Dimension of interactionAccording to Daniel G. Bobrow, there arethree dimensions of interaction.1.communication2. Coordination3. Integration
Interaction Analysis:Interaction analysis is a processs ofencoding and decoding the studypattern of teaching and learning.
A typical system for interaction analysiswill usually include,1. A set of categories, each definedclearly2. A procedure for observation and a setof ground rules3. Steps for tabulating data in order toarrange a display4. Suggestions which can be followed insome of the more commonapplications.
Classroom interaction analysis:According to Dr. S.K. Thakur, classroominteraction analysis may be defined as “aninstrument which is designed to recordcategories of verbal interaction during, orfrom, recorded teaching learning sessions. Itis a technique for capturing qualitative andquantitative dimensions of teacher’s verbalbehavior in the classroom.”
Flander’s System of InteractionAnalysis:Flanders’ system is anobservational tool used to classifythe verbal behavior of teachers,and pupils as they interact in theclassroom
Basic theoretical assumptions ofinteraction analysis Predominance of verbal communication Higher reliability of verbal behaviour Consistency of verbal statements Teacher’s influence Relation between student and teacher Relation between social climate and productivity Relation between classroom climate and learning Use of observational technique Role of feedback Expression through verbal statement
Teacher talk1. Accepts feeling2. Praises or encourages3. Accepts or uses ideas of pupils4. Asks questions5. Lecturing6. Giving directions7. Criticising or justifying authorityPupil talk8. Pupil-talk response9. Pupil-talk initiationSilence10. Silence or confusion
There are two process1. Encoding process2. Decoding processEncoding Process: Memorize the code number Place of sitting Recording the category number
Rule 1:When it is not certain in which of two ormore categories a statement belongs,choose the category that is numericallyfarthest from the category 5.Rule2: Not to shift into oppositeclassificationRule3:An observer must not concern withhis own biases or with the teacher’s intent.
Tabulating a matrix:Interpreting the matrix:The proportion of teacher talk, pupil talk, andsilence or confusionThe ratio between indirect influence and directinfluenceThe ratio between positive reinforcement andnegative reinforcementStudent’s participation ratioSteady state cellContent cross cellConstructive integration cells and vicious cells
Dr. M.B. Buch says, it is “ a bold step in the rightdirection to improve the quality of education.”•Feedback to the teacher•Observation technique for classroom behaviour•Useful for theory of teaching•Effective diagnostic tool to measure the social-emotional climate in the classroom