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Wilfrid Laurier University Leaf
October 26, 2016
Canadian Excellence

Teaching Behaviours Inventory

(adapted from the original Teacher Behaviours Inventory authored by:
Professor H. G. Murray, Department of Psychology, University of Western Ontario)

Instructions to Student

PLEASE NOTE: At the request of your instructor, you are asked in this inventory to assess his/her specific classroom behaviours. Please try to be both thoughtful and candid in your responses, so as to maximize the value of feedback to your instructor. Your judgements should reflect the type of teaching you think is best for this particular course and your particular learning style. Try to assess each behaviour independently, rather than letting your overall impression of the instructor determine each individual rating.

Each section of the inventory begins with a definition of the category of teaching to be assessed in that section. You are asked to evaluate your instructor on 60 specific teaching behaviours. Using a pencil on the provided computer card, please indicate your judgement as to whether you agree or disagree with the statements below; do not indicate your identity on the computer card. Please use the following rating scale in making your judgements for each of the 60 items listed below.

1 (Should Significantly Decrease)

2 (Should Slightly Decrease)

3 (No Change Needed)

4 (Should Slightly Increase)

5 (Should Significantly Increase)

10 (Not Applicable)

CLARITY: methods used to explain or clarify concepts and principles

1. Gives several examples of each concept.
2. Defines new or unfamiliar terms.
3. Repeats difficult ideas several times.
4. Stresses most important points.
5. Uses graphs or diagrams to facilitate explanation.
6. Points out practical applications of concepts.
7. Answers students' questions thoroughly.
8. Highlights key terms.
9. Explains subject matter in familiar conversational language.

EXPRESSION: use of non-verbal behaviour to solicit student attention and interest

10. Speaks in a dramatic or expressive way.
11. Moves about while lecturing.
12. Gestures with hands or arms.
13. Makes eye contact with students.
14. Gestures with head or body.
15. Tells jokes or humorous anecdotes.
16. Reads lecture verbatim from prepared notes or text.
17. Smiles or laughs while teaching.
18. Shows distracting mannerisms.

INTERACTION: techniques used to foster students' participation in class

19. Encourages students to ask questions or make comments during lectures.
20. Offers constructive criticism.
21. Praises students for good ideas.
22. Asks questions of individual students.
23. Asks questions of class as a whole.
24. Incorporates students' ideas into lecture.
25. Presents challenging, thought-provoking ideas.
26. Uses a variety of activities in class (e.g., group work, guest lecturers, etc.).
27. Asks rhetorical questions.

ORGANIZATION: ways of organizing or structuring the course's subject matter

28. Uses headings and subheadings to organize lectures.
29. Puts outline of lecture on blackboard or overhead screen.
30. Clearly indicates transition from one topic to the next.
31. Gives preliminary overview of lecture at beginning of class.
32. Explains how each topic fits into the course as a whole.
33. Reviews topics covered in previous lecture at beginning of each class.
34. Periodically summarizes points previously made.

PACING: rate of presentation of information; efficient use of class time

35. Clarifies fundamental points.
36. Digresses from major theme of lecture.
37. Covers very little material in class sessions.
38. Asks if students understand before proceeding to next topic.
39. Sticks to the point in answering students' questions.

DISCLOSURE: explicitness concerning course requirements and grading criteria

40. Advises students as to how to prepare for tests or exams.
41. Provides sample exam questions.
42. Provides clear expectations for all assessed work.
43. States objectives of each lecture.
44. Reminds students of test dates or assignment deadlines.
45. States objectives of course as a whole.

SPEECH: characteristics of voice relevant to classroom teaching

46. Speaks at an appropriate volume.
47. Speaks clearly.
48. Speaks at an appropriate pace.
49. Says "um" or "ah".
50. Speaks with voice modulation (fluctuates).

RAPPORT: quality of interpersonal relations between teacher and students

51. Addresses individual students by name.
52. Announces availability for consultation outside of class.
53. Offers to help students with course-related problems.
54. Shows tolerance of other points of view.
55. Talks with students before or after class, when possible.

TEACHING AIDS: use of media and materials to enhance learning

56. Uses visual teaching aids.
57. Makes effort to ensure readability of visual aids.
58. Uses audio, video, and computer equipment.
59. Uses presentation software.
60. Uses video programs.