Classroom Observations

Appendix G
Classroom Observations

RiPP
Classroom Observations
Instructions
ƒ Preparation — Obtain information on the specific lesson to be observed and review the lesson
plan. Become familiar with the goals and objectives for the lesson, specific activities and
teaching techniques, and sequencing of the lesson elements.
ƒ During the lesson – Have a copy of the lesson plan available for reference.
ƒ Observe an entire lesson/class.
ƒ Begin filling out this form during the lesson and complete it as soon as possible following the
lesson.

District:

Today’s Date: ______________

School:

Start time: ______

a.m.

p.m.

Teacher:

End time:

a.m.

p.m.

Observer:

Lesson name/number:

______

Grade:
Number of students in attendance:
A. General Observations
1. Were there any special circumstances that interrupted instruction? (Mark all that apply.)
Unexpected school activity that shortened class time (e.g., assembly) ......................
Discipline issue that needed to be addressed during class ........................................
Conflict or event outside of classroom that needed to be addressed .........................
Fire/tornado drill...........................................................................................................
Delayed opening/early closing.....................................................................................
Other: ..........................................................................................................................

2. Is a poster of SCIDDLE and RAID displayed in a visible location in the classroom?

Yes

No

Page 1 of 8

B. Observation of Lesson
1. Use of teaching techniques
Did the teacher follow the same teaching techniques as outlined in the lesson plan (e.g., lecture, class
discussion, small group, brainstorming, game, role play, worksheet)?
Techniques outlined in lesson:

Techniques used by teacher:

2. Fidelity to the lesson
a.

Were the lesson’s objectives met?
1
Not at all well

b.

2

3

4

5

6

7
Very Well

1 = Not at all well

4 = Moderately well

7 = Very well

The teacher fails to meet any
of the lesson’s objectives.

The teacher meets some but
not all the lesson’s objectives

The teacher clearly meets all
of the lesson’s objectives

Were the necessary materials present?
1
Not at all

2

1 = Not at all
The teacher has none of the
materials ready prior to the
lesson

3

4

5

4 = To some extent
The teacher has some of the
materials ready prior to the
lesson

6

7
Completely
7 = Completely

The teacher has all materials
ready prior to the lesson

Page 2 of 8

c.

Was there evidence of planning?
1
None

2

3

4

1 = None

6

4 = Some

The teacher does not appear
to have planned at all for the
lesson

d.

5

The teacher seems to have
planned fairly well for the
lesson

7
A lot
7 = A lot

The teacher seems to have
planned very well for the
lesson

To what extent did the teacher follow the instructions for the activities in this lesson?
Not at all
For 1 or 2 activities
For most but not all
Always

e.

Were any of the activities altered?

Yes

No

If yes, how? ________________________________________________________________
__________________________________________________________________________
f.

Did the sequence of instruction match the written curriculum?
No – many steps were presented out of sequence
Somewhat – a few steps were presented out of sequence
Yes – all material was presented in the sequence as written

3. Student engagement
a. How interactive was the lesson?
Not at all

A little

Some

Very much

A little

Some

Very much

b. Were students engaged?
Not at all
c.

Did the teacher allow students to express their opinions?
Not at all

A little

Some

Very much

d. Did the teacher carry out assignments with enthusiasm?
Not at all

A little

Some

Very much

Page 3 of 8

e. Were there disruptions during class due to student behavior problems?
Yes – numerous incidents
Somewhat – 1 or 2 incidents
No – no incidents
f.

If there were disruptions due to student behavior problems, did the teacher manage these
disruptions so as to minimize their impact on the class?
No – student behaviors clearly disrupted the class
Somewhat – the teacher managed disruptions to some extent
Yes – the teacher was clearly able to manage behaviors

4. Quality of lesson delivery
a. Overall, did the teacher state the purpose and objectives clearly?
1
Not at all well

2

3

1 = Not at all well
The teacher fails to convey
the objectives, purpose, or
key points of the lesson.

4

5

4 = Moderately well

6

7
Very Well

7 = Very well

The teacher conveys the
objectives.

The teacher states the
objectives/purpose of the
lesson.

b. Overall, how well did the teacher explain the concepts?
1
Not at all well

2

1 = Not at all well
The teacher fails to explain
key concepts for students
who did not understand.

3

4

5

4 = Moderately well
The teacher assists students
who are having difficulty
understanding the concepts.

6

7
Very Well

7 = Very well
The teacher checks
students’ understanding of
key points and is able to
clarify points for them.

Page 4 of 8

c.

Overall, how knowledgeable was the teacher about the lesson?
1
Not at all

2

1 = Not at all
The teacher does not seem
knowledgeable about the
key points in the lesson

3

4

5

6

4 = Moderately
The teacher seems fairly
knowledgeable about the
key points.

