Mertin and Krejčová (2016) define observation as the deliberate and systematic monitoring of specific phenomena, behavioral expressions, interactions between individuals, and more. According to Zelinková (2001), the purpose of such monitoring and recording of behavioral expressions is to inform decisions regarding the optimal guidance of the child. Typically, we observe observable behaviors that are visible, audible, and recordable in some manner. Through observation, we capture ongoing, systematic, and reflective activities within the observed environment. It enables us to discern unconscious routine actions and uncover realities that individuals may be hesitant to discuss in interviews or unexpected contexts.

In general, effective diagnostic observation necessitates long-term, planned efforts, observing the child or classroom across various situations, and integrating observation with other diagnostic methods (such as anamnesis, interviews, and gathering information from other "observers" of the child, like other teachers or parents) (Dvořáková, 2002). Only through this approach can we attain a comprehensive and accurate understanding of the child (Gavora, 2001). We intentionally focus on the observed subject, attributing significance to what we observe, which distinguishes true observation from mere "watching."

During observation, it's essential to recognize that we document what we see and hear. There are various methods for record-keeping, and the chosen method depends on the nature of our observation. We can document which phenomena occur, their duration, whether naturally or according to predetermined rules, such as within specific time intervals. In educational practice, natural recording of the occurrence and duration of phenomena is more commonly employed.

Each data record should include details about the location and time of observation, the subject under observation, methodological notes, and the observer responsible for recording the observation. Additionally, it's advisable to provide a brief description of the observed situation and summarize the findings of our observation (Syslová et al., 2018).

For inspiration and deeper analysis of observable phenomena, observation systems like Bellack's (Bellack et al., 1966) or Flanders' (1970), or their contemporary adaptations, such as Svatoš (2011), can be utilized. An example of an observation system focused on analyzing verbal interactions between teachers and students is the Bellack system, which enables the documentation of classroom dynamics during instruction, recording events as they unfold. The Bellack approach facilitates the description of educational communication through six categories:

1. Speaker/subject of activity,

2. Type of communication activity,

3. Teaching material and its characteristics,

4. Logical operations with the teaching material,

5. Teaching method,

6. Logical operations involved in teaching (Mareš, 2016).

Other tools for recording observations include observation sheets, educational diaries, classroom maps, and various student-related records.

A classroom map can be utilized during observations to mark elements such as the frequency of teacher-student communication, the teacher's movements around the classroom, forms of support for different student groups, and student activities (e.g., participation, raising hands), among other factors.