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Tool: Recording classroom interactions*

This tool can be useful for documenting current practices and selecting target areas for improvement. It addresses quality of interaction, pacing, speaking and rapport. Select one or more focus areas to record events and examples.

Quality of interaction

Not observed

Sometimes

Consistently

Praises student answers

Uses probing questions to build on answers

Asks questions to entire class

Answers questions clearly and directly

Refrains from answering own questions

Encourages students to answer each other’s questions

Encourages students to answer difficult questions by providing cues

Constructively admits error or insufficient knowledge (e.g., suggests options for finding correct information)

Respects and encourages different points of view

Integrates students’ ideas into class

Guides students when they make errors

Provides ample demonstrations

Comments/Examples:

 

 

 

 

Pacing

Not observed

Sometimes

Consistently

Asks/checks understanding before moving to next topic

Covers an appropriate amount of material

Comments/Examples:

 

 

 

 

Speaking

Not observed

Sometimes

Consistently

Speaks in appropriate tone and volume and pace

Speaks clearly (does not slur, say “um” or “uh” or “you know")

Speaks with expressive manner (not monotone)

Uses appropriate (non-distracting) gestures

Maintains eye contact with students

Uses respectful and easy to understand language

Comments/Examples:

 

 

 

 

Rapport

 

 

Not observed
Sometimes

Consistently

Encourages student feedback

   

Responds constructively to student opinions/contributions

   

Responds constructively and respectfully to student misunderstanding or confusion

   

Treats students/class equitably

   

Listens closely to student comments, contributions, concerns

   

Encourages mutual respect, honesty and integrity among class members

   

Comments/Examples:

 

 

 

 

*Adapted from Classroom Peer Observation Checklist from the Center for Teaching and Learning website. Retrieved 3/23/04 but no longer online.

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