Fiacs [flanders interaction

COMMUNICATION AND
CLASSROOM INTERACTION

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.

dipu, mgucte vaikom 11/20/2012 2

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


11/20/2012 dipu, mgucte vaikom 4

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


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]
1 Accepts feeling
2 Praise or encourage
Response
3 Accepts or uses ideas of pupils
Teacher talk 4 Asks questions
5 Lecturing
Initiation 6 Giving directions
7 Criticizing or justifying authority
Response 8 Pupil talk in response to teacher
Pupil talk
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
10 4 .
2 5 .
2 5 .
2 5 .
6 . .
6 . .
6 . .
4 . .
4 . .
4 .
5 .
5 10


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


TABULATING A MATRIX

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

TABULATING A MATRIX

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

RECORDING OF OBSERVATIONS IN
THE CODING CHART


INTERPRETING THE MATRIX
1. 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 ratio
5. Steady state cells
6. content cross cells
7. 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

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

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.


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

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
4
5
6
7 B
8
9
10
T

ADVANTAGES
1. 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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