This study focused on determining the impact of supervisory monitoring scheme, particularly classroom observation, to the learners? 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 learners? performance. The authors made use of qualitative technique in doing research as responses to qualitative questions were recorded, sorted and analyzed. Themes were developed in 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 for four reasons: (1) the teacher is directed by guiding principles in teaching, (2) the teacher makes the session a learner-centered encounter, (3) the teacher develops lesson from previously known facts to discovery of new knowledge, and (4) the teacher follows strengthening of knowledge through the fixing skill in the application, evaluation and enhancement part of the lesson. For learners? behavior, it was found out that classroom supervision is a classic solution to problems arising from learners? misbehavior. When there is supervisory monitoring, five things were observed: (1) learners avoid disruptive behavior, (2) they perform at their utmost, (3) they choose the words that they will contribute to the discussion, (4) they participate actively, and (5) they display due respect to the teacher and the observer. For learners? and teachers? enthusiasm, it was found out that supervision and monitoring are good machineries for teachers and learners to work harder and sustain energy. Enthusiasm of teachers and learners were seen to be at high level when there is classroom observation because of three reasons: (1) the teachers are well-prepared, (2) the needed materials are available on hand, and (3) the learners look forward for group work and fun activities. And for the impact of classroom observation to learners? performance, it was found out that classroom climate changes when there is classroom observation. Learners? perform well when there is classroom observation for four reasons: (1) the lively climate produce when there is classroom observation, (2) the respect of learners both to the teacher and the higher authority present, (3) the preparation of the teacher that makes learners participate actively, and (4) the energy and enthusiasm of the teacher that influences learners? response. Recommendations to sustain the impact of classroom observation to learners? performance were given to school heads, master teachers, classroom teachers, advisers, parents and community.

behavior

classroom observation

enthusiasm

learner

monitoring

performance

supervision