This document describes Flanders' system of interaction analysis, a method developed by Ned Flanders in 1959 to categorize and analyze classroom interactions between teachers and students. There are 10 categories divided into teacher talk, student talk, and silence/confusion. To use the system, a classroom is observed and interactions are recorded and assigned codes. The coded interactions are then tabulated in a matrix to analyze quantitatively using behavior ratios like teacher talk ratio, indirect teacher talk ratio, direct teacher talk ratio, student talk ratio, and silence/confusion ratio. This provides insight into the teacher's encouragement of student participation versus restriction of participation.

1. FLANDERS’ SYSTEM OF
INTERACTION ANALYSIS
SUBMITTED TO SUBMITTED BY
MS. SUSHILA SHARMA JYOTI
(TEACHING ASSITANT) 14060284

2. THIS SYSTEM OF INTERACTION ANALYSIS WAS
DEVELOPED BY Ned, A. FLANDERS IN THE YEAR
1959.
IT IS BASICALLY A CATEGORY TYPE SYSTEM
INVOLVING CATEGORIZATION OF ALL THE SETS
OF POSSIBLE VERBAL BEHAVIOUR OF A
TEACHER IN THE CLASS-ROOM WHILE
INTERACTING WITH HIS STUDENTS.

3. INTERACTION ANALYSIS CATEGORIES
THERE ARE TEN CATEGORIES OF VERBAL BEHAVIOUR IN THE SYSTEM.
THESE ARE DIVIDED INTO THREE MAJOR SECTIONS:
A. TEACHER TALK
B. STUDENT TALK
C. SILENCE OR CONFUSION

4. FLANDERS’ INTERACTION ANALYSIS
CATEGORIES
A. TEACHER TALK
 INDIRECT INFLUENCE
1. ACCEPTS FEELINGS
2. PRAISES OR ENCOURAGES
3. ACCEPTS PUPIL IDEAS
4. ASK QUESTIONS
 DIRECT INFLUENCE
5. LECTURING
6. GIVING DIRECTIONS
7. CRITICISING OR JUSTIFYING AUTHORITY

5. B. PUPIL TALK
8. PUPIL TALK RESPONSE
9. PUPIL TALK INITIATION
C. SILENCE OR CONFUSION
10. SILENCE OR CONFUSION

6. HOW TO USE FLANDERS’ INTERACTION
ANALYSIS
1. OBSERVATION OR RECORDING OF CLASS ROOM EVENTS
2. CONSTRUCTION OF INTERACTION MATRIX
3. INTERPRETATION OF INTERACTION MATRIX

7. CERTAIN GROUND RULES
RULE 1:
WHEN NOT CERTAIN TO WHICH TWO OR MORE CATEGORIES A STATEMENT
BELONGES, CHOOSE THE CATEGORY THAT IS NUMERICALLY FARTHEST FROM
CATEGORY 5 e.g. FOR CHOOSING BETWEEN 3 AND 4, CHOOSE 3 AND FOR
8 AND 9, CHOOSE 9.
RULE 2:
IF THE PRIMARY TONE OF TEACHER’S BEHAVIOUR HAS BEEN CONSISTENTLY
INDIRECT, DO NOT SHIFT INTO THE OPPOSITE CLASSIFICATION UNLESS A
CLEAR INDICATION OF SHIFT IS GIVEN BY THE TEACHER
RULE 3:
THE OBSERVER MUST NOT BE CONCERNED WITH HIS OWN BIASES OR
TEACHER’S INTENT.

8. RULE 4:
IF MORE THAN ONE CATEGORIES OCCURS DURING THE THREE SECONDS INTERVAL,
THEN ALL CATEGORIES USED IN THAT INTERVAL ARE RECORDED.IF NO CHANGE
OCCURS WITHIN THREE SECONDS, REPEAT THAT CATEGORY NUMBER.
RULE 5:
FOR SILENCE LONGER THAN THREE SECONDS, RECORD 10 FOR EVERY THREE
SECONDS.
RULE 6:
A TEACHER’S JOKE WHICH IS MADE AT THE EXPENSE OF CHILDREN IS RECORDED AS
7.
RULE 7:
IF A STUDENT GIVES A SPECIFIC PREDICTABLE ANSWER TO A NARROW QUESTION, IT IS
RECORDED AS 8.

9. CONSTRUCTION OF INTERACTION
MATRIX
THE MATRIX TABLE CONSISTS OF 10 ROWS AND 10 COLUMNS.THE
CATEGORY NUMBER OF THE RECORD SHEET ARE TABULATED IN THE
MATRIX TABLE.EACH NUMBER IS ENTERED IN THE FORM OF SEQUENCE
PAIRS , BEING USED TWICE, FIRSTLY AS THE FIRST NUMBER AND
SECONDLY AS SECOND NUMBER. THE ROWS OF THE MATRIX REPRESENT
THE FIRST NUMBER IN THE PAIR AND COLUMNS, THE SECOND.
EXAMPLE:
SUPPOSE THAT THE CATEGORY NUMBERS AS 5,4,3,10,6,2,6,1,8,2. LET US
ADD 10 IN THE BEGINNING AND 10 AT THE END OF THIS SEREIES AND TRY
TO FORM PAIRS.

10. ORIGINAL SERIES SERIES FOR PAIRING PAIRING
5 10 10
4 5 5
3 4 4
10 3 3
6 10 10
2 6 6
6 2 2
1 6 6
8 1 1
2 8 8
2 2
10 10

12. INTERPRETATION OF INTERACTION
MATRIX
QUANTITATIVE ANALYSIS OF TEACHER BEHAVIOUR:
INTERPRETATION REGARDING QUANTITATIVE ASPECTS MAY BE BASED ON
THE FOLLOWING:-
1.INTERPRETATION CATEGORIES
2.AREAS OF INTERACTION
3.BEHAVIOUR RATIOS
4.INTERACTION VARIABLES

13. METHOD BASED ON BEHAVIOUR
RATIOS
TEACHER TALK RATIO (T T) –
TEACHER TALK RATIO REPRESENTS THE PERFORMANCE OF A TEACHER IN THE
CLASS ROOM
TT= 1+2+3+4+5+6+7/ N 100

14. INDIRECT TEACHER TALK RATIO (I T T)
THIS RATIO REPRESENTS THE PERFORMANCE OF A TEACHER IN TERMS OF
THE ACTION ENCOURAGING AND SUPPORTING PUPIL PARTICIPATION
ITT = (1+2+3+4/N) 100

15.  DIRECT TEACHER TALK RATIO (DTT)
THIS RATIO REPRESENTS THE PERFORMANCE OF A TEACHER IN TERMS OF
THE ACTION OF THE ACTIONS RESTRICTING STUDENTS PARTICIPATION
DTT = (5+6+7/N) 100

16.  PUPIL TALK RATIO (PT)
PUPIL TALK REFERS TO THE VERBAL ACTIVITIES OF THE PUPILS IN RESPONSE
TO THE TEACHER
PT = (8+9/N) 100

17.  SILENCE OR CONFUSION RATIO (SC)
SC = (10/N) 100

18. THANK YOU