Personal theories about upbringing and education that were created under the influence of experience, value systems and attitudes are called implicit pedagogies. Implicit pedagogies have a great influence on the work of teachers in the classroom, but implicit pedagogies are often in conflict with explicit pedagogies prescribed by legal regulations and documents. Although explicit and implicit pedagogies will never be completely equal, because the development of implicit pedagogies is influenced by personal experiences, teachers are often not aware of the great disparity between implicit and explicit pedagogies, which often appears in practice. The first step in encouraging changes within an educational institution is to know and understand the implicit pedagogies of educational workers, which places a demand on pedagogues to recognize the implicit pedagogies of teachers with the aim of improving the work of the institution. One way to gain insight into teachers' implicit pedagogies is to observe classes. Therefore, the goal of this research was to gain insight into the implicit pedagogies of elementary school teachers with the help of observing classes. For the purposes of this research, a Protocol for monitoring teachers' implicit pedagogies was developed, which includes areas of freedom, independence, cooperation, participation, curiosity and feedback as areas in which implicit pedagogies can be recognized. Lesson observation was carried out in one elementary school, which lasted for a week, and four classroom teachers participated in the research. The research results show that classroom teachers in the school where the research was conducted include all the mentioned elements in their teaching in different ways. Teacher A excels in encouraging cooperation and feedback, teacher B in encouraging freedom, cooperation and curiosity, and teachers C and D in encouraging curiosity. It is evident from this, that teachers see students as active participants in the educational process who co-construct their knowledge, that they believe in their abilities and encourage active participation of students in school.