and
be responsible for their own learning.
FEATURES OF PRACTICE
1. The teacher is able to create a learning environment that sustains learners’
active engagement and self-motivation.
OBSERVATION NOTES:
• The teacher demonstrated strong confidence and presence, using varied and
responsive strategies that kept all learners actively involved from start to finish.
• Clear and purposeful learning objectives were established early, helping learners
understand what they were working toward and why it mattered.
• Every activity was intentionally designed to match the learning goals, guiding
learners to see the relevance of each task and keeping them focused throughout
the session.
• Thoughtful questioning challenged students not just to recall but to explain,
justify, and make deeper connections sparking curiosity and critical thinking.
• The main task was highly engaging and inclusive, drawing in even quiet learners
and prompting them to contribute meaningfully in both group and individual work.
• Learners were consistently encouraged through timely and specific feedback that
acknowledged effort and growth, helping them stay motivated and confident.
• The classroom atmosphere was respectful and supportive. Students felt safe
expressing their ideas, taking academic risks, and learning from one another.
• Instructions were clear and the materials were well-prepared, enabling learners to
work independently and take ownership of their progress.
• During collaborative work, the teacher monitored attentively, offering support only
when needed so students could take the lead in managing their tasks.
• Learners showed strong personal responsibility and perseverance. They stayed on
task, supported one another, and tackled challenges with a solutions-oriented
mindset.
• The teacher showed excellent judgment in adapting the pace and strategies as
needed, keeping the session productive and learner-centered at every point.
• Learners were fully engaged, motivated, and empowered. They demonstrated
growing confidence, initiative, and ownership of their learning journey.
CLASSROOM OBSERVABLE INDICATOR:
Apply a range of successful strategies that maintain learning environments that
motivate learners to work productively by assuming responsibility for their own
learning
LEVEL 6 INDICATOR:
The teacher applies a variety of strategies, which are well aligned with the learning
goals, and motivates all learners to work productively and be responsible for their
own learning.
FEATURES OF PRACTICE
1. The teacher applies extensive knowledge to engage all learners. 2. The teacher
succeeds in motivating all learners to expend effort to complete high-quality work.
OBSERVATION NOTES:
• The teacher confidently used a wide range of strategies that actively engaged all
learners throughout the session, creating a learning space that was both dynamic
and inclusive.
• Learning objectives were communicated clearly at the beginning, giving learners a
strong sense of direction and purpose from the outset.
• Activities were intentionally designed to align with the learning goals, helping
learners stay focused and understand the value and relevance of each task.
• Purposeful questioning encouraged learners not only to recall information but to
articulate their thinking, justify their responses, and explore deeper connections
with the lesson content.
• The main activity sparked high levels of interest, drawing in even the more
reserved learners and promoting active, thoughtful participation.
• Motivation was sustained through genuine praise, specific feedback, and regular
acknowledgment of effort, which boosted student confidence and reinforced
positive behavior.
• The classroom atmosphere reflected mutual respect and appreciation. Learners
appeared comfortable taking academic risks and contributed confidently during
discussions and written tasks.
• Clear instructions and thoughtfully prepared materials allowed learners to work
independently, fostering autonomy and a sense of ownership over their learning.
• During group work, the teacher skillfully monitored progress, stepping in
strategically to offer support or guide discussions without taking over, allowing
students to stay in control of their tasks.
• Learners demonstrated accountability and perseverance. They remained on task,
collaborated well, and approached challenges with a problem-solving mindset.
• The teacher showed strong professional judgment in balancing structure with
flexibility, adapting strategies to suit the moment while keeping learners motivated
and focused.
• The learning environment was one where learners were consistently engaged,
motivated to do their best, and clearly developing the confidence and responsibility
to take charge of their own learning.
