fiacs [flanders interaction

COMMUNICATION AND CLASSROOM INTERACTION

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CONCEPT OF COMMUNICATION

The word communication derives from the latin word ‘communis’ which means common.

Communication is sharing common experience with others.

Communication is the process of passing ideas or feelings from one person to another.

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DEFINITIONS

Communication is a means of persuasion to influence the other so that the desired effect is achieved.

Aristotle

Communication as the sharing of ideas and feelings in a mood of maturity.

Edgar Dale

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COMMUNICATION CYCLES

Four components in the process of communication Sender [S] Message [M] Medium [Md] Receiver [R]

S M Md R


STEPS OF COMMUNICATION

Ideation Encoding Transmission Initiative rests Decoding Responds


TYPES OF COMMUNICATION

SPEAKING-LISTENING WRITING-READING VISUALISING-OBSERVING

CLASSROOM INTERACTION


INTERACTION ANALYSIS

It is an analytical observation technique

Interaction analysis is a process of encoding and decoding the pattern of teaching and learning


H.H. ANDERSON

MEDLEY & MITZEL Observation schedule and record

[OSCAR]

NED A FLANDER 1959-at university of Minnesota


FLANDER’S INTERACTION ANALYSIS CATEGORY SYSTEM

Flanders described interaction analysis as the process of observing, recording & counting events that occur in a situation involving interaction.

FLANDER’S INTERACTION ANALYSIS CATEGORIES [FIACS]

Teacher talk

Response

1 Accepts feeling

2 Praise or encourage

3 Accepts or uses ideas of pupils

4 Asks questions

Initiation

5 Lecturing

6 Giving directions

7 Criticizing or justifying authority

Pupil talkResponse 8 Pupil talk in response to teacher

Initiation 9 Pupil talk initiated by the pupil

silence 10 Silence or confusion



1. Accepts feeling:

accepts and clarifies the feeling tone of the students in a non-threatening manner.

Feelings may be positive or negative.


2. Praises or encourages:

praises or encourages student action or behaviour.

Jokes that release tension, not at the expense of another individual, nodding head or saying 'uh huh?' or 'go on' are included


3. Accepts or uses ideas of student:

clarifying, building, or developing ideas or suggestions by a student.


4. Asks questions:

asking a question about content or procedure with the intent that a student may answer


1.Lectures: giving facts or opinions about content or procedures; expressing his own ideas; asking rhetorical questions


1.Gives directions: directions, commands, or orders with which a student is expected to comply.


1.Criticises or justifies authority: statements, intended to change student behaviour from non-acceptable to acceptable pattern, bawling someone out; stating why the teacher is doing what he is doing, extreme self-reference.


Student talk-responses:

talk by students in response to teacher. Teacher initiates the contact or solicits student statement. Student Talk


1.Student talk-initiation: talk by students which they initiate. If 'calling on' student is only to indicate who may talk next, observer must decide whether student wanted to talk. If he did, use this category


Silence or confusion: pauses, short periods of silence and periods of confusion in which communication cannot be understood by the observer.


OBSERVATION PROCEDURE

OBSERVER SITS IN THE CLASSROOM IN THE POSITION BEST SUITED FOR HEAR AND SEE THE PARTICIPANTS.

20-25 OBSERVATIONS PER MINUTE.

OBSERVER WRITES DOWN THE CATEGORY NUMBERS AS THEY OCCUR.


RECORDING OF OBSERVATIONS IN THE CODING CHART

Observer began from silence [10] Observer writes the proper category

number in its correct sequence.

CODING CHART


CODING CHART

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4555.....

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10-2, 2-2, 2-2, 2-6, 6-6, 6-6, 6-4, 4-4 ... …………………etc…

TABULATING A MATRIX

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1

2

3

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5

6

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TABULATING A MATRIX

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1 I

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RECORDING OF OBSERVATIONS IN THE CODING CHART


INTERPRETING THE MATRIX1. The proportion of teacher talk, pupil talk,

and silence or confusion.2. The ratio between indirect influence and

direct influence [i/d ratio].3. The ratio between positive reinforcement

and negative reinforcement.4. Student participation ratio5. Steady state cells6. content cross cells7. Constructive integration cells


1. THE PROPORTION OF TEACHER TALK, PUPIL TALK, AND SILENCE OR CONFUSION.

1. Teacher talk [1-7]2. Pupil talk [8-9]3. Silence or confusion [10]


2. THE RATIO BETWEEN NDIRECT INFLUENCE AND DIRECT INFLUENCE [I/D RATIO].

i/d ratio = The sum columns of 1,2,3 & 4

the sum of columns 5,6 & 7

The ratio is much less than one, the teacher exerts direct influence much more than needed.


3. The ratio between positive reinforcement and negative reinforcement.

The sum of columns1, 2 & 3 the sum of columns 6 & 7

If the ratio is 1 or 1<, the teacher is said to have succeeded in providing positive reinforcement.


4. STUDENT PARTICIPATION RATIO

The sum of columns 8 & 9 total sum How much the students have

participated in the teaching learning process

The ratio is far less than one, student participation is very poor


5. STEADY STATE CELLS

The steady state cells along the diagonal from the upper left tro the lower right.

(1-1), (2-2), (3-3), etc…….

If these cells are heavily loaded it shows that the teacher remains in a particular category for more than three seconds.

STEADY STATE CELLS

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2 2-2

3 3-3

4 4-4

5 5-5

6 6-6

7 7-7

8 8-8

9 9-9

10 10-10

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6. CONTENT CROSS CELLS

The cells formed by the number pairs (4-4) and (5-5) are known as content cross cells.

If these cells are over loaded with tally marks, teacher give great stress on subject matter.

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7. CONSTRUCTIVE INTEGRATION CELLS

The two areas that are most sensitive to the positive and negative aspects of social skill is the teacher student relationship.

Area ‘A’ called constructive integration cells They indicate the positive aspect of the

social skills of the3 teacher. The tally marks in area ‘A’ are few, shows

that the social skill of the teacher is very poor.

Area ‘B’ called the vicious cells. It indicate the negative aspect of the

teacher. The cell(6-6) is not much loaded. That

means he give less commands

C 1 2 3 4 5 6 7 8 9 10 T

1

2 A

3

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7 B

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ADVANTAGES1. It is an objective and reliable technique of observing

and analysing the verbal behaviour of a teacher and classroom interaction.

2. It may help in understanding analytically what actually goes on in the classroom.

3. It may help in determining the flow and the pattern of teaching behaviour. By providing feedback, it helps in acquiring the desirable patterns of teaching and modifying ones teaching behaviour.

4. Through the use of this system, student teachers may practice and learn new desirable teaching behaviours quite unknown to the traditional teaching.

5. It suppliments the training technique like micro teaching and team teaching.

6. It can be used for undertaking research in several areas of teaching , teaching behaviour, pre-service and in-service education of teachers.


LIMITATIONS AND DEMERITS

1. The system concentrates on verbal behaviour and does not describe the classroom interaction or teacher bahaviour in its totality.

2. Out of ten categories, seven categories to teachers talk and just three to students talk.

3. The use of this system envisages highly trained observers and interpreters.

4. Equaling silence with confusion is not appropriate.

fiacs [flanders interaction

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