Observation Codes for
Portland State University
Supervisors
Department of Special
Education
**The following definitions are intended to inform observations of teacher
candidates by university supervisors across field experiences and student
teaching field observations.
Positive Interaction - Specific Praise
Operational Definition of Behavioral Code
Teacher provides specific positive feedback to one or more students contingent on social
behavior (e.g., “Thank you for raising your hand”) or correct answers/ responses by
clearly connecting praise to specific behavior being recognized.
Examples of Behavior
Non-Examples of Behavior
2B
 During teacher-directed instruction, a student
raises her hand. The teacher says, “Thank you for
raising your hand.”
 A student enters the class during teacher directed
instruction; the student quietly walks to his seat.
The teacher walks over to the student and
whispers, “Thank you for coming in the room
quietly.”
 During teacher directed instruction, one student is
poking and attempting to talk with another student,
who responds by showing the class “quiet symbol.”
The teacher immediately looks at the second
student, gives a “thumbs up sign,” and points to a
poster of the “quiet symbol “ on the wall.
 After a the teacher points to the consonant blend
/th/, which is underlined in the word “ th ough,”
and says, “What sound?” a student responds by
correctly pronouncing /th/. The teacher says,
“Nice pronunciation.”
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 During teacher-directed instruction, students are
talking over the teacher. The teacher rolls his eyes
and says, “Gee, thanks for listening.”
 A student enters the class during teacher directed
instruction; the student quietly walks to his seat.
The teacher gives the student a “thumbs up” to
recognize the quiet entry. (GENERAL PRAISE)
 During teacher directed instruction, one student is
poking and attempting to talk with another student,
who responds by showing the class “quiet symbol.”
About 30 seconds later, the teacher looks at a
second student, smiles, and says “good job.”
(GENERAL PRAISE)
 During a direct instruction lesson, the teacher
points to the consonant blend /th/, which is
underlined in the word “ th ough,” and says, “What
sound?”
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Positive Interaction - General Praise
Operational Definition of Behavioral Code
Teacher provides general positive feedback to one or more students contingent on
behavior (e.g., “Nice,” “Thumbs up,” “Great”) without linking to the specific behavior
being praised
Examples of Behavior
Non-Examples of Behavior
3B
 During teacher-directed instruction, a student
raises her hand. The teacher says, “Cool” and
calls on the student.
 A student enters the class during teacher directed
instruction; the student quietly walks to his seat.
The teacher gives the student a “thumbs up” to
recognize the quiet entry.
 During teacher directed instruction, one student is
poking and attempting to talk with another student,
who responds by showing the class “quiet symbol.”
The teacher looks at a second student, smiles, and
says “good job.”
 After a the teacher points to the consonant blend
/th/, which is underlined in the word “ th ough,”
and says, “What sound?” a student responds by
correctly pronouncing /th/. The teacher says,
“Nice.”
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 During teacher-directed instruction, students are
talking over the teacher. The teacher rolls his eyes
and says, “Gee, thanks for listening.”
 A student enters the class during teacher directed
instruction; the student quietly walks to his seat.
Five minutes later the student is staring off into
space, and the teacher walks by the student and
gives a “thumbs up” to recognize the quiet entry.
 During teacher directed instruction, one student is
poking and attempting to talk with another student,
who responds by showing the class “quiet symbol.”
The teacher then looks at a second student who is
being quiet, but says nothing.
 During a direct instruction lesson, the teacher
points to the consonant blend /th/, and says,
“What sound?” Students say “th”. Teacher goes
on to next section in lesson without responding.
Opportunity to Respond (OTR)
Operational Definition of Behavioral Code
Teacher invites and provides opportunity for an active response from students related to
instructional or teaching content (e.g., “What is the capital of CA?”; “Write down the
answer to 2+2.”; “Who can tell me one example of expected behavior for lining up.”).
Teaching/instructional content can be academic or social/behavioral.
