Recording a Narrative Log


Narrative Log: Classroom Observation Example

A narrative log is a tool for recording brief, time-stamped observations that are used to document classroom activity in a clear and objective way. Narrative logs capture classroom details—as they are taking place during the observation—and are useful later to foster conversation and reflective feedback. Remember to only record observable behaviors that you see and hear.  Avoid adding your own interpretation or judgment. The goal is to construct a complete picture of the classroom session, including the range of classroom behaviors taking place, which can be called upon later. 

The below example captures behaviors, activities, and exchanges between the instructor and students. Short descriptive statements are used, focusing on the action taking place, without comment or opinion. Classroom dynamics are described accurately and objectively. The narrative log will be a useful component in supporting meaningful feedback when combined with post-observation reflection and dialogue. 

TimeBehavior, Activities, and Exchanges
10:50 a.m.The instructor enters the lecture hall, sets up a laptop and microphone, and greets early arriving students.
11 a.m.Class begins with announcements. The instructor outlines the plan for the day.
11:03 a.m.The instructor reviews two key points from the previous class. Most students are taking notes.
11:08 a.m.A student raises a hand to ask a question about the homework. The instructor responds and points to the assignment on the screen.
11:12 a.m.The instructor presents Slide #5. Slide text is legible from the back row. The instructor walks through a problem and its solution step-by-step.
11:18 a.m.The instructor asks, “Any questions so far?” No one responds. 
11:25 a.m.An in-class activity begins. Students are asked to work in pairs to solve a short problem. The instructor circulates, posing questions like “Why did you choose that step?” or “How might you justify this approach?”
11:32 a.m.The instructor signals the end of the activity; a few front-row students whisper briefly before refocusing.
11:35 a.m.The instructor walks through the solution and invites students to share their approaches. One student responds. The instructor writes their method on the board.
11:42 a.m.A demo begins using a math visualization tool. Most students appear engaged, although a few in the back row are using unrelated software.
11:45 a.m.The instructor pauses and asks, “Can everyone see what’s happening on the screen?” No one responds.
11:50 a.m.The instructor ends the demo and summarizes key takeaways, saying, 'Before we go, any final questions?' No one responds.
11:51 amClass ends. Several students remain after class to ask questions.