1b, 1c, 2e, 2f, 3a, 4e* anxiety by using discriminatory, verbal and body language classroom norms that that increase students’ dismissive, or other abusive that is responsive to foster a positive and motivation and foster a language. students’ stress or anxiety. inclusive environment. growth mindset. Instructor minimizes students’ Instructor encourages Instructor encourages struggle with material. student participation. interaction between students. Instructor discourages student Instructor treats all input. students equitably. Instructor violates confidentiality Instructor is responsive to by publicly revealing students with students’ different accommodations. educational backgrounds and learning needs. Instructor ignores disruptive student behaviors. Presentation form Instructor uses inappropriate or Instructor volume, pace, Instructor incorporates Instructor is engaging, offensive gestures and/or speech. and diction allow observer appropriate eye contact responsive, and 1a, 1b* to follow the class session. and effective non-verbal constructive in both tone Instructor displays a negative communication (e.g., hand and content of their attitude in tone and/or content. Instructor faces students gestures). speech. when speaking. Instructor avoids distracting mannerisms or speech patterns, such as filler and nervous habits. Presentation Instructor does not use, or uses Instructor provides visual Instructor cites sources for Instructor follows inappropriate, visual support for support for verbal content discussed. accessibility best practices substance presentation and/or presentation and uses by verbally describing 4a, 4d, 3e* examples/illustrations. concrete and/or captioning any examples/illustrations to images used in clarify content. presentation. Comments:
1b, 1c, 2e, 2f, 3a, 4e* anxiety by using discriminatory, dismissive, or other abusive language. Instructor minimizes students’ struggle with material. Instructor discourages student input. Instructor violates confidentiality by publicly revealing students with accommodations. Instructor ignores disruptive student behaviors. verbal and body language that is responsive to students’ stress or anxiety. Instructor encourages student participation. Instructor treats all students equitably. Instructor is responsive to students’ different educational backgrounds and learning needs. classroom norms that foster a positive and inclusive environment. Instructor encourages interaction between students. that increase students’ motivation and foster a growth mindset. Presentation form 1a, 1b* Instructor uses inappropriate or offensive gestures and/or speech. Instructor displays a negative attitude in tone and/or content. Instructor volume, pace, and diction allow observer to follow the class session. Instructor faces students when speaking. Instructor incorporates appropriate eye contact and effective non-verbal communication (e.g., hand gestures). Instructor avoids distracting mannerisms or speech patterns, such as filler and nervous habits. Instructor is engaging, responsive, and constructive in both tone and content of their speech. Presentation substance 4a, 4d, 3e* Instructor does not use, or uses inappropriate, visual support for presentation and/or examples/illustrations. Instructor provides visual support for verbal presentation and uses concrete examples/illustrations to clarify content. Instructor cites sources for content discussed. Instructor follows accessibility best practices by verbally describing and/or captioning any images used in presentation. Comments:
CET-Classroom-Teaching-Observation-Checklist.docx