OTR will be categorized according to type (see categories below), in many classroom
situations it can be challenging to identify between teacher intent and actual student
response; see the examples & non-examples for clarification of intent/response
Individual
Whole Group/Unison
Partner/Small Group
OTR
OTR
OTR
Teacher question or
Teacher prompt requesting
Teacher prompts students to
statement is presented to an whole group/unison
form small groups (2
individual student or the
responding. Responses can
students to less than the
group that results in a single be verbal, written, use of
whole group) & discuss a
student responding
white board, thumbs
topic/question within the
up/down, etc.
smaller group
Examples of Behavior
Non-Examples of Behavior
1B
 INDIVIDUAL – During reading, teacher asks
individual student, “Jane, can you tell me the title
of the story?” and Jane responds.
 INDIVIDUAL – During math, teacher asks the
whole group, “Who can tell me what is 4 x 6?”
Two students blurt out a response, but the teacher
calls on Trixie who has her hand raised to answer.
 GROUP - During a history lesson, the teacher asks
students to take out their white boards and write
down the name of the country that borders the US
to the south.
 GROUP - During English, the teacher gives
students cards that say exposition, building action/
events, climax, and dénouement. The teacher
states an event from the story and asks the students
to hold up the card that labeling the type of event.
 GROUP - The teacher asks a question to the class,
“Alright everyone tell me, what is the appropriate
voice level right now?” Half of the class says “2”
and about half say “3”
 GROUP - During a direct instruction lesson, the
teacher points to the consonant blend /th/, which is
underlined in the word “ th ough,” and says, “What
sound?” Most students respond in unison “th”.
 PARTNER – During reading, teacher says, “Get
into groups of 3 and discuss the moral of the story
we just read.” We will report back to the class in 4
minutes. (code a partner response in each interval)
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 During reading, teacher says, “Tell me the title of
the story” and 4 or more (or half, if less than 8
students in class) sttudent blurt out the answer
(GROUP)
 During math, teacher asks the whole group, “Who
can tell me what is 4 x 6?” Half of class or 5+
student blurt out a response (but not in unison).
Teacher says, “The answer is 24” (GROUP)
 During a history lesson, the teacher says, “What
country borders the US to the South? It’s Mexico”
without giving a chance for student response. She
continues to explain that Mexico used to own parts
of the US. (NOT AN OTR)
 During an English lesson, the teacher gives
students a worksheet with definitions of the
following vocabulary words: exposition, building
action/ events, climax, and dénouement. The
teacher then asks students to read the worksheet.
(NOT AN OTR)
 The teacher asks a question to the class, “Alright,
what is the appropriate voice level right now?” No
one responds, but quiets down (SC; NOT OTR)
 “Jen, please hand out the books: (Directive, Not
an OTR; not instructional content)
 During direct instruction lesson, the teacher points
to the consonant blend /th/, which is underlined in
the word “ th ough,” and says, “Tell your partner
what sound this makes.” (PARTNER)
 During reading, teacher says, OK wrap up your
group discussions, now who can summarize what
your group described as the moral of the story?
Jonah, what did your group come up with?”
(INDIVIDUAL)
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Error Correction/Redirection (Social)
Operational Definition of Behavioral Code
Teacher provides correction or redirection to one or more students contingent on student
social behavior (e.g., “Stop that”, “Instead of talking out, raise your hand”) determined to
be inappropriate by the teacher
Examples of Behavior
Non-Examples of Behavior
4B
 After a student returns from a trip to the bathroom
another staff person tells the teacher that the
student has made a mess. The teacher reviews
responsible bathroom behavior and takes the
student to the bathroom to have him/her practice.
 While teaching a lesson, a student calls out and the
teacher states, “Instead of calling out, I would like
you to raise your hand to get my attention during a
lesson.”
 During teacher directed instruction, one student is
poking and attempting to talk with another student,
while working. The teacher walks over to the
student and says, “If you need help, you may raise
your hand. Otherwise, please keep your hands and
objects to yourself.”
 Two students are playing catch with a paper ball
during class, teacher says, “Knock it off”
 The teacher delivers a social skills lesson to the
entire class on how to demonstrate responsibility
in the bathroom. She takes students to the
bathroom and has them practice responsible
bathroom behavior.
