Flanders Interaction Analysis System
Download as PPTX, PDF3 likes31,962 views
Flanders Interaction Analysis is a technique for systematically observing and categorizing classroom interactions between teachers and students. It involves coding verbal behaviors into categories like lecturing, asking questions, praising students, and student talk. The interactions are recorded every 3 seconds and then analyzed to provide insights into the classroom dynamics. Some insights include the proportion of time spent on teacher vs. student talk, the ratio of indirect vs. direct teaching methods used, and the level of positive vs. negative reinforcement. The analysis helps teachers improve their instructional techniques and modify their classroom behaviors. However, it does not capture all classroom activities and is limited to analyzing verbal behaviors.
Flanders Interaction Analysis System
- 1. Flanders Interaction Analysis M.Deivam Assistant Professor in ICT in Education Dept. of Education The Gandhigram Rural Institute (Deemed to be University) Dindigul district – 624 302 Email: deivammuniyandi@gmail.com
- 2. Introduction • The term modification of teaching or teacher behaviour stands for the attempts made or processes undergone for bringing desirable improvement or modification in the teaching or teaching behaviour. • The modification of teaching or teaching behaviour is possible: • 1. Interaction analysis and transaction analysis • 2. Action research • 3. Micro teaching • 4. Role playing (simulation) and gaming • 5. Teacher Evaluation
- 3. Meaning Interaction analysis 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 helps a teacher bring desirable modification in his behaviour and improve his interaction with his pupils.
- 4. Definitions • According to Dr. S.K. Thakur, classroom interaction analysis may be defined as “an instrument which is designed to record categories of verbal interaction during, or from, recorded teaching learning sessions. It is a technique for capturing qualitative and quantitative dimensions of teacher’s verbal behavior in the classroom.”
- 5. Flander’s Interaction analysis categories • It was developed by Ned.A.Flanders (1966) in the year 1959, at the university of Minnesota, in the form of a teachers training technique. It involves categorization of all the sets of possible verbal behaviours of a teacher in the classroom while interacting with his students. • In Flanders interaction analysis system, the entire classroom interaction is put into three main sections. 1.Teacher talk 2.Student talk 3.Silence or confusion
- 6. Categories of Flanders Interaction Analysis System A) Teacher Talk 1. Accepts feelings Indirect Influence 2. Praises or encourages 3. Accepts or uses pupil ideas 4. Asks questions Direct Influence 5. Lecturing 6. Giving directions 7. Criticising or justifying authority B) Pupil Talk 8. Pupil talk response 9. Pupil talk initiation C) Silence or Confusion10. Silence or confusion
- 7. 1.Accepts feeling Accepts and clarifies an attitude or the feeling tone of a pupil in a non-threatening manner. Feeling may be positive or negative. Predicting and recalling feelings are included. 2.Praises or encourages Praises or encourages pupil action or behavior. Jokes that release tension, but not at the expense of another individual; nodding head, or saying “Um hm?” or “go on” and included 3. Accepts or uses ideas of pupils: Clarifying or building or developing ideas suggested by a pupil. Teacher extensions of pupil ideas are included but as the teacher brings more of his own ideas into play, shift to category five. 4.Asking questions Asking question about content to procedure, based on teacher ideas, with the intent that a pupil will answer. 5.Lecturing Giving facts or opinions about content or procedures; expressing his own ideas, giving his own explanation, or citing an authority other than a pupil.
- 8. 6.Giving directions Directions, commands or orders to which a pupil is expected to comply 7.Criticizing or Justifing Authority Statements intended to change pupil behavior from non- acceptable to acceptable pattern; bawling someone out; stating why the teacher is doing what he is during; extreme self-reliance. 8.Student talk responses Talk by pupils in response to teacher. Teacher initiates the contact or solicits pupil statement or structures the situation. Freedom to express own ideas is limited. 9.student talk initiations Talk by pupils, which they initiate. Expressing own ideas; initiating a new topic; freedom to develop opinions and a line of thought, kike asking thoughtful questions; going beyond the existing structure. 10.silence or confusion Pauses, short periods of confusion in which communication cannot be understood by the observer.
