Teacher Behaviors Inventory*
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 you
exhibit the behavior in question.
Enthusiasm
Speak expressively or emphatically
Move about while lecturing
Gesture with hands or arms
Show facial expressions
Use humor
Read lecture verbatim from prepared notes
or text
Never
Never
Never
Never
Never
Rarely
Rarely
Rarely
Rarely
Rarely
Sometimes
Sometimes
Sometimes
Sometimes
Sometimes
Often
Often
Often
Often
Often
Always
Always
Always
Always
Always
Never
Rarely
Sometimes
Often
Always
Clarity
Use concrete examples of concepts
Give multiple examples
Point out practical applications of concepts
Stress important points
Repeat difficult ideas
Never
Never
Never
Never
Never
Rarely
Rarely
Rarely
Rarely
Rarely
Sometimes
Sometimes
Sometimes
Sometimes
Sometimes
Often
Often
Often
Often
Often
Always
Always
Always
Always
Always
Interaction
Address students by name
Encourage questions and comments
Talk with students after class
Praise students for good ideas
Ask questions of class as a whole
Never
Never
Never
Never
Never
Rarely
Rarely
Rarely
Rarely
Rarely
Sometimes
Sometimes
Sometimes
Sometimes
Sometimes
Often
Often
Often
Often
Often
Always
Always
Always
Always
Always
Task orientation
Advise students as to how to prepare for
tests or exams
Provide sample exam questions
Proceed at rapid pace
Digress from theme of lecture
State course objectives
Never
Rarely
Sometimes
Often Always
Never
Never
Never
Never
Rarely
Rarely
Rarely
Rarely
Sometimes
Sometimes
Sometimes
Sometimes
Often
Often
Often
Often
Always
Always
Always
Always
Rapport
Act friendly, easy to talk to
Show concern for student progress
Offer to help students with problems
Show tolerance of other viewpoints
Never
Never
Never
Never
Rarely
Rarely
Rarely
Rarely
Sometimes
Sometimes
Sometimes
Sometimes
Often
Often
Often
Often
Always
Always
Always
Always
Organization
Put outline of lecture on blackboard or
overhead screen
Use headings and subheadings
Give preliminary overview of lecture
Signal transition to a new topic
Never
Never
Never
Never
Rarely
Rarely
Rarely
Rarely
Sometimes
Sometimes
Sometimes
Sometimes
Often
Often
Often
Often
Always
Always
Always
Always
Adapted from Murray, H.G. (2007). Low-inference teaching behaviors and college teaching effectiveness: Recent
developments and controversies. In R.P. Perry, & J.C. Smart (Eds.), The scholarship of teaching and learning in higher
education: An evidence-based perspective (pp. 145-200). New York, NY: Springer; and Murray, H. G. (1983). Lowinference classroom teaching behaviors and student ratings of college teaching effectiveness. Journal of Educational
Psychology, 75, 138-149.
Explain how each topic fits in
Never
Rarely
Sometimes
Often Always
Adapted from Murray, H.G. (2007). Low-inference teaching behaviors and college teaching effectiveness: Recent
developments and controversies. In R.P. Perry, & J.C. Smart (Eds.), The scholarship of teaching and learning in higher
education: An evidence-based perspective (pp. 145-200). New York, NY: Springer; and Murray, H. G. (1983). Lowinference classroom teaching behaviors and student ratings of college teaching effectiveness. Journal of Educational
Psychology, 75, 138-149.