Twenty-eighth International Conference on Learning

Abstract

This study focuses on determining the impact of supervisory monitoring scheme, particularly classroom observation, to the learner performance. Forty-two teachers from 10 elementary schools in the District of Victoria, Laguna, Philippines became part of the study by undergoing classroom observations and answering the survey questions pertaining to the (1) teaching-and-learning process, (2) learners’ behavior, (3) teachers’ and learners’ enthusiasm, and (4) effect to learner performance. The authors made use of qualitative techniques in doing research as responses to qualitative questions were recorded, sorted, and analyzed. Themes were developed from the responses of teachers as situations with and without classroom observations are compared and contrasted. For teaching-and-learning process, it was found out that supervisory monitoring aid in the realization of proper teaching-and-learning process. The flow of teaching becomes smooth because teachers are directed by guiding principles in teaching. For learner behavior, it was found out that classroom supervision is a classic solution to problems arising from learners’ misbehavior. For learner and teacher enthusiasm, it was found out that supervision and monitoring are good machineries for teachers and learners to work harder and sustain their energy. And for the impact of classroom observation to learner performance, it was found out that classroom climate changes when there is classroom observation. Recommendations to sustain the impact of classroom observation on learner performance were given to school heads, master teachers, classroom teachers, advisers, parents and community.