7
Very

7 = Very
The teacher seems very
knowledgeable about the
key points of the lesson.

d. Overall, how organized was the teacher during the session?
Disorganized – did not organize students well or did not have materials organized
Somewhat disorganized – materials and groups were somewhat but not completely
organized
Organized – materials and student groups were well organized

Page 5 of 8

5. Completeness of lesson delivery
Use the following Activity Checklists to indicate whether or not specific elements of the lesson were
completed. For each activity, mark ‘yes’ if the element of the lesson was completed and ‘no’ if not
completed.

Activity Checklist – Grade 6
Lesson 1: Getting Acquainted
Introduction: Who Am I?
What is RiPP?
Names in Motion
Welcoming Activity
Closure
Lesson 2: Impact
Introduction
Discussion: Impact of Violence
Closure
Lesson 3: Ground Rules/Intro
Games
Homicide
Ground Rules
Intro of SCIDDLE and RAID
Lesson 4: Making RiPP Real
Game
Conflict and Making RiPP Real
Making RiPP Real
Discussion: Steps in SCIDDLE/RAID
Students generate “Real Life” Probs
Review Questions
Lesson 5 – Stop and Calm Down
Review
Discussion: Physiology and Emotion
Identify How It Feels…
Breathing Techniques for Calming Down
Lesson 6 – Identifying Your Feelings
Review and Self-Talk
Role-Playing Emotions and Feelings
Journal Closure Activity
Lesson 7: Identifying the Problem I
Review
Introduction
What’s the Problem (Small Groups)
Lesson 8: Identifying the Problem II
Review and Introduction
Tolerance
Face to Face
Closure and Review Questions
Lesson 9 – Look Back and Evaluate
Review
Like It or Not Activity
Consequence Activity
Closure

Yes

No

G
G
G
G
G

G
G
G
G
G

G
G
G

G
G
G

G
G
G
G

G
G
G
G

G
G
G
G
G
G

G
G
G
G
G
G

G
G
G
G

G
G
G
G

G
G
G

G
G
G

G
G
G

G
G
G

G
G
G
G

G
G
G
G

G
G
G
G

G
G
G
G

Yes
Lesson 10 – Deciding Among Your Options
G
Review
G
Looking at Goals
G
Conflict and Goals
G
Closure
Lesson 11 – The Violence Web/Support
G
Review
G
The Many Names of Violence
G
Violence Web or Alt Activity
G
Blocks to Violence
The RiPP Web of Support
Lesson 12 – Decide Option One: Avoid
G
Review
G
Introducing AVOID
G
How to Avoid with Dignity
G
Developing a Personal Plan for Safety
G
Closure
Lesson 13 – Decide Option Two: IGNORE
G
Review
G
When to Use Ignore
G
How to Use Ignore
G
Self-Talk
G
Demonstrating Self-Talk
G
List of Positive Self-Talk Statements
G
Journal Closure Activity
Lesson 14: Decide Option Three: When Diffuse
G
Opening
G
What’s Really Going ON?
G
Taking the Bait and Expecting the Worst
G
Staying on Center
G
Diffuse
Lesson 15: Decide Option Three: How Diffuse
G
Review
G
Diffuse Options
G
Ways to Diffuse/Rumor
G
Closure
Lesson 16: Decide Option Four: RESOLVE
G
Review
G
Introduction to RESOLVE
G
Rules for RESOLVE
G
Journal Closure Activity

No
G
G
G
G
G
G
G
G

G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G

Page 6 of 8

Activity Checklist – Grade 7
Lesson 1: Getting Acquainted
Introduction: Who Am I?
What is RiPP?
Names in Motion
Welcoming Activity
Closure
Lesson 2: Impact
Introduction
Discussion: Impact of Violence
Closure
Lesson 3: Ground Rules/Intro
Games
Homicide
Ground Rules
Intro of SCIDDLE and RAID
Lesson 4: Making RiPP Real
Game
Conflict and Making RiPP Real
Making RiPP Real
Discussion: Steps in SCIDDLE/RAID
Students generate “Real Life” Probs
Review Questions
Lesson 5 – Stop and Calm Down
Review
Discussion: Physiology and Emotion
Identify How It Feels…
Breathing Techniques for Calming Down
Lesson 6 – Identifying Your Feelings
Review and Self-Talk
Role-Playing Emotions and Feelings
Journal Closure Activity
Lesson 7: Identifying the Problem I
Review
Introduction
What’s the Problem (Small Groups)
Lesson 8: Identifying the Problem II
Review and Introduction
Tolerance
Face to Face
Closure and Review Questions
Lesson 9 – Look Back and Evaluate
Review
Like It or Not Activity
Consequence Activity
Closure

