Classroom Observation Form

Lesson observation and analysis.

Through observation and analysis of the lesson, students' general readiness, learning activities, interest in the subject, careful work, ability to work independently with text, maps, tables, tools, attitude to the teacher are determined. The teacher's performance will also be analyzed. In particular, the level of knowledge of the teacher of the curriculum materials, the ability to distinguish the main idea in the process of explaining a new topic, adherence to the principles of science and simplicity, demonstration, correct goal setting, correctness of the lesson process The ability to plan lessons, to collaborate in the classroom, to control the acquisition of knowledge and skills, to organize individual and team work with students, the effective use of time during the lesson and the level of mastery of the culture of pedagogical problems are taken into account.

Repeated observation and analysis of a teacher's lesson allows to draw conclusions about his / her pedagogical skills, work system, students' mastery, level of knowledge and other professional and professional abilities.

It should be noted that in the analysis of the lessons of general secondary school teachers, observers often evaluate the external aspects of the lesson, despite the fact that it is a holistic system, and have a superficial view of the content of the lesson. The lesson analysis also states that the teacher uses visual aids, works with didactic cards, etc., but what purpose they are used in, in what situation, how effective they are, the correct timing, the age of the students. issues such as failure to take into account the characteristics of Another serious shortcoming is the teacher's lack of focus on self-analysis. The principle of self-analysis is the basis for the teacher to identify a way to identify and address the strengths and weaknesses of their work.

Teachers often make the following mistakes and shortcomings in the classroom. Including:

Not introducing students to the purpose of the lesson;

Inefficient use of interactive methods;

Inability to ensure the participation of all students in the classroom;

Inability to work individually and collectively with students;

Not allowing students to work independently.

Lack of timely assessment of students' work;

The teacher's speech is not fluent;

Not explaining the topic in practice;

Not paying attention to explaining the topic from a scientific and practical point of view;

Lack of systematic use of blackboards, textbooks, notebooks, additional literature;

For example, students' questions are not structured in a problematic way.

Lessons should be monitored and analyzed based on a clear goal. Only then will the results be effective and help to draw clear conclusions about the learning process. Inconsistency in lesson analysis, lack of a clear purpose, accidental attendance, in-depth analysis of the lesson, inability to provide practical assistance to the teacher lead to a decrease in the quality and level of lessons.

Lesson analysis is not only methodologically important, but also one of the most important forms of guidance and control over the educational process in the school. Systematic practice of teacher observation and analysis of the lesson allows you to compare lessons and determine whether the mistakes were corrected. Peer-to-peer observation is a process of exchange of experience, in which the teacher uses his / her skills and works with high efficiency, while the analytical teacher enriches his / her experience by giving suggestions and comments. increases skills.

Lesson analysis is conducted in the form of observation and study. This raises a question. Who should supervise the teacher's lesson? For what purpose is it monitored and analyzed? The teacher's lesson is monitored and analyzed by the heads of the regional, district, public education departments, heads of educational institutions, methodologists and teachers.

To do this, first of all, it is necessary to determine what is the purpose of entering the lesson. The course is monitored and analyzed for the following purposes:

determining the quality of education and upbringing;

to help improve the pedagogical skills of the teacher;

study and popularize advanced methods and techniques;

exchange of experience between teachers;

determine the level of knowledge and education of students;

implementation of research work;

study of students' cognitive activity;

It is practical and methodical for the teacher to prevent mistakes and shortcomings that may occur during the lessonsupport;

psychological characteristics of students in the educational process

take into account the specifics of the parties;

that the lesson takes into account the activation of students and their mastery of the topic.

Lessons are the basis of many educational aspects of the learning process. Therefore, special training is required for observers and analysts.

Lesson analysis is done in the following steps.

Preparation for lesson observation

Monitoring the progress of the lesson

Provide self-analysis

Lesson analysis and suggestions

We recommend that you consider the following when analyzing the lesson.

1. Preparation before the lesson.

formulate goals and objectives for lesson observation;

clearly define the observed lesson;

preparation of lesson observation structure;

preparation of necessary materials; talk to a teacher

2. In analyzing the objectives of the lesson:

the correctness and validity of the educational purpose, taking into account the specifics of the subject and the subject, the age and level of knowledge of students;

the readiness of the students, the correctness and validity of the purpose, taking into account the place of the course in the system of lessons on the subject;

the correct flow of the main idea of ​​the lesson and the delivery of the goal to the students, the degree of achievement of the goal.

3. In the analysis of the structure of the lesson and the organization of the lesson:

the appropriateness of the lesson structure to the lesson objectives;

careful consideration of the type and structure of the lesson;

logical sequence and interrelation of the stages of the lesson;

the correct distribution of time for the stages of the lesson;

correct choice of forms of teaching;

availability of lesson plan and organization of its implementation by the teacher;

course equipment. Effective organization of teacher and student work.

4. In analyzing the content of the lesson.

compliance of course content with the requirements of the State Education Standard;

reliability, completeness, clarity of materials;

scientific degree of the described material;

educational direction of the lesson, the level of educational impact;

linking lessons to life, work ethic, and career guidance;

overcoming difficulties in the acquisition of new knowledge by students;

identify the main idea of ​​the new material. Formation of new concepts. Demonstrate the importance of basic knowledge.

5. Organize independent work of students.

Features of exercises and assignments, types of independent work, level of complexity, level of preparation of students are taken into account;

explanatory work by the teacher;

teacher help Level of mastery of new material;

that the new topic is linked to previous topics. Repetition (organization, forms, methods, size).

6. Analysis of teaching methods.

The choice of teaching methods, tools and techniques is based on the content of the teaching material, the objectives of the lesson, the capabilities of the class. The correct use of methods and techniques by the teacher at each stage of the lesson, the variety of methods and techniques used. Effective use of visual aids, handouts, equipment. Assess the teacher's methodical equipment and pedagogical techniques.

7. Analyze student discipline and performance in class.

General assessment of the class. Class attention and activity. Interest in science. Students' ability in the classroom.

Organize independent learning activities for students. Evaluate the effectiveness and appropriateness of the use of learning activities. Development of general and special skills and competencies. Fulfillment of uniform requirements. Work individually with gifted and disadvantaged students. Carrying out general and individual work activities together. Class discipline and methods of maintaining discipline.

8. Teacher communication with students. Pedagogical ethics, speech, organization of moral and psychological climate.

9. Assessment of students' knowledge.

The quality of knowledge, skills and competencies imparted to students. Provide solid and in-depth knowledge. Demonstrate the basics of ideas and materials, level of practical skills.

Types of control. Consolidation of prices.

10. Homework analysis. Purpose and scope of homework assignment. The amount of homework given by the work done in class. Features of homework (creative, repetition, reinforcement, development), teacher's comments on homework assignment.