Topics Map > Inclusive Teaching > Belonging & Wellness

An Inventory of Supportive Instructor Practices

Inclusive Teaching

elements of teaching that can used to build a supportive classroom environment. 

Introduction

An analysis of 132 instructor behaviors, practices, and effects from three validated classroom assessment instruments (Keeley, Smith, & Buskist, 2006; McKeachie, 2006; Rovai, 2002) led to the identification of three domains:  instructors can increase classroom support by refining how they structure and facilitate a course (Classroom Management), facilitate class sessions (Teaching Techniques), and interact with students (Interpersonal Interactions). The inventory identifies specific practices within these domains, and each practice maps onto specific behaviors. 

Instructors can use the inventory to self-assess their teaching strategies and reflect on how they might establish a more supportive classroom. Often, they can select two or three specific practices to adopt or refine during a semester.

|

Classroom Management

The elements found here relate to how an instructor can facilitate the course to build a more supportive classroom. They are organized into six sub-categories:

  • Communication practices  Supportive communication practices.
  • 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.
Classroom Management
Communication practices
The instructor is competent with the technology used in teaching.
The instructor keeps students informed of their progress.
Tests and papers are graded and returned promptly.
Papers and exams are graded and returned in a timely manner.
The instructor keeps students informed of their progress.
The instructor provides constructive feedback.
The instructor writes comments on returned work.
The instructor gives advice on test-taking.
Community-building practices
The instructor establishes a climate conducive to learning.
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.
The instructor curves grades when appropriate
Context-creating practices
The instructor adjusts the schedule when necessary.
The instructor allows students to do make-up work.
The instructor accepts legitimate excuses for missed work.
The instructor does not lose their temper with students.
The instructor takes time for difficult concepts.
The instructor arrives to class on time.
The instructor ends class on time.
The instructor leaves time for questions and comments.
Design practices
The instructor uses essay questions on exams.
The instructor plans class activities in detail.
The instructor gives good (and diverse) examples.
The instructor plans class activities in detail.
The instructor prepares interesting class activities.
The instructor establishes daily and course goals.
Presence practices
The instructor keeps appointments.
The instructor posts office hours and contact information.
The instructor arrives to class on time.
The instructor will meet outside their posted office hours.

Teaching Techniques

The elements here relate to how an instructor can present content to build a more supportive classroom. They are organized into three sub-categories:

  • Coherence practices  Classroom practices that make instruction more transparent for students.
  • Feedback practices  Classroom practices that provide students and the instructor with information about student learning and experience.
  • Content-creating practices  Practices that make content more accessible for students.
Teaching Techniques
Coherence practices
The instructor does not overload students.
The instructor follows an outline closely.
The instructor maintains class order.
The instructor follows the syllabus.
The instructor brings the necessary materials to class.
The instructor provides an outline of [for] class discussion
The instructor covers materials to be tested.
The instructor writes fair and relevant test questions.
Feedback practices
The instructor provides timely feedback.
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 easily answers student questions
The instructor requests feedback on teaching from students.
Content-creating practices
The instructor teaches at an appropriate level.
The instructor gives good examples of concepts.
The instructor goes into too much detail.
The instructor is helpful when Im confused.
The instructor seems knowledgeable in many areas.
The instructor makes difficult assignments.
The instructor answers questions correctly.
The instructor uses technology to support/enhance lectures.
The instructor uses interesting and relevant examples.
The instructor is knowledgeable about the course content.
The instructor does not read straight from notes or books.
The instructor relates topics to current situations.
The instructor is helpful when I am confused.
The instructor asks challenging questions in class.
The instructor asks thoughtful questions.
The instructor presents relevant materials in class.
The instructor has realistic expectations of/for students.
The instructor teaches at an appropriate level.

Interpersonal Interactions

The elements found here relate to how instructors interact with students to build a more supportive classroom. They are organized into three sub-categories:

  • Student interaction practices  Classroom practices that promote supportive instructor-student interactions.
  • Instructor identity practices  Practices that identify an instructor as a supportive teacher.
  • Recognition practices  Practices that signal that students matter.
Interpersonal Interactions
Student interaction practices
The instructor checks for comprehension before moving on.
The instructor tells students when they have done good work.
The instructor uses gestures to emphasize important points.
The instructor requests feedback on teaching from students.
Instructor identity practices
The instructor makes eye contact with students.
The instructor is knowledgeable in many areas.
The instructor is enthusiastic about teaching.
The instructor accepts criticism from others.
The instructor is a good listener.
The instructor admits mistakes.
The instructor speaks in a loud, clear, strong voice.
Recognition practices
The instructor offers help to students who need it.
The instructor tells students when they do good work.
The instructor knows students naes.
The instructor responds respectfully to student comments.
The instructor pays attention when students state opinions.
The instructor doesnt take credit for others success.
The instructor shows respect for students.
The instructor greets students as they come into the room.

Taking Action

The following are steps you can take to build a sense of community in the classroom. 

  1. Self-Reflection Within a semester, identify up to five elements found above and work on building skills around them. Throughout the semester, reflect on whether you see improvement concerning the amount or quality of actions you selected. 
  2. Measurement of Student Perception Before or after you select the elements you plan on addressing, you can survey students to get their perspective on the degree to which you are exhibiting the elements you selected. The Measurement of Student Experiences for Supportive Classroom Environment document has specific questions you can use in a survey.
  3. Classroom Observation You can request a CTLM staff member attend your class and perform a classroom observation using the Observation Protocol for Supportive Classroom Environment document. Staff will meet with you before the observation to identify the goals and scope and provide you with feedback on what they observed.
  4. One-on-One Consultation At any stage of your work on this topic, you can request a one-on-one consultation to help you either select an area of focus or help you respond to the data you collect.

References

  • Keeley, J., Smith, D., and Buskist, W. (2006). The Teacher Behaviors Checklist: Factor Analysis of Its Utility for Evaluating Teaching. Teaching of Psychology 33 (2), 8491.
  • McKeachie, W.J. (2006). Teaching Tips: Strategies, Research, and Theory for College and University Teachers. Houghton Mifflin.
  • Rovai, A.P. (2002). Development of an Instrument to Measure Classroom Community. Internet and Higher Education 5, 197211.

CTLM Instructional Resources KnowledgeBase Menu

See Also


Keywordsteaching, supportive classroom, behaviorsDoc ID130693
OwnerMeredith M.GroupInstructional Resources
Created2023-08-29 08:22:36Updated2024-08-23 14:34:59
SitesCenter for Teaching, Learning & Mentoring
Feedback  0   0      
Resources on fostering and designing inclusive learning environments and content.