Classroom observation is one of the most important quantitative methods used in giving instructions and measuring behavior of learners. As the term suggests, learners observe behaviors and events which are then recorded. According to de Abreu and Interpeler (2015), observation facilitates effective understanding and articulation of classroom behaviors and therefore creates a platform for collecting data. Through observation, an in-service nurse educator is able to gain knowledge and make new discoveries on specific classroom behaviors in regard to the frequency of occurrence. Systematic classroom observation is an effective teaching method and has been widely used since 1970. Through it, techniques such as narrative descriptions, checklists, rating scales and charts are used to examine effective teaching. Classroom observation uses an interactive coding system. An instructor is able to observe teachers and students and determine all their activities after recording them. The coding system is an interactive platform which gives vital highlights and does not require complex inferences or judgment to be made by an observer. It is highly objective and specific and can be used to easily code observed behavior. Motley and Dolansky (2015) explain that classroom observation in learning is very critical in providing the needed reactionary response that either points at learning as a process or outcome. Therefore, the behavior of a learner acts as a key facilitating factor towards acquisition of the new sets of information either under specified or normal circumstances. Under this consideration, a learner provides instantaneous reactionary response towards the learning process which cumulatively culminates to effective assimilation of the required data. Classroom observation theorists indicate that progression in learning follows a reciprocating model whereby both the immediate environment and the learner operates in a complementary mode. The behavior of the learner partially controls the process since he/she inclines towards considerations that have the highest positive impacts. Classroom observation employs various instruments so as to facilitate effective collection of data. Some of the instruments are also used in research and they may include classroom observation schedule, stalling observation schedule and Brophy-Good Dyadic Interaction System. Through these instruments, educators are able to stimulate change, gather more valuable information while providing precise evidence and collect information from naturalistic education settings. Accordingly, this improves education and enhances understanding. According to de Abreu and Interpeler (2015), classroom behavior acts as a checkpoint for the learning process because it serves as an indicator of the learning extent. Therefore, it creates the need or progression. Hence, behavior becomes a pointer of the success achieved in the learning process and therefore outlines the remaining outset in the attainment of original objectives. Moreover, by using classroom observation instruments during the learning process, an individual’s behavior is cumulatively enriched. As a result, information on the new behavior contributes to the pace that the actual learning takes place. Indeed, understanding learning process becomes a bit faster for an instructor and this enhances behavioral changes. Furt