 Before beginning a lesson, the teacher raises his
hand (modeling) and says to the students,
“Remember how to get my attention appropriately
during a lesson.”
 During teacher directed instruction, one student is
poking and attempting to talk with another student,
while working. The teacher says “I sure appreciate
those students who are paying attention”
(SPECIFIC PRAISE). The students behavior stops
 Teacher says, who can tell me what the voice level
should be in the hallway? Student says “5”,
Teacher responds “No it’s 3” (Correction
Academic)
Error Correction (Academic)
Operational Definition of Behavioral Code
Teacher provides correction to one or more students contingent on an incorrect academic
response (e.g., “That is not right”, “Oops, the answer is 15, not 12”
Examples of Behavior
Non-Examples of Behavior
5B
 After a the teacher points to the consonant blend
/th/, which is underlined in the word “ th ough,”
and says, “What sound?” a student responds by
making the sound /ff/. The teacher says, “No, the
sound is /th/. Say it with me, /th/.”
 Teacher says, who can tell me what the voice level
should be in the hallway? Student says “5”,
Teacher responds “No it’s 3”
 Teachers asks “Who was the main character in
that story” Student responds, but teacher says,
“Close, who else can tell me?”
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 Teacher tells or demonstrates the correct response
and asks the student to practice the correct
response, “the word is ‘hill’, what word?”
 While teaching a lesson, a student calls out and the
teacher looks at the student, shakes his head, and
says “No calling out please.” (CORRECTION
SOCIAL)
 Students are talking loudly while walking in the
hallway, teacher says, “Shh… remember a 3 voice
level in the halls” (CORRECTION SOCIAL)
 Teachers asks “Who was the main character in
that story” Student responds incorrectly, the
teacher says “interesting” and goes on to a new
question.

Student Response – Correct/Neutral/Incorrect
Operational Definition of Behavioral Code
A student response to a teacher directed question regarding academic content or social/behavioral
expectations. If multiple students respond, estimate whether 75% or more of the group has responded
correctly and score accordingly.
Correct Response
Student responds to teacher
directed question with a
correct response. Correct
responses may be
determined by observer
understanding that a correct
answer was provided or
based on teacher feedback
Neutral Response
Student responds to teacher
directed question seeking
opinion or ideas when there
is not a clear correct
response, the response can
be coded as neutral
Examples of Correct/Neutral
1B
 CORRECT – During reading, teacher asks
individual student, “Jane, can you tell me the title
of the story?” and Jane responds reading title
accurately.
 NEUTRAL – During math, teacher asks the whole
group, “Who can give me some ideas about how
you would approach this word problem?” Student
says I would subtract the bigger number from the
smaller number first” Teacher responds, “that’s an
interesting approach”
 NEUTRAL - During a music class, teacher asks
students to tell their partner their favorite kind of
music and artists. Students begin discussing their
favorite artists and types of music.
 CORRECT - During English, the teacher gives
students cards that say exposition, building action/
events, climax, and dénouement. The teacher
states an event from the story and asks the students
to hold up the card that labeling the type of event.
4 of 5 students hold up correct response.
Incorrect Response
Student responds to teacher
directed question with an
incorrect response, or
avoids responding to
teacher question. Incorrect
responses may be
determined by observer
understanding that an
incorrect answer was
provided or based on
teacher feedback
Examples of Incorrect or No Response
 INCORRECT - During reading, teacher says,
“Tell me the title of the story” and student says, “I
don’t know” and does not add further response
when prompted
 INCORRECT - During math, teacher asks the
whole group, “Who can give me some ideas about
how you would approach this word problem?”
Student says “I would go flush it down the toilet”
Teacher responds, “I need you to take this
seriously”
 NO RESPONSE - During a history lesson, the
teacher says, “What country borders the US to the
South? It’s Mexico” without giving a chance for
student response. She continues to explain that
Mexico used to own parts of the US.
 CORRECT - During English, the teacher gives
students cards that say exposition, building action/
events, climax, and dénouement. The teacher
states an event from the story and asks the students
to hold up the card that labeling the type of event.
2 of 4 students hold up correct response and 1
student doesn’t respond.