ENGLISH SAMPLE OBSERVATION NOTES
FOR CLASSROOM OBSERVABLE INDICATOR No. 11, LEVEL 5
CLASSROOM OBSERVABLE INDICATOR:
Apply a range of successful strategies that maintain learning environments that
motivate learners to work productively by assuming responsibility for their own
learning
LEVEL 5 INDICATOR:
The teacher applies sufficient strategies, which are usually aligned with the learning
goals, and motivates most learners to work productively and be responsible for their
own learning.
FEATURES OF PRACTICE
1. The teacher displays comprehensive knowledge to engage almost all learners. 2.
The teacher succeeds in motivating almost all learners to understand their role and
to consistently expend effort to learn.
OBSERVATION NOTES:
• During the lesson, the teacher demonstrated a strong command of strategies that
actively engaged almost all learners.
• Clear learning objectives were shared at the start, giving learners a clear sense of
purpose throughout the session.
• The flow of activities reflected thoughtful alignment with the objectives, helping
learners stay focused and aware of what they were learning and why.
• The teacher used questioning techniques not only to check for understanding but
also to prompt learners to explain their thinking and make meaningful connections.
• The activity helped maintain a high level of interest and encouraged deeper
engagement among the majority of students.
• Motivation was consistently supported through timely praise, specific positive
feedback, and acknowledgment of learner contributions.
• The practices helped build a classroom atmosphere where learners felt
appreciated and were eager to take part. Most students responded by participating
confidently in both discussions and tasks.
• Instructions were delivered clearly, and the learning materials allowed learners to
work independently with confidence.
• During group activities, the teacher actively monitored progress and offered just
enough support to help learners remain focused and take charge of their tasks.
• Learners generally showed responsibility and motivation in completing their work,
even when facing challenges.
• The teacher demonstrated a well-rounded understanding of how to sustain
student motivation.
• Strategies were applied with flexibility and awareness, leading to a learning
environment where nearly all learners remained engaged, took initiative, and
demonstrated consistent effort in their learning journey.
ENGLISH SAMPLE OBSERVATION NOTES
FOR CLASSROOM OBSERVABLE INDICATOR No. 11, LEVEL 4
CLASSROOM OBSERVABLE INDICATOR:
Apply a range of successful strategies that maintain learning environments that
motivate learners to work productively by assuming responsibility for their own
learning
LEVEL 4 INDICATOR:
The teacher applies sufficient strategies, which are somewhat aligned with the
learning goals, and motivates the majority of the learners to work productively and
be responsible for their own learning.
FEATURES OF PRACTICE
1. The teacher uses strategies that are likely to motivate and engage majority of the
learners during the lesson. 2. The teacher engages the learners to exhibit
commitment to complete the work on their own but a few do not work productively
OBSERVATION NOTES:
• During the observed lesson, the teacher applied a variety of strategies that
showed an effort to engage the majority of the learners.
• Lesson objectives were introduced clearly, and the activities were generally
connected to these goals, providing learners with a sense of purpose.
• The teacher used questioning to monitor understanding. While many questions
focused on recall, some encouraged learners to explain their ideas and make simple
connections, which helped sustain interest for a number of students.
• To motivate participation, the teacher offered verbal praise, acknowledged
contributions, and gave positive feedback that encouraged most learners to take
part in discussions and activities.
• The motivational approaches helped many students feel valued and willing to
contribute.
• Learners were given clear instructions and materials that supported independent
work.
• During group tasks, the teacher monitored progress and provided occasional
guidance, prompting most groups to stay on task and take responsibility for
completing their work. While a few learners remained less engaged or relied on
peers, the strategies in place encouraged the majority to work productively and
attempt the tasks on their own.
• Overall, the teacher demonstrated the use of sufficient strategies to create an
environment where most learners felt motivated and were able to show
commitment to their learning.
• While some learners completed the tasks as instructed, others were off-task or
unsure of expectations, indicating that the strategies did not fully support a
motivating learning environment for the whole class.
• The teacher displayed limited knowledge of varied motivational strategies and
primarily relied on basic encouragement without differentiation or adaptation to
address the needs of less engaged learners.
• Only partial engagement and limited opportunities for learners to take ownership
of their learning process.
