COMMUNICATION ANDCLASSROOM INTERACTION
CONCEPT OF         COMMUNICATION  The word communication derives from the   latin word ‘communis’ which means   common. ...
DEFINITIONS Communication is a means of persuasion to  influence the other so that the desired effect is  achieved.      ...
11/20/2012   dipu, mgucte vaikom   4
COMMUNICATION CYCLES Four components in the process of  communication   Sender [S]   Message [M]   Medium [Md]   Rece...
STEPS OF COMMUNICATION Ideation Encoding Transmission Initiative rests Decoding Responds                     dipu, m...
TYPES OF COMMUNICATION SPEAKING-LISTENING WRITING-READING VISUALISING-OBSERVING                       dipu, mgucte vaik...
CLASSROOM INTERACTION
INTERACTION ANALYSIS It is an analytical observation technique Interaction analysis is a process of encoding and decodin...
 H.H. ANDERSON MEDLEY & MITZEL  Observation schedule and record [OSCAR] NED A FLANDER  1959-at university of Minnesot...
FLANDER’S INTERACTION ANALYSISCATEGORY SYSTEM Flanders described interaction analysis as the  process of observing, recor...
FLANDER’S INTERACTION ANALYSISCATEGORIES [FIACS]                            1   Accepts feeling                           ...
1. Accepts feeling: accepts and clarifies the feeling tone of  the students in a non-threatening  manner. Feelings may b...
2. Praises or encourages: praises or encourages student action or  behaviour. Jokes that release tension, not at the  ex...
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 questio...
1. Gives directions: directions, commands, or orders with which a student is expected to comply.                       dip...
1. Criticises or justifies authority: statements,   intended to change student behaviour from   non-acceptable to acceptab...
Student talk-responses:talk by students in response to teacher.  Teacher initiates the contact or solicits  student statem...
1. Student talk-initiation: talk by students which   they initiate. If calling on student is only to   indicate who may ta...
 Silence or confusion: pauses, short periods of silence and periods of confusion in which communication cannot be underst...
dipu, mgucte vaikom   11/20/2012   23
OBSERVATION PROCEDURE OBSERVER SITS IN THE CLASSROOM IN THE POSITION BEST SUITED FOR HEAR AND SEE THE PARTICIPANTS. 20-2...
RECORDING OF OBSERVATIONS IN THECODING CHART Observer began from silence [10] Observer writes the proper category number...
CODING CHART11/20/2012     dipu, mgucte vaikom   26
CODING CHART 10          4                               .  2          5                               .  2          5    ...
 10-2, 2-2, 2-2, 2-6, 6-6, 6-6, 6-4, 4-4 ...  …………………etc…                            dipu, mgucte vaikom   11/20/2012   28
TABULATING A MATRIXC            1   2   3   4   5   6        7            8   9    10   T12345678910T11/20/2012           ...
TABULATING A MATRIXC            1   2   3   4   5   6        7            8   9    10   T1            I2345678910T11/20/20...
RECORDING OF OBSERVATIONS                           INTHE CODING CHART                 dipu, mgucte vaikom   11/20/2012   ...
INTERPRETING THE MATRIX1. The proportion of teacher talk, pupil talk, and   silence or confusion.2. The ratio between indi...
1. THE PROPORTION OF TEACHER TALK,    PUPIL TALK, AND SILENCE OR    CONFUSION.  1. Teacher talk [1-7]  2. Pupil talk [8-9]...
2. THE RATIO BETWEEN NDIRECT     INFLUENCE AND DIRECT INFLUENCE     [I/D RATIO]. i/d ratio = The sum columns of 1,2,3 & 4...
3. The ratio between positive       reinforcement and negative       reinforcement. The sum of columns1, 2 & 3    the sum...
4. STUDENT PARTICIPATION   RATIO The sum of columns 8 & 9         total sum How much the students have participated in  ...
5. STEADY STATE CELLS The steady state cells along the diagonal  from the upper left tro the lower right. (1-1), (2-2), ...
STEADY STATE CELLSC            1   2     3     4     5     6         7            8   9      10     T12                2-2...
6. CONTENT CROSS CELLS The cells formed by the number pairs (4-4)  and (5-5) are known as content cross cells. If these ...
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       ...
7. CONSTRUCTIVE INTEGRATION   CELLS The two areas that are most sensitive to the  positive and negative aspects of social...
C          1   2   3   4   5     6         7         8        9   10   T  1  2              A  3  4  5  6  7              ...
ADVANTAGES1.   It is an objective and reliable technique of observing and     analysing the verbal behaviour of a teacher ...
LIMITATIONS AND DEMERITS1. The system concentrates on verbal behaviour   and does not describe the classroom interaction  ...
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Fiacs [flanders interaction

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Fiacs [flanders interaction

  1. 1. COMMUNICATION ANDCLASSROOM INTERACTION
  2. 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. 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. 4. 11/20/2012 dipu, mgucte vaikom 4
  5. 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. 6. STEPS OF COMMUNICATION Ideation Encoding Transmission Initiative rests Decoding Responds dipu, mgucte vaikom 11/20/2012 6
  7. 7. TYPES OF COMMUNICATION SPEAKING-LISTENING WRITING-READING VISUALISING-OBSERVING dipu, mgucte vaikom 11/20/2012 7
  8. 8. CLASSROOM INTERACTION
  9. 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. 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. 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. 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. 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. 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. 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. 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. 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. 18. 1. Gives directions: directions, commands, or orders with which a student is expected to comply. dipu, mgucte vaikom 11/20/2012 18
  19. 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. 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. 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. 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. 23. dipu, mgucte vaikom 11/20/2012 23
  24. 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. 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. 26. CODING CHART11/20/2012 dipu, mgucte vaikom 26
  27. 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. 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. 29. TABULATING A MATRIXC 1 2 3 4 5 6 7 8 9 10 T12345678910T11/20/2012 dipu, mgucte vaikom 29
  30. 30. TABULATING A MATRIXC 1 2 3 4 5 6 7 8 9 10 T1 I2345678910T11/20/2012 dipu, mgucte vaikom 30
  31. 31. RECORDING OF OBSERVATIONS INTHE CODING CHART dipu, mgucte vaikom 11/20/2012 31
  32. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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

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