The document discusses concepts of communication including definitions from Aristotle and Edger dale. It describes communication cycles having four components: a sender, message, medium, and receiver. The steps of communication are listed as ideation, encoding, transmission, decoding, and response. Types of communication include speaking, writing, and visualizing. Classroom interaction and interaction analysis are introduced, with Flanders's interaction analysis category system described as a process to observe and categorize teaching and learning patterns. The 10 categories of Flanders's interaction analysis are defined.

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.

3. DEFINITIONS
 Communication is a means 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.(Edger dale)

4. COMMUNICATION CYCLES
 Four components in the process of
communication
a. sender(S)
b. message(M)
c. medium(Md)
d. receiver(R)
S M Md R

5. STEPS OF COMMUNICATION
 Ideation
 Encoding
 Transmission
 Initiative rests
 Decoding
 responds

6. Types of communication
 Speaking-listing
 Writing-reading
 Visualizing-observing

7. CLASSROOM INTERACTION

8. INTERACTION ANALYSIS
 it is an analytical observation technique
 Interaction analysis is a process of encoding
and decoding the pattern of teaching and
learning

9. FLANDER’S INTERACTION ANALYSIS CATEGORY
SYSTEM
 Flanders's described interaction analysis as
the process of observing, recording &
counting events that occur in a situation
involving interaction.

10. Flanders's interaction analysis categories(FIACS)
Teacher talk
Pupil talk
silence
response
initiation
response
initiation
1
2
3
4
5
6
7
8
9
10
Accepts feeling
Praise or encourage
Use ideas of pupils
Ask questions
lecturing
Giving directions
Justifying authority
Response to teacher
Initiated by the pupil
Silence or conclusion

11. 1.Accepts feeling:
 Accepts and clarifies the feeling tone of the
students in a non- threatening manner.
 Feelings may be positive or negative.

12. 2.Praises or encourages:
 Praises or encourages student action or
behavior.
 Jokes that release tension, not at the expense
of another individual ,nodding head or
saying ‘uh huh?’ or ‘go on’ are included

13. 3.Accepts or uses ideas of student:
 Clarifying, building or developing ideas or
suggestions by student.

14. 4.Ask questions:
 Asking a question about content or
procedure with the intent that a student
may answer.

15.  Lectures: giving facts or onions about
content or procedures; expressing his own
ideas; asking rhetorical questions
 Gives directions: directions, commands, or
orders with which a student is expected to
comply.

16.  Criticizes or justifies authority: statements,
intended to change student behavior from
non- acceptable to acceptable pattern,
bawling someone out; stating why the
teacher is doing what he is ,extreme self-
reference.

17. Student talk–responses:
Talk by students in response to teacher.
Teacher initiates the contact or solicits
student statement. Student talk

18.  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.

19. Thank you