Teacher Verbal Behaviors

Time
(minutes) Information Giving Questioning Teacher Answering Praising Direction Giving Correcting Reprimanding

1-5

6-10

11-15

16-20

21-25

26-30

31-35

36-40

41-45

46-50

51-55

56-60

Time ended:
Class:
Date:
 Teacher Questions
Time began:

Question Tally 5 Tally 10 Tally 15

Total Percent Comments
Category min. min. min.
Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Questions asked:
Time ended:

Class:
Date:
 Student On-Task and Off-Task Behavior
Time When Observation Began
Student 9:00 9:05 9:10 9:15 9:20 9:25 9:30 9:35

Key:
A = at task
TK = talking (social conversation)
P = playing
O = out of seat
OT = off task
 A. Gardner’s Model for Performance Indicators

Elements Response Observations

Logical/ mathematical Yes No N/A
Bodily/kinesthetic Yes No N/A
Visual Yes No N/A
Musical Yes No N/A
Interpersonal Yes No N/A
Intrapersonal Yes No N/A
Linguistic Yes No N/A
Naturalistic Yes No N/A

Date: 6-28-04

Class: 3-310

Time: 1:15 p.m.

 B. Gardner’s Model for Performance Indicators

Elements Response Observations

Anticipatory set Yes No N/A
Objective and Purpose Yes No N/A
Input Yes No N/A
Modeling Yes No N/A
Checking for Yes No N/A
understanding
Guided practice Yes No N/A
Independent practice Yes No N/A

Date: 5-18-04

Class: 10-406

Time: 11:15 a.m.

 Johnson and Johnson’s Cooperative Learning

Elements Response Comments

Explanation of academic
and social objectives Yes No N/A

Teaching of social skills Yes No N/A

Face-to-face interaction Yes No N/A
Position interdependence Yes No N/A
Individual accountability Yes No N/A

Group processing Yes No N/A

 Diagram of Verbal Interaction
Circles= students
T = teacher

Sb Sc Sd Se
Sa

Sg Sh Si Sj
Sf

Sl Sm Sn So
Sk

Sq Sr Ss St
Sp

Sv Sw Sx Sy
Su

Sa1 Sa2 Sa3 Sa4

Sz
1
 Front of Room

L.C.
L.C.
T.D.

C.B. C.B.

Back of Room

L.C. L.C.
 A. Feedback

Jaime Renee Peter Michael

Juan Natasha Frances William

Pr = prompted; Pb = probed; E = encourage; O = positively reinforced; D = discouraged pupil

B.Teacher-Pupil Interaction
Time Student: _______ Teacher: _________

9:05

9:13

9:18

9:30
  Were the children learning or thinking?
 How were children treated?
III. Child-Centered Learning Observation

 What opportunities were provided for

children to learn in different ways?
 Who is the source of knowledge?
 Were children talking to children?
 Were children designing their own
learning?
 Who assess learning?
 What did we learn about the children?
Nonverbal Techniques
Anecdotal Observations/ Student Responses
Nonverbal Technique Frequency
Proxemics
Standing near students(s)
Moving toward student(s)
Touching student(s)
Moving about room
Kinesics
a. Affirmation
Eye contact
Touching
Smiling
Nodding
Open arm
movements
b. Disapproval
Frowning
Stern look
Finger to lips
Pointing
Arms crossed
Hands on hips
Prosody
Varies voice tone
Varies pitch
Varies rhythm
Immediacy
Responds with warmth
 I. Diversity Instruments
A. Indicators of Culturally Diverse Learners
Response
Teacher Indicator Comments
Yes No N/A
Displays understanding of
diverse cultures
Displays personal regard for
students of diverse cultures
Uses instructional materials
free of cultural bias
Uses examples and materials
that represent different
cultures
Promotes examination of
concepts and issues from
different cultural perspectives
Intervenes to address acts of
student intolerance
Uses “teachable moments” to
address cultural issues
Reinforce student acts of
respect for diverse cultures
 B. Strategies for Diverse Learners – Quantitative
Response
Teacher Indicator Examples
Yes No N/A
Proximity to students

Different ways of encouraging

students
Positive reinforcement
techniques
Modifications for individual
children or types of learners
Use of children’s strengths

Multiple ways in which lesson is

unfolding
Integration of grouping
according to needs and skills
Scaffolding of instruction
C.Strategies for Diverse Learners-Qualitative

uses focused questionnaire

• How does the teacher encourage students?

