2. Interaction
Dimensions of interaction
Interaction Analysis
Theoretical assumptions of interaction analysis
Flanders’ category systems
3. Advantages of FIACS
Limitations of FIACS
Uses of interaction analysis in classroom
4. Interaction is defined as the learner’s engagement with the
course content, other learners, the instructor and the
technological medium use in the course. True
interactions with other learners, the instructor and the
technology results in a reciprocal exchange of
information. The exchange of information is intended to
enhance knowledge development in the learning
environment. Depending on the nature of the course
content, the reciprocal exchange may be absent- such as
in the case of paper printed content. The ultimate goal of
interaction is to increase understanding of the course
content or mastery of the defined goals.
(Thurmond,2003)
5. Teaching as an interactive process. Interaction
means participation of teacher and students in the
process of teaching. In this process, teacher
influences the students; students also interact with
the teacher. Interaction takes place among the
students themselves also. It means, in the process of
teaching, every body interacts with every other
person involved in the process.
7. It refers to a technique consisting of objective and
systematic observation of the classroom events for
the study of the teacher’s behaviour and the process
of interaction going inside the classroom.
It is a process of encoding and decoding the study
pattern of teaching and learning.
8. A typical system of interaction analysis will usually
include:
a) A set of categories, each defined clearly.
b) A procedure for observation and a set of ground
rules which govern the coding process.
c) Steps for tabulating data inorder to arrange display
d) Suggestions which can be followed in some of the
more common applications.
9. In a normal classroom situation, it is verbal
communication which is predominant (Flanders,
1965)
We can normally assume that verbal statements of a
teacher are consistent with his non verbal gestures
and, in fact, his total behaviour. This assumption was
sustained in terms of experience in Minnesota studies
(Flanders, 1966)
10. The relation between students and teacher is a crucial
factor in the teaching process and must be considered
an important aspect of methodology
(Haggerty,1932)
It has been established that social climate is related t
productivity and to the quality of inter personal
relations. It has been proved that democratic
atmosphere tends to keep work of a relatively high
level even in the absence of the teacher (Lewin and
others, 1939)
11. The teacher exerts a great deal of influence on the
pupils. Pupils behaviour is affected to great extent by
this type of teacher behaviour exhibited (Anderson
and others, 1946)
Modification of teacher classroom behaviour through
feedback is possible (Flanders, 1963), though how
much change can occur and more knowledge relating
to the permanence of these changes will require
further research (Flanders, 1963, 1966)
12. Children tend to be conscious of a warm acceptance
to the teacher and to express greatest fondness for
the democratic teacher (H.V. Perkins, 1950)
The role of classroom climate is crucial for the
learning process (Perkins, 1956)
13. It is a technique of classroom interaction analysis
It consist of ten categories
Teacher talk, Pupil talk, Silence or Confusion are the
possible conditions of communication in the
classroom
Teacher talk and Pupil talk involves 2 types of
behaviours responsive (indirect influence) & initiative
(direct influence)
14. Indirect influence: 1. Accept feelings
2.Praises or encourages
3.Accepts or uses of ideas of pupils
4.Ask questions
Direct influence: 5.Lecturing
6.Giving directions
7.Criticising or Justifying authority
a)Teacher talk
15. Response:
8. Pupil talk response
Initiation:
9. Pupil talk initiation
10. Silence or confusion
b) Pupil Talk
c) Silence or confusion
16.
17. Observation procedure
Observer should sit in a best position in the
classroom
He should observe and record teacher’s behaviour
in every three seconds by using the categories
18. Observer should be free from personal
biases
When it is difficult to decide which
behaviour belongs to which class, then
choose the category which is numerically
away from category 5
Rule
1
Rule
2
20. Observation are tabulated and converted into a 10 by
10 matrix
The matrix consists of 10 coloumns and 10 rows
making 100 cells
Each number is entered in the form of sequence pairs
being used twice
10 is added at the beginning and end of the series
24. Teacher talk: T T = (1+2+3+4+5+6+7) / N * 100
Indirect teacher talk: I T T = (1+2+3+4)/ N * 100
Direct teacher talk: D T T= (5+6+7)/ N * 100
Pupil talk: P T= (8+9)/ N * 100
Silence/ Confusion SC = (10 )/ N * 100
25. The ratio between Indirect & direct teacher talk (I/D
ratio):
ID= (1+2+3+4)/ (5+6+7) * 100
The ratio between positive and negative
reinforcement
Positive/ negative ratio = ∑ f(1+2+3) / ∑ f(6+7)
Pupil initiative ratio:
PIR = (9*100) / (8+9) * 100
31. Helps to understand classroom interaction
Observation after every three seconds ensured
observer records almost all the behaviour of teacher
and students
Helps to determine the classroom climate
Can be used as a mechanism of feedback device for
the modification of teacher behaviour
32. Used as an observation technique in pre service and
in service teacher education programmes
system is employed as a researcher tool for analysing
and studying teacher’s behaviour.
33. system cannot describe classroom activity in its
totality
More emphasis is laid on teacher behaviour as
compared to student behaviour
Major focus of the system is on verbal behaviour
34. Tabulation of data pairs into 10×10 matrix is a time
consuming process
system is content free ie; the technique provides no
information about the quality of the content.
35. To improve classroom instructions
To develop and control the teaching behaviour
To investigate the classroom interactions
36. Mangal, s.k., Mangal, U. (2011). Essentials of
educational technology. New Delhi: PHI learning
private limited.
Sampath, K., Paneerselvam, A., Santhanam, S.
(2007). Introduction to educational technology.
New Delhi: Sterling publishers.
Lal, M. (2005). Essentials of educational technology.
New Delhi: Anmol publications.
