Time-keeping Record

What is a Time-Keeping Record?

A time-keeping record is a flexible method for documenting the sequence and duration of classroom activities. Unlike observation tools that primarily focus on the instructor’s actions, this approach captures the entire class session, including the timing of instructor activities, student responses, transitions between activities, and time allocation. This observation tool is particularly valuable for instructors seeking to understand the pacing, time management, and flow of their teaching, especially in relation to student engagement.

The detailed data collected makes visible important patterns in classroom dynamics, such as the time allocated for student processing or the distribution of active learning opportunities. For example, it can clearly document how interactive a lecture truly is, such as 50 minutes of continuous lecturing followed by only 5 minutes for student questions, during which only 2 questions are asked. These specific insights, especially when timing is balanced with qualitative notes on the nature of interactions, serve as valuable evidence points during post-observation discussions.

Ultimately, the time-keeping record offers valuable insights into the pacing and structure of a class, helping instructors refine their time management and teaching strategies. When used effectively, the time-keeping record provides valuable data on the timing, pacing, and flow of classroom activities, offering instructors a solid foundation for reflection and improvement in their teaching practices.

TILT recommends using the time-keeping record as a supplementary tool, offering concrete data that can be reviewed during post-observation reflections.

Benefits

The time-keeping record creates a comprehensive chronological snapshot of classroom dynamics, offering several advantages:

• It is applicable in any class setting, including online, community-engaged, small, and large classes.
• The flexible nature of this tool allows observers to tailor their documentation to specific aspects the instructor wants feedback on, making it highly adaptable to individual teaching concerns.
• It provides concrete data about how class time is distributed across different teaching methods (lecture, discussion, small group activities)
• It helps identify patterns in question-asking, response time, and student engagement throughout the session
• It allows instructors to reflect on the rhythm and flow of their teaching, prompting questions like:
  • “How much time am I spending on different components of my lesson?”
  • “Are my transitions between activities smooth and well-timed?”
  • “Are students given adequate wait time to process, respond to questions or engage with content?”

  • “How does the pacing of the class affect student participation and engagement?”

Limitations

While the time-keeping record offers valuable insights, it does have certain constraints to consider:

• The method may capture timing but might miss qualitative aspects of interactions unless specifically noted
• In classes with multiple simultaneous activities (like small group work), it can be challenging to document everything happening concurrently
• Some instructors may find the detailed timeline feels overly analytical or mechanical compared to more holistic observation methods

Sample Time-Keeping Record Format

Key Components to Document:

• Timestamp: Time of day or minutes into the class
• Instructor activity: Speaking, questioning, listening, demonstrating, etc.
• Student activity: Responding, questioning, working independently, group work, etc.
• Transitions between activities: Noting any shifts in classroom focus or activities
• Duration of each segment: How long each activity or interaction lasts
• Brief notes on content or quality of interactions: Comments on the effectiveness or clarity of the activity, questions to ask during the post-observation meeting, and ideas to implement in observer’s own teaching.

Example 1: