Improving Classroom Dynamics Through Teaching–Learning (Academic) Audit

Beyond the physical arrangement of a classroom, a psychological environment is also created, based on the interaction of key players in the classroom, namely, students and teachers, and their interaction which creates class dynamics. Moos’s work, which has permeated the literature on classroom environment, is based on three essential areas of classroom environment: (1) relationship dimension, which focuses on the interpersonal relationships between students and students and the teacher in a classroom; (2) personal development dimension, which centers on individual characteristics of the classroom member; and (3) system maintenance and change dimension which includes attributes such as classroom control and order as well as responsiveness to change. The process of academic audit captures the classroom dynamics in an environment of ease and comfort. Classroom dynamics here refers to delivery effectiveness, learning experience of students with different learning preferences and styles, and factors that hinder the effectiveness of both teaching and learning. A detailed audit process is laid down including the guidelines to auditors and postaudit counseling to faculty. The audit is designed to capture the five important dimensions of a teacher, namely, subject knowledge, preparation, communication, class control and concern for students, and opportunity to interact. The audit process is going to map the individual teacher and the course on a ten-point scale with appropriate weights for the five dimensions. Weightages for dimensions are decided based on the opinions of the senior faculty and academicians. Based on the scores, the faculty competency enhancement is planned and appropriate actions are initiated to train the faculty in the specified dimensions. The outcome of the audit is evident in terms of improved learning outcomes, enhancement of teaching deliveries and competency, collaborative learning, and good academic environment.