Interaction Analysis of Ned. A. Flanders and Charles Galloway, Construction of Matrices with Encoding and Decoding procedures.

1. G. USHA
M.Sc., M.Ed., M.Phil., M.A. (Soc.), NET(Edn.), Ph.D
Asst. Professor of Mathematics
St. Thomas College of Education
Thoothukudi

3. Interaction Analysis: Flanders’ Interaction analysis,
Galloway’s system of interaction analysis (Recording of
Classroom Events, Construction and Interpretation of
Interaction Matrix).

5. Ned. A. Flanders defines, “Teaching is
an interactive process. Interaction
means participation of teacher and
students in the process of teaching”.

6. HOW DOES THE TEACHER
INFLUENCE THE STUDENTS?

8. Teacher influences students
through lectures, asking questions,
criticizing, giving directions, etc.

9. INTERACTION ANALYSIS
• Interaction Analysis (IA) is an analytical
observation scheme that gives an insight into
what a teacher does while teaching.
• It is a systematic observation that
represents a useful means of identifying,
studying, classifying and measuring
specific variables as the teacher and his/her
students interact within an instructional
learning situation. (MICS)

10. INTERACTION ANALYSIS
• Interaction Analysis as an observational system
captures the verbal behaviour of teachers and
pupils that is directly related to the social-
emotional climate of the classroom.
• The purpose of developing the observational
system is that a teacher can be trained to use it
for analyzing classroom behaviour; for
planning, and studying his/her teaching
activities to create more effective classroom
learning.

11. INTERACTION ANALYSIS
Interaction analysis is a process of
encoding and decoding a pattern of
interaction between the
communicator and the receiver.
Encoding helps in recording the
events in a meaningful way and
decoding is used to arrange the data
in a useful way and then analyze the
behaviours and interactions in the
classroom interaction.

12. CHARACTERISTICS OF
INTERACTION ANALYSIS
•Verbal interaction can be made more effective.
•increase student participation.
•direct behaviour of teacher may be shifted to indirect
behaviour.
•recording the classroom events. (The trainee can
encode and decode his own behaviour.)
•This technique can also be combined with other
feedback devices.

13. A TYPICAL SYSTEM OF INTERACTION
ANALYSIS CONSIST OF
a) A set of categories,
each defined clearly
b) A procedure for
observation and a set
of ground rules which
govern the coding
process
c) Steps for tabulating
data in order to
arrange display
d) Suggestions which
can be followed in
some of the more
common applications

14. FOUR IMPORTANT TECHNIQUES TO
OBSERVE INTERACTION
• 1. Flanders Interaction Analysis Categories System (FIACS)
• 2. Reciprocal Category System (RCS)
• 3. Equivalent Talk Categories (ETC)
• 4. Verbal Interaction Category System (VICS)

15. FLANDER’S INTERACTION ANALYSIS
CATEGORY SYSTEM (FIACS)
• Ned. A. Flanders developed a system of interaction
analysis to study what is happening in a classroom when
a teacher teaches. It is known as the Flanders Interaction
Analysis Categories System (FIACS).
• Flanders and others developed this system at the
University of Minnesota, U.S.A. between 1955 and 1960.
• Flanders classified total verbal behaviour into 10
categories.

18. PROCEDURE OF OBSERVATION /
ENCODING PROCEDURE
 The observer sits in the classroom in the best
position to hear and see the participants.
 At the end of every three seconds he decides
which category best represents the
communication events just completed.
 Thus the time involves in coding one tally for
every 3 seconds, is 20 tallies in one minute,
100 tallies in 5 minutes and 1200 tallies in
one hour.
 In this process only the serial numbers of the
categories are recorded.

19. PROCEDURE OF OBSERVATION /
ENCODING PROCEDURE
 The serial number of that category is recorded
on the data sheet by the observer.
 When the observation is over, the observer
shifts to some other room and prepares the
details based on those serial numbers of the
categories.
 In this observation process, the writing of
serial numbers of the categories is known as
Encoding.
 Writing details of behaviour on the basis of
these categories is known as Decoding.
 The observers should remember the serial
numbers of these categories.

20. RULES FOR OBSERVATION / RULES FOR
RECORDING OR DECODING
• Rule 1: When not certain to which two or more categories a
statement belongs, the observer should choose the category that is
numerically farther from category 5 (but not category 10).
• Rule 2: The observer should not involve his personal viewpoint.
• Rule 3: If more than one category is active in a span of 3 seconds,
and then all the categories should be recorded. If after 3 seconds, no
category changes, then the same serial number should be repeated in
the next 3 seconds.
• Rule 4: If the time period of silence exceeds 3 seconds, it should be
recorded under the category No.10
• Rule 5: When teacher calls a child by name, the observer is
supposed to record a 4th category.