Yes

No

G
G
G
G
G

G
G
G
G
G

G
G
G

G
G
G

G
G
G
G

G
G
G
G

G
G
G
G
G
G

G
G
G
G
G
G

G
G
G
G

G
G
G
G

G
G
G

G
G
G

G
G
G

G
G
G

G
G
G
G

G
G
G
G

G
G
G
G

G
G
G
G

Yes
Lesson 10 – Deciding Among Your Options
G
Review
G
Looking at Goals
G
Conflict and Goals
G
Closure
Lesson 11 – The Violence Web/Support
G
Review
G
The Many Names of Violence
G
Violence Web or Alt Activity
G
Blocks to Violence
The RiPP Web of Support
Lesson 12 – Decide Option One: Avoid
G
Review
G
Introducing AVOID
G
How to Avoid with Dignity
G
Developing a Personal Plan for Safety
G
Closure
Lesson 13 – Decide Option Two: IGNORE
G
Review
G
When to Use Ignore
G
How to Use Ignore
G
Self-Talk
G
Demonstrating Self-Talk
G
List of Positive Self-Talk Statements
G
Journal Closure Activity
Lesson 14: Decide Option Three: When Diffuse
G
Opening
G
What’s Really Going ON?
G
Taking the Bait and Expecting the Worst
G
Staying on Center
G
Diffuse
Lesson 15: Decide Option Three: How Diffuse
G
Review
G
Diffuse Options
G
Ways to Diffuse/Rumor
G
Closure
Lesson 16: Decide Option Four: RESOLVE
G
Review
G
Introduction to RESOLVE
G
Rules for RESOLVE
G
Journal Closure Activity

No
G
G
G
G
G
G
G
G

G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G

Page 7 of 8

Activity Checklist – Grade 8
Lesson 1: Getting Acquainted
Introduction: Who Am I?
What is RiPP?
Names in Motion
Welcoming Activity
Closure
Lesson 2: Impact
Introduction
Discussion: Impact of Violence
Closure
Lesson 3: Ground Rules/Intro
Games
Homicide
Ground Rules
Intro of SCIDDLE and RAID
Lesson 4: Making RiPP Real
Game
Conflict and Making RiPP Real
Making RiPP Real
Discussion: Steps in SCIDDLE/RAID
Students generate “Real Life” Probs
Review Questions
Lesson 5 – Stop and Calm Down
Review
Discussion: Physiology and Emotion
Identify How It Feels…
Breathing Techniques for Calming Down
Lesson 6 – Identifying Your Feelings
Review and Self-Talk
Role-Playing Emotions and Feelings
Journal Closure Activity
Lesson 7: Identifying the Problem I
Review
Introduction
What’s the Problem (Small Groups)
Lesson 8: Identifying the Problem II
Review and Introduction
Tolerance
Face to Face
Closure and Review Questions
Lesson 9 – Look Back and Evaluate
Review
Like It or Not Activity
Consequence Activity
Closure

Yes

No

G
G
G
G
G

G
G
G
G
G

G
G
G

G
G
G

G
G
G
G

G
G
G
G

G
G
G
G
G
G

G
G
G
G
G
G

G
G
G
G

G
G
G
G

G
G
G

G
G
G

G
G
G

G
G
G

G
G
G
G

G
G
G
G

G
G
G
G

G
G
G
G

Yes
Lesson 10 – Deciding Among Your Options
G
Review
G
Looking at Goals
G
Conflict and Goals
G
Closure
Lesson 11 – The Violence Web/Support
G
Review
G
The Many Names of Violence
G
Violence Web or Alt Activity
G
Blocks to Violence
The RiPP Web of Support
Lesson 12 – Decide Option One: Avoid
G
Review
G
Introducing AVOID
G
How to Avoid with Dignity
G
Developing a Personal Plan for Safety
G
Closure
Lesson 13 – Decide Option Two: IGNORE
G
Review
G
When to Use Ignore
G
How to Use Ignore
G
Self-Talk
G
Demonstrating Self-Talk
G
List of Positive Self-Talk Statements
G
Journal Closure Activity
Lesson 14: Decide Option Three: When Diffuse
G
Opening
G
What’s Really Going ON?
G
Taking the Bait and Expecting the Worst
G
Staying on Center
G
Diffuse
Lesson 15: Decide Option Three: How Diffuse
G
Review
G
Diffuse Options
G
Ways to Diffuse/Rumor
G
Closure
Lesson 16: Decide Option Four: RESOLVE
G
Review
G
Introduction to RESOLVE
G
Rules for RESOLVE
G
Journal Closure Activity

No
G
G
G
G
G
G
G
G

G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G

Page 8 of 8