Teacher Behavior Inventory

In this inventory you are asked to assess your teachers's specific classroom behaviors. Your teacher has requested this information for purposes of instructional analysis and improvement. Please try to be both thoughtful and candid in your responses so as to maximize the value of the feedback.

Your judgments should reflect that type of teaching you think is best for this particular course and your particular learning style. Try to assess each behavior independently rather than letting your overall impression of the teacher determine each individual rating.

Each section of the inventory begins with a definition of the category of teaching to be assessed in that section. For each specific teaching behavior, please indicate the frequency with which he/she exhibits the behavior in question. Please use the following rating scale in making your judgments:

1 = almost never
2 = rarely
3 = sometimes
4 = often
5 = almost always
N/A = Not Applicable, doesn't apply
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Name: 


  1. CLARITY: methods used to explain or clarify concepts and principles

          1 2 3 4 5     N/A
      Gives several examples of each concept    
      Uses concrete everyday examples to explain concepts and principles    
      Fails to define new or unfamiliar terms    
      Stresses most important points by pausing, speaking slowly, raising voice, and so on   
      Answers students' questions thoroughly    
      Suggests ways of memorizing complicated ideas    
      Writes key terms on blackboard or overhead screen    
      Explains subject matter in familiar language    


  1. ENTHUSIASM: use of non-verbal behavior to solicit student attention and interest

          1 2 3 4 5     N/A
      Speaks in a dramatic or expressive way    
      Moves about while lecturing    
      Exhibits facial gestures or expressions    
      Gestures with head or body    
      Tells jokes or humorous anecdotes    
      Smiles or laughs while teaching    
      Shows distracting mannerisms    


  1. INTERACTION: techniques used to foster students' participation in class

          1 2 3 4 5     N/A
      Encourages students to ask questions or make comments during lectures    
      Criticizes students when they make errors    
      Praises students for good ideas    
      Asks questions of individual students    
      Asks questions of class as a whole    
      Incorporates students' ideas into lecture    
      Presents challenging, thought-provoking ideas    
      Uses a variety of media and activities in class    


  1. ORGANIZATION: ways of organizing or structuring subject matter of the course

          1 2 3 4 5     N/A
      Clearly indicates transition from one topic to the next    
      Gives preliminary overview of lecture at beginning of class    
      Explains how each topic fits into the course as a whole    
      Reviews topics covered in previous lectures at beginning of each class    
      Periodically summarizes points previously made    


  1. PACING: rate of presentation of information, efficient use of class time

          1 2 3 4 5     N/A
      Dwells excessively on obvious points    
      Covers very little material in class sessions    
      Asks if students understand before proceeding to next topic    
      Sticks to the point in answering students' questions    


  1. DISCLOSURE: explicitness concerning course requirements and grading criteri

          1 2 3 4 5     N/A
      Advises students as to how to prepare for tests or exams    
      Tells students exactly what is expected of them on tests, essays or Assignments    
      Reminds students of test dates or assignment deadlines    


  1. SPEECH: characteristics of voice relevant to classroom teaching

          1 2 3 4 5     N/A
      Stutters, mumbles or slurs words    
      Speaks at appropriate volume    
      Speaks clearly    
      Speaks at appropriate pace    
      Says "um" or "ah"    
      Voice lacks proper modulation (speaks in monotone)    


  1. RAPPORT: quality of interpersonal relations between teacher and students



          1 2 3 4 5     N/A
      Addresses individual students by name    
      Offers to help students with problems    
      Shows tolerance of other points of view    
      Talks with students before or after class    





Mr. Speight
Chemistry Teacher
Evanston Township High School
Evanston, IL