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Flander’s interaction analysis Submitted by J. Selvabarady
Dimension of interactionAccording to Daniel G. Bobrow, there are three dimensions of interaction.1.communication2. Coordination3. Integration
Interaction Analysis: Interaction analysis is a processs of encoding and decoding the study pattern of teaching and learning.
A typical system for interaction analysis will usually include, A set of categories, each defined clearly A procedure for observation and a set of ground rules Steps for tabulating data in order to arrange a display Suggestions which can be followed in some of the more common applications.
Classroom interaction analysis: 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.”
Flander’s System of Interaction Analysis: Flanders’ system is an observational tool used to classify the verbal behavior of teachers, and pupils as they interact in the classroom
Basic theoretical  assumptions of interaction 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
Flander's Interaction Analysis Categories (FIAC) Teacher  talk Accepts feeling Praises  or  encourages Accepts or uses ideas of pupils Asks questions Lecturing Giving directions Criticising or justifying authority Pupil talk 8. Pupil-talk response 9. Pupil-talk initiation Silence 10. Silence or confusion
Procedure of Flander’s Interaction Analysis: There are two process  Encoding process Decoding process Encoding Process: ,[object Object]
Place of sitting
Recording the category number,[object Object]
Decoding process: ,[object Object]

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Flander’s interaction analysis by selvabarady

  • 1. Flander’s interaction analysis Submitted by J. Selvabarady
  • 2. Dimension of interactionAccording to Daniel G. Bobrow, there are three dimensions of interaction.1.communication2. Coordination3. Integration
  • 3. Interaction Analysis: Interaction analysis is a processs of encoding and decoding the study pattern of teaching and learning.
  • 4. A typical system for interaction analysis will usually include, A set of categories, each defined clearly A procedure for observation and a set of ground rules Steps for tabulating data in order to arrange a display Suggestions which can be followed in some of the more common applications.
  • 5. Classroom interaction analysis: 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.”
  • 6. Flander’s System of Interaction Analysis: Flanders’ system is an observational tool used to classify the verbal behavior of teachers, and pupils as they interact in the classroom
  • 7. Basic theoretical assumptions of interaction 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
  • 8. Flander's Interaction Analysis Categories (FIAC) Teacher talk Accepts feeling Praises or encourages Accepts or uses ideas of pupils Asks questions Lecturing Giving directions Criticising or justifying authority Pupil talk 8. Pupil-talk response 9. Pupil-talk initiation Silence 10. Silence or confusion
  • 9.
  • 11.
  • 12.
  • 14. The proportion of teacher talk, pupil talk, and silence or confusion
  • 15. The ratio between indirect influence and direct influence
  • 16. The ratio between positive reinforcement and negative reinforcement
  • 20.
  • 21. Observation technique for classroom behaviour
  • 22. Useful for theory of teaching
  • 23. Effective diagnostic tool to measure the social-emotional climate in the classroom