Professors who strive for excellent gather data in numerous ways, knowing that each method provides different data points for the faculty member’s benefit.  Let’s say that you have already gathered data from students and perhaps a peer and have no doubt begun to identify several significant tendencies in your teaching style. As a way of confirming these initial findings and/or gaining additional insights, consider viewing yourself in action - that is, on video. If your institution has a teaching and learning center or other faculty development entity, you would be wise to find out whether its staff can assist you in this.

If you decide to videotape yourself, here are several recommendations. First, be aware that the tape may well give you more information than you can digest. You might therefore want to approach this type of self-assessment incrementally by first audiorecording a session. An audiotape presents a narrower set of data - you can focus on your vocal style, your timing, and your ease in making transitions between segments of the class meeting. Reviewing this data first may enable you to focus more objectively on a video recording of your teaching.

For your videotaping session, you will need to recruit a camera operator in advance. We suggest you find a person somewhat familiar to your students, but not a member of the class. A colleague from your department or a former student would be two possibilities. Tell your students about the videotaping at least one class session in advance. Orchestrate it as a learning opportunity for them by explaining that you are dedicated to continually improving your performance, just as you hope they will be when they enter their profession. If students who normally sit on the front row are uncomfortable about being in the video, allow them to change seats. At the same time, you do want to have some student faces in your tape, so invite others to move up for the occasion. Prepare the camera in advance of the class meeting, and check that the lighting, sound, and framing will give you the finished product you need. To minimize the impact on your students, you will not want to make more than one video during a given course, so make sure you get it right the first time.

You will probably want to view the finished video by yourself, at least the first time through.  In order to maximize your objectivity - and minimize the emotionality - of your review, consider particular questions and foci for your viewing. For example, maybe you want to focus on how well you explain the lesson’s concepts.  Just focus on that.  Or, maybe you wonder whether you are inclusive to all students.  Just focus on that when you watch the video.  Or, possibly you have the question, “Does my voice sound interesting or boring?”  Just listen for that.  A great option I’ve recommended (and used) is to turn the sound off and just WATCH.  Is it interesting enough that someone would want to turn it up?  If not, that’s an area of growth.

Regardless of your perceptions, congratulate yourself on your courage in conducting an activity that many would not attempt - it says a great deal about your professional dedication. Keep the videotape and review it later, perhaps with the input of a colleague or mentor. After you have reflected on this first effort, consider conducting a second videotaping session, in a different class.