Topics Map > Course Refinement > Classroom Observation
Observation Protocol for Supportive Classroom Environment
Scope
The following are behaviors and phenomena that contribute to a supportive classroom environment. While formal measurement through student surveys is one approach to gathering data on the classroom environment, another way is through observation. This can include individual instructor self-observation or having a colleague or consultant perform a more formal classroom observation. The Inventory of Supportive Instructor Practices can focus an observation on elements of a supportive classroom environment. Instructors can review the inventory and select a set of practices and behaviors to develop feedback.
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Classroom Management
The elements found here relate to how an instructor can facilitate the course to build a more supportive classroom. They are organized using the following categories:
- Coherence practices — Classroom practices that make instruction more transparent for students.
- Community-building practices — Practices that promote connection and caring.
- Community-building practices — Practices that promote connection and caring.
- Context-creating practices — Practices that establish a supportive course setting.
- Design practices — Practices that lead to support instructional materials.
- Presence practices — Practices that make the instructor available to students.
| Coherence practices | |
|---|---|
| The instructor establishes daily and course goals. | |
| Communication practices | |
| The instructor keeps students informed of their progress. | |
| Tests and papers are graded and returned promptly. | |
| The instructor keeps students informed of their progress. | |
| The instructor uses an appropriate tone and language. | |
| The instructor provides constructive feedback. | |
| The instructor writes comments on returned work. | |
| The instructor gives advice on test-taking. | |
| The instructor is competent with the technology used in teaching. | |
| Community-building practices | |
| The instructor curves grades when appropriate | |
| The instructor establishes clear course rules. | |
| The instructor offers bonus points and extra credit. | |
| The instructor gives points for participation. | |
| The instructor involves students in group activities. | |
| The instructor holds group discussions and activities. | |
| The instructor easily initiates and maintains discussion. | |
| Context-creating practices | |
| The instructor leaves time for questions and comments. | |
| Design practices | |
| The instructor plans class activities in detail. | |
| The instructor gives good (and diverse) examples. | |
| The instructor prepares interesting class activities. | |
| The instructor uses essay questions on exams. | |
| Presence practices | |
| The instructor posts office hours and contact information. | |
| The instructor arrives to class on time. | |
| The instructor will meet outside their posted office hours. | |
| The instructor ends class on time. | |
Teaching Techniques
The elements here relate to how an instructor can present content to build a more supportive classroom. They are organized using the following categories:
- Coherence practices — Classroom practices that make instruction more transparent for students.
- Context-creating practices — Practices that establish a supportive course setting.
- Feedback practices — Classroom practices that provide students and the instructor with information about student learning and experience.
- Instructor identity practices — Practices that identify an instructor as a supportive teacher.
| Coherence practices | |
|---|---|
| The instructor maintains class order. | |
| The instructor follows the syllabus. | |
| The instructor brings the necessary materials to class. | |
| The instructor provides an outline for class discussion. | |
| The instructor covers materials to be tested. | |
| Content-creating practices | |
| The instructor gives good examples of concepts. | |
| The instructor goes into too much detail. | |
| The instructor uses technology to support/enhance lectures. | |
| The instructor uses interesting and relevant examples. | |
| The instructor does not read straight from notes or books. | |
| The instructor relates topics to current situations. | |
| Feedback practices | |
| The instructor tells students when they have done good work. | |
| The instructor experiments with teaching methods. | |
| The instructor asks questions when students make comments. | |
| The instructor requests feedback on teaching from students. | |
| Instructor identity practices | |
| The instructor speaks in a loud, clear, strong, voice. | |
| The instructor makes eye contact with students. | |
| The instructor uses gestures to emphasize important points. | |
Interpersonal Interactions
The elements found here relate to how instructors interact with students to build a more supportive classroom. They are organized using the following categories:
- Instructor identity practices — Practices that identify an instructor as a supportive teacher.
- Recognition practices — Practices that signal that students matter.
- Student interaction practices — Classroom practices that promote supportive instructor-student interactions.
| Instructor identity practices | ||
|---|---|---|
| The instructor has a strong rapport. | ||
| The instructor smiles. | ||
| Recognition practices | ||
| The instructor tells students when they do good work. | ||
| The instructor knows the students’ names. | ||
| The instructor greets students as they come in the room. | ||
| Student interaction practices | ||
| The instructor initiates conversations with students. | ||