- 9. Basic rules • Observer should be free from personal biases • If more than one categories occur during the three seconds interval, all categories used in that interval are recorded; therefore, record each change in category. If no change occurs within three seconds, repeat that category number • For silence longer than three seconds, record 10 for each three seconds. • A teacher’s joke which is made at the expense of children is recorded as 7.
- 10. Procedure of Flander’s Interaction Analysis • There are two process of interaction anaylsis. • Encoding process • Decoding process • The encoding process is used for recording classroom events and preparing observation matrix by encoding the numbers of ten category system. The decoding is process of interpreting observation matrix.
- 11. ENCODING PROCESS Encoding Process has three steps: Memorize the code number: The first step in the process of encoding is to memorize the code Numbers, in relation to key phrase of words, which are indicated in capital in ten-category system. Place of sitting: An observer sits on the last bench of the classroom and observes the teacher when he is teaching. Recording the category number: At an interval of every three seconds he writes down that category number which best represents or communication event just completed for example • when teacher is lecturing the observer puts 5. • when he asks question he puts 4. • when student replies he put 8. • when teacher praises he puts 2. The procedure of recording events goes on at the rate of 20 to 25 observations in per minute
- 12. DECODING PROCESS After encoding the classroom events into ten- category system 10x10 matrix table is prepared for decoding the classroom verbal behavior. The generalized sequence of the pupil-teacher interaction can be estimated in this matrix table. It indicates, what form a pair of categories. The first number in the pair indicates the row and the second number shows the column for example (5-4) pair would be shown by a tally in the cell formed by row 5 and column 4. For example the observer has written down the code numbers beginning with 5 as follows: 5, 4, 3, 10, 6, 2, 6, 1, 8 and 2. decoding:
- 13. Original Series Series for pairing Pairing 5 10 10-5 4 5 5-4 3 4 4-3 10 3 3-10 6 10 10-6 2 6 6-2 6 2 2-6 1 6 6-1 8 1 1-8 2 8 8-2 2 2-10 10
- 14. Category 1 2 3 4 5 6 7 8 9 10 Total 1 / 1 2 / 2 3 / 1 4 / 1 5 / 1 6 / / 2 7 0 8 / 1 9 0 10 / / 2 Total 1 2 1 1 1 2 0 1 0 2 11
- 15. Interpreting the matrix: • No classroom interaction can be ever recreated. It is part of a moment in history. The purpose of interaction analysis is to preserve selected aspects of interaction through observation, encoding, tabulating and then decoding. • 1. The proportion of teacher talk, pupil talk, and silence or confusion: The proportion of tallies in columns 1,2,3,4,5,6and 7, columns 8,9 and column 10 to the total tallies indicates how much the teacher talks, the student talks and the time spent in silence or confusion. After several years of observing, we anticipate an average of 68 percent teacher talk, 20 percent of pupil talk and 11 or 12 percent silence or confusion.
- 16. Contd., • 2. The ratio between indirect influence and direct influence: The sum of column 1,2,3,4, divided by the sum of columns 5, 6, 7 gives this ratio. If the ratio is 1 or more than 1, the teacher is said to be indirect in his behavior. This ratio, therefore, shows whether a teacher is more direct or indirect in his teaching. • 3. The ratio between positive reinforcement and negative reinforcement: The sum of column 1, 2, 3 is to be divided by the sum of the columns 6, 7. If the ratio is more than 1 then the teacher is said to be good. • 4. Student’s participation ratio: The sum of columns 8 and 9 is to be divided by total sum. The answer will reveal how much the students have participated in the teaching-learning process. etc.,
- 17. Advantages • 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 • It Can be used as a mechanism of feedback device for the modification of teacher behaviour • 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.
- 18. Uses of Interaction Analysis to Teachers • To improve classroom instructions • To develop and control the teaching behaviour • To investigate the classroom interactions
- 19. Limitations • 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 • 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.