21. RULES FOR OBSERVATION / RULES FOR
RECORDING OR DECODING
• Rule 6: When the teacher repeats the student’s answer and the
answer is correct, that is recorded as category No. 2. This tells the
student that he has the right answer and therefore functions as
praise or encouragement.
• Rule 7: When a teacher listens to a pupil and accepts his ideas for a
discussion, then this behavior belongs to category No. 3.
• Rule 8: The words ‘All is ok’, ‘yes’, ‘yah’, ‘hum’, ‘alright’ etc. belong
to the category No. 2. (Encouragement)
• Rule 9: If a teacher jokes without aiming at any pupil, this behaviour
belongs to the category No. 2. But if he makes any joke aiming at
some particular pupil, then it belongs to the category No. 7.
• Rule 10: When all the pupils respond to a very small question
collectively, then the serial number of category-8 is recorded

22. CONSTRUCTING INTERACTION MATRIX
 After encoding or observation procedure of interaction, the
coded behaviours are written in a 10 x 10 table. This 10
(rows) x 10 (columns) table is known as a matrix.
 Each number is entered in the form of sequence pairs, being
used twice.
 The row of the matrix represents the first number and the
columns the second number.
 For example, an observation recorded is 6, 10, 7, 5, 1, 4, 8, 4
 Hence, the beginning and end of the coding should have the
same number of categories.
 It is the tradition of adding the number 10 in the beginning and
at the end. Hence the above number will be written in this way
10, 6, 10, 7, 5, 1, 4, 8, 4, 10

23. CONSTRUCTING INTERACTION MATRIX

24. TABULATING INTERACTION MATRIX
 Sequence of the pair: (10, 6), (6, 10), (10, 7), (7, 5), (5, 1), (1, 4), (4,
8), (8, 4), (4, 10)
 In the matrices (N-1) i.e. one less number is marked. In the above
example, N=10, (N-1) i.e. 9 numbers will be marked.
 Each matrix has 100 cells.

25. INTERPRETATION OF INTERACTION MATRIX
Quantitative Interpretation

26. INTERPRETATION OF INTERACTION MATRIX

27. INTERPRETATION OF INTERACTION MATRIX
If the cells are heavily loaded it shows that the teacher
remains in a particular category for more than three
seconds.

28. INTERPRETATION OF INTERACTION MATRIX
CONTENT CELLS
The cell corresponding to number 4
and 5 in the column and row are
known as CONTENT CELLS.

29. INTERPRETATION OF INTERACTION MATRIX
CONSTRUCTIVE INTEGRATIVE CELLS (1,2,3) AND VICIOUS
CELLS (6,7)

30. INTERPRETATION OF INTERACTION MATRIX
Qualitative Interpretation
(i) Flow Chart
(ii) Box Flow Diagram
(iii)Interaction Model

32. Galloway Supervision System :
I.D.E.R. System
o Nonverbal communication is the exchange of messages or actions
without the use of words.
o Eye contact, body postures, gestures, touches, and conversational
silences. Symbols and non-symbols, etc. can all be used to convey it.
o When a teacher is giving instructions to students in a classroom, the
students can also be effectively instructed by the teacher’s nonverbal
behaviour.

33. Galloway Supervision System :
I.D.E.R. System
Charles Galloway has used direct-indirect
and encouraging-restricting components.
The observer encodes the teacher-pupil’s
verbal and non-verbal behaviour.

34. This system was developed in 1969 by
Charles Galloway (both verbal and
non-verbal)
Classroom
Interaction
Verbal
Indirect
Verbal
Direct Verbal
Non-Verbal
Encouraging Restricting

36. Characteristics of the Galloway’s
Interaction Analysis
1. If we give correct feedback, teachers can change their verbal or
non-verbal behaviour.
2. It helps in describing direct and indirect influences in teaching
behaviour.
3. Importance is given to both verbal and non-verbal behaviour.
4. It is an analysis of the initiation and response of a teacher.
5. It is very much used in research in teaching.

37. Category wise verbal and Non-verbal Behaviour
Recording of Classroom Events
choose correct position
must be trained
memorize the code number & letter

38. Category wise verbal and Non-verbal Behaviour
Recording of Classroom Events
Marks the slash / (for encouraging )
Dash – (for Restricting) to the right of recorded tallies
memorize the code number & letter
note down code within every 3 seconds
Mark 20 observations per Minute

39. Construction of Interaction Matrix
Decoding Process
 Verbal and non-verbal behaviour of the systems
for the 20 X 20 matrix table is used.
 According to Dr. R.A. Sharma, “There are 400 cells
in this Table.
 Each section displays the order flow of the two
actions.

40. Direct-Indirect (Verbal) Encouraging-Restricting
(Non-verbal)
Accepts students feelings Acceptance or indifference
Praises or encourages Congruent or incongruent
Use student ideas Implement or perfunctory
Ask questions Personal or impersonal
Lecturing gives information Responsive and unresponsive
Giving directions Involve or dismiss
Criticizing or justifying
authority
Receptive or attentive
Students talk (Response) Receptive or attentive
Student talk (Initiation Firm or harsh
Silence or confusion Comfort or distress

44. ADVANTAGES
1. Modification of behaviour can be done through Continuous
feedback.
2. Allow a teacher to improve upon his/her Non-verbal
behaviour.
3. It is a reliable technique for observing and analysing the
verbal and non-verbal behaviour of a teacher in Class.
4. It analyses the pattern of a teacher.
5. It is very much useful in research. i.e., to study about
usefulness in pre-service and in-service training.

45. LIMITATIONS
1. The Teacher may feel shy to express concepts when a
Supervisor absorbs him.
2. It is very difficult to observe at the same time - verbal and non-
verbal behaviour.
3. It could not be properly categorised.
4. It takes more time. So it is time-consuming.
5. It does not describe the total classroom behaviour.
6. Student–student interaction is not mentioned.
7. The value judgement is not included. Example good behaviour
and bad behaviour.