A School Observation Report

School Observation Report

School: Government Primary School, Rampur
Visit Dates: 21 January, 4–5 February 2016
Purpose: Teacher Study – Classroom Observation

1. Introduction

This report presents observations conducted at Government Primary School, Rampur, established in 1993. The primary focus was on classroom practices and pedagogical approaches, with emphasis on Mathematics and Hindi instruction at the primary level.

The observed teacher, hereafter referred to as Sabitri (name changed), has been serving at this school since 2005, her first posting. She teaches primarily in Classes I and II, handling Mathematics and Hindi.

2. Classroom Observation

Sabitri Ma’am demonstrated structured and systematic teaching. She knew every student by name, addressed both academic and personal issues individually, and was aware of each learner’s level of understanding. Her teaching was aimed at developing mathematical reasoning rather than rote memorisation.

The classroom was clean, well-ventilated, and orderly, though limited in Teaching-Learning Materials (TLMs) and visual aids. Lessons were interactive, with real-life examples drawn from the local community (e.g., livestock references for the Rewari community). Peer learning was encouraged, and correct answers were acknowledged with clapping to motivate students.

She maintained an individual student diary documenting daily performance, which informed seating arrangements and differentiated instruction.

3. Academic and Pedagogical Practices

• Qualifications: Graduate in Commerce from Jaipur; completed a professional teaching course.

• Teaching Approach: Emphasis on conceptual understanding and enjoyable learning experiences.

• Student Engagement: Active participation; students confident in responding and working collaboratively.

• Lesson Delivery: Clear instructions, effective blackboard use, relatable examples.

• Learning Environment: Positive, supportive, and inclusive; minimal behavioural issues observed.

4. Inclusivity and Community Relations

Sabitri Ma’am displayed high sensitivity to cultural diversity. Students from different communities were treated equally and respectfully. She expressed the view that diversity enriches learning and contributes to building a harmonious society.

The teacher has strong connections with the local community, where most families are engaged in agriculture, business, or daily wage labour. While formal community visits are infrequent, informal interaction is regular. Parental involvement in meetings and awareness of educational values were evident among several families.

5. Mid-Day Meal Programme

The programme was well-managed, with food prepared in a separate kitchen away from classrooms. No students were involved in preparation. The teacher held a positive view of the scheme.

6. Professional Relationships and Leadership

Collegial relations among staff were cooperative. The headteacher provided effective leadership, ensuring regular attendance, official work, and monitoring. Community support and mutual assistance among staff contributed to a constructive work environment.

7. Infrastructure and Facilities

• Six classrooms for instruction, one staff room.

• Separate kitchen and storage for mid-day meals.

• Functional toilets for boys and girls, safe drinking water, electricity.

• Adequate playground space.

• No dedicated library room; approximately 600 books not actively used.

• Limited use of TLMs; some materials stored unused.

• Regular health check-ups conducted twice yearly.

8. Strengths Observed

• Strong student–teacher rapport.

• Individualised attention and record-keeping through daily diaries.

• Effective peer-learning environment.

• Clear instructional delivery and contextualised examples.

• Consistent engagement in Continuous and Comprehensive Evaluation (CCE).

9. Areas for Improvement

• Greater use of library resources to promote reading habits.

• Regular formal community visits for enhanced engagement.

• Integration of ICT tools (computers, TV, radio) in teaching.

• Professional development activities for teachers to support self-improvement.

10. Conclusion

The Government Primary School, Rampur benefits from dedicated teachers like Sabitri Ma’am, whose commitment, systematic methods, and inclusive practices contribute significantly to a positive learning environment. While there are infrastructural and professional development gaps, the overall teaching-learning process observed was effective and student-centred.

*** Thank You ***