1. This teacher asks questions that require me to provide steps or ways of solving problems.
2. This teacher asks questions that make me think hard about things that I have learned in class.
3. This teacher asks questions that require me to carefully analyze information in order to answer.
4. This teacher asks questions that require me to use a judgment to answer.
5. This teacher asks questions that require me to apply what I have learned in class in order to answer.
6. This teacher asks questions that require me to integrate information that I have learned.
7. This teacher asks questions that require me to understand what I have learned in class in order to answer.
8. This teacher asks questions that require me to give explanations in my own words.
Encouragement and Praise
9. This teacher asks for my opinions during discussions.
10.This teacher encourages me to discuss the answers to questions.
11.This teacher encourages me to discuss my ideas with other students.
12.This teacher encourages me to express my opinions about a topic.
13.This teacher praises me for asking a good question.
14.This teacher praises my answers.
15.This teacher uses my ideas as part of the lesson.
16.This teacher uses my answer as part of the explanation of the lesson.
17.This teacher nods his/her head to show his/her understanding of my opinion.
18.This teacher nods his/her head to show support while I am struggling to answer a question.
19.Without speaking‚ this teacher indicates support for me through his/her facial expression.
20.Without speaking‚ this teacher supports me when I have a problem through his/her facial expression.
21.Without speaking‚ this teacher shows he/she understands my opinion through his/her facial expression.
22.Without speaking‚ this teacher shows his/her enthusiasm about my answer through his/her facial expression.
23.Without speaking‚ this teacher shows his/her enthusiasm about my question through his/her facial expression.
24.Without speaking‚ this teacher shows his/her support through his/her eyes.
Understanding and Friendly
25.This teacher trusts me.
26.This teacher is willing to explain things to me again.
27.If I have something to say‚ this teacher will listen.
28.This teacher realizes when I do not understand.
29.This teacher is patient with me.
30.This teacher is friendly to me.
31.This teacher is someone I can depend on.
32.This teacher cares about me.
33.This teacher’s standards of behavior are very high.
34.This teacher expects me to obey his/her instructions.
35.This teacher insists that I follow his/her rules.
36.This teacher insists that I do everything(s) he/she tells me to do.
37.This teacher demands that I do exactly as I am told.
38.This teacher does not allow me to do things differently from what he/she expect.
39.This teacher makes very clear to me the standard of behavior expected of all students in this class.
40.This teacher demands that I listen to instructions.
Challenging‚ Encouragement & praise‚ Non-verbal support‚ Understanding & friendly‚ Controlling
Challenging (.86‚ .88‚ .70‚ .85); Encouragement & praise (.87‚ .91‚ .77‚ .90); Non-verbal support (.92‚ .93‚ .86‚ .93); Understanding & friendly (.93‚ .92‚ .86‚ .94); Controlling (.87‚ .87‚ .76‚ .87)
1=almost never‚ 2=seldom‚ 3=sometimes‚ 4=often‚ and 5=very often.
She‚ H. C. (1998). Interaction between different gender students and their teacher in junior high school biology classes. Journal of Proceedings of the National Science Council‚ Part D: Mathematics‚ Science‚ and Technology Education‚ 8‚ 16–21.
She‚ H. C. (1999). Students’ knowledge construction in small groups in the 7th grade biology laboratory: Verbal communication and physical engagement. International Journal of Science Education‚ 21(10)‚ 1051–1066.
She‚ H. C. (2000). The interplay of a biology teacher’s beliefs‚ teaching practices and gender-based student-teacher classroom interaction. Educational Research‚ 42(1)‚ 100-111.
She‚ H. C. & Fisher‚ D. (2000). he Development and Application of the Teacher Communication Behaviour Questionnaire in Taiwan Science Classrooms. Paper presented at the Annual Meeting of the American Educational Research Association (Montreal‚ Quebec‚ Canada‚ April 19-23‚ 1999)
She‚ H. C. & Fisher‚ D. (2000). The development of a questionnaire to describe science teacher communication behavior in Taiwan and Australia. Science Education‚ 84(6)‚ 706-726.
She‚ H. C.‚ & Fisher‚ D. (2002). Teacher communication behavior and its association with students’ cognitive and attitudinal outcomes in science in Taiwan. Journal of Research in Science Teaching‚ 39(1)‚ 63-78.
Matos‚ D. A. S.‚ Leite‚ W. L.‚ Brown‚ G. T. L.‚ Cirino‚ S. D. (2014). An Analysis of the Factorial Structure of the Teacher Communication Behavior Questionnaire with Brazilian High School Science Students. Psicologia: Teoria e Pesquisa. 30(2)‚ 223-234.