Observation Protocol for Supportive Classroom Environment

Protocols that can be used in a classroom observation or through instructor reflection

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.

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.

Classroom Management
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.

Teaching Techniques
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.

Interpersonal 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.

Observation Protocol for Supportive Classroom Environment

Observation Protocol for Supportive Classroom Environment

Scope

Classroom Management

Teaching Techniques

Interpersonal Interactions

See Also