Observation Checklist

for Classroom Management

Adapted from Conscious Classroom Management by Rick Smith (2004)

Starting the Lesson
  • Getting students seated and focused

  • Quiet signals

  • Class rituals

  • Opening activities

Variety
  • Three or more activities per class or lesson

  • Interactive activities

  • “Legal” talking and/or moving

  • Does teacher circulate when not “on stage”?

Appropriate activities
  • At the students’ level

  • Draw upon student knowledge

  • One step beyond where the students are; both challenging and doable

Student involvement
  • How does the teacher include all students during a lesson or discussion?

  • How are groups set up and maintained?

  • How does the teacher focus on student responsibility and accountability?

  • How efficient is the teacher’s use of time?

Clear Procedures
  • Are procedures taught? How?

  • Are they practiced? How?

  • How are they reinforced and maintained?

  • Does the teacher check for understanding?

  • Which procedures are used for transitions?

  • What procedures work well?

  • How were they taught and implemented over time?

Consistency
  • Students raising hands

  • Teacher staying focused on topic, deflecting distractions

  • All students are engaged before teacher speaks with individual students

  • All students are treated equally with dignity and respect

Keeping students focused
  • Teacher proximity

  • Teacher posture

  • Teacher tone and volume

  • Teacher efficiency when circulating to help students

Behavior/consequences
  • Are rules and consequences clear to the teacher? To the students?

  • Are rules essential or extraneous?

  • Do consequences fit the behaviors?

  • Are they consistently and fairly enforced?

Holding ground
  • What is the quality of the teacher’s “no”?

  • Is the teacher assuming the best of herself and her students?

  • Is the enforcement of consequences easy or labored? Does the teacher have public arguments, or private discussions?

  • Is there a sense of mutual respect?

  • A level of relaxation and simultaneous authority?

Positive reinforcement
  • Do the students feel recognized and appreciated?

  • Does the teacher smile?

  • Is the teacher enthusiastic? Energizing? Warm?

  • Does she encourage students?

  • Is the class fun? Funny? Interesting? Exciting?

  • Is there a sense of a joy of learning and teaching?

Architecture
  • Students’ proximity and access to the teacher, to each other, and to materials

  • Smooth flow of traffic

  • Wall decorations

  • Overall feel of the environment: prison or playground?

Closure
  • What culminating/reflective activities take place?

  • Does the class look at the big picture?