We can observe the behavior of the teacher, an individual student, or a group of students in various settings. Often, a specific student draws our attention with their behavior or academic performance, prompting us to focus on them in pedagogical diagnosis. For instance, we seek answers to inquiries such as: How does the student react to the introduction of new material? What is their facial expression? How do they respond to success or failure? How long can they maintain focus? Are they able to engage in class discussions? Can they demonstrate appreciation for their classmates or express constructive feedback? Have there been any recent changes in the student's appearance or attitude towards the subject?

When observing the entire class, we may inquire about: Are the students adhering to classroom rules? Can they effectively collaborate in randomly formed groups? How does the class respond to the struggles of individual students? How do they react to changes? (as per Mertin & Krejčová, 2016)

- Unstructured observation

This form of observation concentrates on any observed behavioral expressions exhibited by the targeted individual or group. The observation is guided solely by broadly defined questions. Notes from unstructured observation, typically serving as concise pointers for our subsequent diagnostic endeavors, can be documented in a journal or record card (Syslová et al., 2018).

Observed phenomena may encompass:

- Appearance: physical characteristics, hairstyle, attire, etc.

- Behavior:

  - Facial expressions: facial demeanor.

  - Body language: gait, posture, movement speed, coordination.

  - Gestures: hand and arm movements.

  - Speech: volume, pace, formality, linguistic diversity, tonal qualities.

  - Emotional expressions: physiological indicators (pallor, flushing, perspiration, etc.), frequency and intensity of emotions, emotional regulation, predominant mood.

  - Social conduct: interpersonal dynamics (underestimation of others, self-aggrandizement, feelings of inadequacy, prosocial behavior, competitive tendencies).

  - Interaction with objects: handling of tools, meticulousness, caution, carelessness, tidiness, engagement with toys, response to encouragement or aggression towards objects.

  - Self-perception: confidence, ambition, self-assessment.  (Svoboda et al., 2015)

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.