Bohlken and Oludaja studied communications between faculty and students, and they identified effective skills in initiating and responding to students' comments. They suggest that faculty ask for student feedback on their listening and communication skills about three weeks into a course, and they offer the instrument below for this purpose. You might like to use it in this way, or merely as a list for self-reflection.
According to Bohlken and Oludaja, items on this survey tap variables that significantly influence classroom interactions. They "guarantee that it will provide excellent feedback on your classroom communication skills."
They give blanket permission for use in classes, but ask that requests to reprint within publications be directed to the publisher of The Teaching Professor.
Students: I'm interested in obtaining some feedback on my communication skills. Would you rate me on the items listed below? I appreciate your feedback and will use it to try to make my communication with the class even more effective.
| Items | Seldom________Often |
|---|---|
| 1. I listen well when you speak | :_:_:_:_:_:_:_:_:_:_:_: |
| 2. I make eye contact with you while you are speaking. | :_:_:_:_:_:_:_:_:_:_:_: |
| 3. I ask you questions about what you have said. | :_:_:_:_:_:_:_:_:_:_:_: |
| 4. I appear to anticipate with interest what you are saying. | :_:_:_:_:_:_:_:_:_:_:_: |
| 5. I respond vocally (uh huh) to what you say. | :_:_:_:_:_:_:_:_:_:_:_: |
| 6. I respond to what you say with facial expression and head movement. | :_:_:_:_:_:_:_:_:_:_:_: |
| 7. I attend to what you are saying and am not preoccupied with other thoughts or time. | :_:_:_:_:_:_:_:_:_:_:_: |
| 8. I appear to have a purpose for listening to you and show an interest in what you say. | :_:_:_:_:_:_:_:_:_:_:_: |
| 9. I acknowledge your presence in and outside of class. | :_:_:_:_:_:_:_:_:_:_:_: |
| 10. I expect you to listen to me. | :_:_:_:_:_:_:_:_:_:_:_: |
| 11. I make reference and/or "tags on" to what you have said. | :_:_:_:_:_:_:_:_:_:_:_: |
| 13. I make the class open, personal, relevant, and involving. | :_:_:_:_:_:_:_:_:_:_:_: |
| 15. I provide a purpose for you to listen and learn. | :_:_:_:_:_:_:_:_:_:_:_: |
| 16. I provide examples and comparisons that create mental images for you. | :_:_:_:_:_:_:_:_:_:_:_: |
| 17. I appear organized but flexible in my classroom communication. | :_:_:_:_:_:_:_:_:_:_:_: |
| 18. I demonstrate a sense of humor. | :_:_:_:_:_:_:_:_:_:_:_: |
| 19. Our class is interesting. | :_:_:_:_:_:_:_:_:_:_:_: |
| 20. In class I encourage interaction as well as coverage of course content. | :_:_:_:_:_:_:_:_:_:_:_: |
Bohlken, B., & Oludaja, B. (2000). How well do you communicate with students? The Teaching Professor, 14(6).
TLC