Fiacs [flanders interaction
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Fiacs [flanders interaction Presentation Transcript

  • 1. COMMUNICATION ANDCLASSROOM INTERACTION
  • 2. 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
  • 3. 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 dipu, mgucte vaikom 11/20/2012 3
  • 4. 11/20/2012 dipu, mgucte vaikom 4
  • 5. COMMUNICATION CYCLES Four components in the process of communication  Sender [S]  Message [M]  Medium [Md]  Receiver [R] S M Md R dipu, mgucte vaikom 11/20/2012 5
  • 6. STEPS OF COMMUNICATION Ideation Encoding Transmission Initiative rests Decoding Responds dipu, mgucte vaikom 11/20/2012 6
  • 7. TYPES OF COMMUNICATION SPEAKING-LISTENING WRITING-READING VISUALISING-OBSERVING dipu, mgucte vaikom 11/20/2012 7
  • 8. CLASSROOM INTERACTION
  • 9. INTERACTION ANALYSIS It is an analytical observation technique Interaction analysis is a process of encoding and decoding the pattern of teaching and learning dipu, mgucte vaikom 11/20/2012 9
  • 10.  H.H. ANDERSON MEDLEY & MITZEL  Observation schedule and record [OSCAR] NED A FLANDER  1959-at university of Minnesota dipu, mgucte vaikom 11/20/2012 10
  • 11. FLANDER’S INTERACTION ANALYSISCATEGORY SYSTEM Flanders described interaction analysis as the process of observing, recording & counting events that occur in a situation involving interaction. dipu, mgucte vaikom 11/20/2012 11
  • 12. FLANDER’S INTERACTION ANALYSISCATEGORIES [FIACS] 1 Accepts feeling 2 Praise or encourage Response 3 Accepts or uses ideas of pupilsTeacher talk 4 Asks questions 5 Lecturing Initiation 6 Giving directions 7 Criticizing or justifying authority Response 8 Pupil talk in response to teacherPupil talk Initiation 9 Pupil talk initiated by the pupilsilence 10 Silence or confusion11/20/2012 dipu, mgucte vaikom 12
  • 13. 1. Accepts feeling: accepts and clarifies the feeling tone of the students in a non-threatening manner. Feelings may be positive or negative. dipu, mgucte vaikom 11/20/2012 13
  • 14. 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 dipu, mgucte vaikom 11/20/2012 14
  • 15. 3. Accepts or uses ideas of student: clarifying, building, or developing ideas or suggestions by a student. dipu, mgucte vaikom 11/20/2012 15
  • 16. 4. Asks questions: asking a question about content or procedure with the intent that a student may answer dipu, mgucte vaikom 11/20/2012 16
  • 17. 1. Lectures: giving facts or opinions about content or procedures; expressing his own ideas; asking rhetorical questions dipu, mgucte vaikom 11/20/2012 17
  • 18. 1. Gives directions: directions, commands, or orders with which a student is expected to comply. dipu, mgucte vaikom 11/20/2012 18
  • 19. 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. dipu, mgucte vaikom 11/20/2012 19
  • 20. Student talk-responses:talk by students in response to teacher. Teacher initiates the contact or solicits student statement. Student Talk dipu, mgucte vaikom 11/20/2012 20
  • 21. 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 dipu, mgucte vaikom 11/20/2012 21
  • 22.  Silence or confusion: pauses, short periods of silence and periods of confusion in which communication cannot be understood by the observer. dipu, mgucte vaikom 11/20/2012 22
  • 23. dipu, mgucte vaikom 11/20/2012 23
  • 24. 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. dipu, mgucte vaikom 11/20/2012 24
  • 25. RECORDING OF OBSERVATIONS IN THECODING CHART Observer began from silence [10] Observer writes the proper category number in its correct sequence. dipu, mgucte vaikom 11/20/2012 25
  • 26. CODING CHART11/20/2012 dipu, mgucte vaikom 26
  • 27. CODING CHART 10 4 . 2 5 . 2 5 . 2 5 . 6 . . 6 . . 6 . . 4 . . 4 . . 4 . 5 . 5 1011/20/2012 dipu, mgucte vaikom 27
  • 28.  10-2, 2-2, 2-2, 2-6, 6-6, 6-6, 6-4, 4-4 ... …………………etc… dipu, mgucte vaikom 11/20/2012 28
  • 29. TABULATING A MATRIXC 1 2 3 4 5 6 7 8 9 10 T12345678910T11/20/2012 dipu, mgucte vaikom 29
  • 30. TABULATING A MATRIXC 1 2 3 4 5 6 7 8 9 10 T1 I2345678910T11/20/2012 dipu, mgucte vaikom 30
  • 31. RECORDING OF OBSERVATIONS INTHE CODING CHART dipu, mgucte vaikom 11/20/2012 31
  • 32. 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 dipu, mgucte vaikom 11/20/2012 32
  • 33. 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] dipu, mgucte vaikom 11/20/2012 33
  • 34. 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 & 7The ratio is much less than one, the teacher exerts direct influence much more than needed. dipu, mgucte vaikom 11/20/2012 34
  • 35. 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. dipu, mgucte vaikom 11/20/2012 35
  • 36. 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 dipu, mgucte vaikom 11/20/2012 36
  • 37. 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. dipu, mgucte vaikom 11/20/2012 37
  • 38. STEADY STATE CELLSC 1 2 3 4 5 6 7 8 9 10 T12 2-23 3-34 4-45 5-56 6-67 7-78 8-89 9-910 10-10T11/20/2012 dipu, mgucte vaikom 38
  • 39. 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. dipu, mgucte vaikom 11/20/2012 39
  • 40. C 1 2 3 4 5 6 7 8 9 10 T 1 2 3 4 5 6 7 8 9 10 T11/20/2012 dipu, mgucte vaikom 40
  • 41. 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 dipu, mgucte vaikom 11/20/2012 41
  • 42. C 1 2 3 4 5 6 7 8 9 10 T 1 2 A 3 4 5 6 7 B 8 9 10 T11/20/2012 dipu, mgucte vaikom 42
  • 43. 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. dipu, mgucte vaikom 11/20/2012 43
  • 44. LIMITATIONS AND DEMERITS1. 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. dipu, mgucte vaikom 11/20/2012 44