• What positive reinforcement techniques does he or she use?
• What kinds of modifications for individual children or types of learners are
evident?
• How does the teacher use the children’s strengths?
• Where are the students situated in the room and why?
• What are the opportunities for small-group work?
• How does the teacher adapt materials and instruction to different student
learning styles?
• What is the teacher’s proximity to students?
• How are the children interacting?
• What else is special about the treatment of the children?
D. Team Teaching in the Inclusion (or General Classroom) – Qualitative
− usually includes a general and a special education teacher
− collaborative team teaching
− needs performance indicator instrument to describe the teachers’ roles
1. Describe the involvement of the general education teacher and the special
education teacher with the whole class, with small groups and with individual
children.
2. What is the role of each teacher?
3. Who attends to the individual needs of the children?
4. What is the curricular role of each teacher?
5. How are the accommodations for children with special needs handled?
6. How is responsibility for children with special needs divided between the
teachers?
E. Accommodations and Modifications for English Language Learners-Quantitative
Was this element present?
Accommodation What is this evidence?
Yes No N/A
Modification
Teacher talk is modified:
slower speech, careful choice
of words, idioms and
expressions
Teacher allows wait time and
monitors teacher input vs.
student output
Definitions and language are
imbedded in content/
context
Real-world artifacts present
that support comprehension
Elicits and draws on
students’ backgrounds to
build prior knowledge
Teacher use nonverbal cues
to support comprehension

Class:
Date:
Time:
III. Accountable Talk
A. Teacher Behaviors Keyed to Accountable Talk – Quantitative

Teacher Indicators Response Observations

Engage students in talk by:
• Providing opportunities for Yes No N/A
students to speak about content
knowledge, concepts and issues.
• Using wait time/ allowing silence to Yes No N/A
occur
• Listening carefully Yes No N/A

• Providing opportunities for Yes No N/A

reflection on classroom talk

Assists students to listen carefully to

each other by:
• Creating seating arrangements that Yes No N/A
promote discussion
• Providing clear expectations for Yes No N/A
how talk should occur
• Requiring courtesy and respect Yes No N/A
• Reviewing major ideas and Yes No N/A
understandings from talk
 Teacher Indicators Response Observations
Assists students to elaborate and build
on other’s ideas by:
• Modeling reading processes of Yes No N/A
predicting, looking for key words,
engaging prior knowledge and so
on.
• Facilitating rather than dominating Yes No N/A
the talk
• Listening carefully Yes No N/A

• Asking questions about discussion Yes No N/A

ideas and issues
Assists in clarifying or expanding a
proposition by:
• Modeling methods of restating Yes No N/A
arguments and ideas and asking if
they are expressed correctly
• Modeling and providing practice at Yes No N/A
responding appropriately to
criticism
Yes No N/A
• Modeling expressing own
puzzlement or confusion

Class:
Date:
Time:
B. Students Behaviors Keyed to Accountable Talk

Student Indicators Response Observations

Students are engaged in talk when they:
• Speak appropriately in a variety of Yes No N/A
classroom situations
• Allow others to speak without interruption Yes No N/A
• Speak directly to other students
Yes No N/A
Students are listening attentively to one another
when they:
• Make eye contact with speaker Yes No N/A
• Refer to a previous speaker Yes No N/A

• Connect comments to previous ideas Yes No N/A

Students elaborate and build on other’s ideas
when they:
• Make comments related to the focus of the Yes No N/A
discussion
• Introduce new, related issues Yes No N/A
• Listening carefully Yes No N/A
• Talk about issues rather than participants Yes No N/A
Assist in clarifying or expanding a proposition by:
• Modeling methods of restating arguments Yes No N/A
and ideas and asking if they are expressed
correctly.
• Modeling and providing practice are Yes No N/A
responding appropriately to criticism
• Modeling expressing own puzzlement or Yes No N/A
confusion
C. Read Aloud/Story Time

Teacher Behaviors Yes No N/A Comments/Examples

Introduces book by showing cover and
reading title. Encourages students to share
thoughts about book based on these
features.
Reads name/s of author and illustrator. Asks
students to point to title, author, and
illustrator and encourages discussion about
these features.
Introduces at least three words that will be in
story by showing cards with words and
pictures representing them.
Attempts to capture/maintain students’
interest. Uses facial expression and changes
in tone, pitch and so on to represent
different characters and emphasize words or
facts.
Involves children throughout the story by
encouraging comments and questions
Ask open-ended questions, such as What if?
What would you do if? and so on, and
provides wait time. When voluntary
responses are limited, initiates discussion of
facts, plot and/or characters.
 Teacher Behaviors Yes No N/A Comments/Examples
Involves children in extension activities by
creating charts or other visuals, for example,
T charts, story maps, word/character webs.
Invites children to retell story in their own
words (through pretending to read the book
to the class, using puppets, ect.

Class: Title of Book:

Date: Author:
Time: Type of Book:

Other comments: New words:

D. NCTM Content Standard – Quantitative

Geometry
Students Can Response Observations
Analyze characteristics and properties of
two-and three-dimensional geometric shapes
and develop mathematical arguments about Yes No N/A
geometrical relationships

Specify locations and describe spatial

relationships using coordinate geometry and
Yes No N/A
other representational systems

Apply transformations and use symmetry to

analyze mathematical situations Yes No N/A

Use visualization, spatial reasoning and

geometric modeling to solve problems Yes No N/A

Class:
Date:
Time:
E. NCTM Process Standards
Activity Category Tally Total Percentage
Problem Solving
Reasoning and proof
Communication
Connections
Representation

Class:
Date:
Time: