This document discusses interaction analysis, which is a technique for systematically observing and categorizing classroom interactions. It describes Flanders' Interaction Analysis Categories System (FIACS), which codes teacher and student talk into 10 categories. FIACS can be used to analyze classroom dynamics, provide feedback to teachers, and study the effects of different teaching styles. However, it only focuses on verbal behaviors and can be time-consuming to code interactions. The document outlines how to conduct an interaction analysis using FIACS and what metrics can be calculated from the data.

1. PRESENTED BY: SYAMA S
M Ed, School of Education, Pondicherry University

2.  Interaction
 Dimensions of interaction
 Interaction Analysis
 Theoretical assumptions of interaction analysis
 Flanders’ category systems

3.  Advantages of FIACS
 Limitations of FIACS
 Uses of interaction analysis in classroom

4. Interaction is defined as the learner’s engagement with the
course content, other learners, the instructor and the
technological medium use in the course. True
interactions with other learners, the instructor and the
technology results in a reciprocal exchange of
information. The exchange of information is intended to
enhance knowledge development in the learning
environment. Depending on the nature of the course
content, the reciprocal exchange may be absent- such as
in the case of paper printed content. The ultimate goal of
interaction is to increase understanding of the course
content or mastery of the defined goals.
(Thurmond,2003)

5. Teaching as an interactive process. Interaction
means participation of teacher and students in the
process of teaching. In this process, teacher
influences the students; students also interact with
the teacher. Interaction takes place among the
students themselves also. It means, in the process of
teaching, every body interacts with every other
person involved in the process.

6. communication
Co-ordination
Integration

7.  It refers to a technique consisting of objective and
systematic observation of the classroom events for
the study of the teacher’s behaviour and the process
of interaction going inside the classroom.
 It is a process of encoding and decoding the study
pattern of teaching and learning.

8. A typical system of interaction analysis will usually
include:
 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 inorder to arrange display
 d) Suggestions which can be followed in some of the
more common applications.

9.  In a normal classroom situation, it is verbal
communication which is predominant (Flanders,
1965)
 We can normally assume that verbal statements of a
teacher are consistent with his non verbal gestures
and, in fact, his total behaviour. This assumption was
sustained in terms of experience in Minnesota studies
(Flanders, 1966)

10.  The relation between students and teacher is a crucial
factor in the teaching process and must be considered
an important aspect of methodology
(Haggerty,1932)
 It has been established that social climate is related t
productivity and to the quality of inter personal
relations. It has been proved that democratic
atmosphere tends to keep work of a relatively high
level even in the absence of the teacher (Lewin and
others, 1939)

11.  The teacher exerts a great deal of influence on the
pupils. Pupils behaviour is affected to great extent by
this type of teacher behaviour exhibited (Anderson
and others, 1946)
 Modification of teacher classroom behaviour through
feedback is possible (Flanders, 1963), though how
much change can occur and more knowledge relating
to the permanence of these changes will require
further research (Flanders, 1963, 1966)

12.  Children tend to be conscious of a warm acceptance
to the teacher and to express greatest fondness for
the democratic teacher (H.V. Perkins, 1950)
 The role of classroom climate is crucial for the
learning process (Perkins, 1956)

13.  It is a technique of classroom interaction analysis
 It consist of ten categories
 Teacher talk, Pupil talk, Silence or Confusion are the
possible conditions of communication in the
classroom
 Teacher talk and Pupil talk involves 2 types of
behaviours responsive (indirect influence) & initiative
(direct influence)

14. Indirect influence: 1. Accept feelings
2.Praises or encourages
3.Accepts or uses of ideas of pupils
4.Ask questions
Direct influence: 5.Lecturing
6.Giving directions
7.Criticising or Justifying authority
a)Teacher talk

15. Response:
8. Pupil talk response
Initiation:
9. Pupil talk initiation
10. Silence or confusion
b) Pupil Talk
c) Silence or confusion

17. Observation procedure
 Observer should sit in a best position in the
classroom
 He should observe and record teacher’s behaviour
in every three seconds by using the categories

18. Observer should be free from personal
biases
When it is difficult to decide which
behaviour belongs to which class, then
choose the category which is numerically
away from category 5
Rule
1
Rule
2

19. Rule 3

20.  Observation are tabulated and converted into a 10 by
10 matrix
 The matrix consists of 10 coloumns and 10 rows
making 100 cells
 Each number is entered in the form of sequence pairs
being used twice
 10 is added at the beginning and end of the series

21. The observed categories are;
10, 2, 2, 4, 4, 5, 6, 6, 1, 7, 8, 5,
9, 9, 10

22. 10
2 7
2 8
4 5
4 9
5 9
6 10
6
1

23. 1 2 3 4 5 6 7 8 9 10 Tot
al
1 1 1
2 1 1 2
3 0
4 1 1 2
5 11 1 1 4
6 1 1 2
7 1 1
8 1 1
9 1 1 2
10 1 1
Tot
al
1 2 0 2 4 2 1 1 2 1

24.  Teacher talk: T T = (1+2+3+4+5+6+7) / N * 100
 Indirect teacher talk: I T T = (1+2+3+4)/ N * 100
 Direct teacher talk: D T T= (5+6+7)/ N * 100
 Pupil talk: P T= (8+9)/ N * 100
 Silence/ Confusion SC = (10 )/ N * 100

25.  The ratio between Indirect & direct teacher talk (I/D
ratio):
ID= (1+2+3+4)/ (5+6+7) * 100
 The ratio between positive and negative
reinforcement
Positive/ negative ratio = ∑ f(1+2+3) / ∑ f(6+7)
 Pupil initiative ratio:
PIR = (9*100) / (8+9) * 100

26.  Teacher response ratio:
TRR = (1+2+3) / (1+2+3+6+7) * 100
 Teacher question ratio:
TQR = 4* 100 / (4+5) * 100
 Content cross cells
Content cross cells ratio
CCR= (4-4) + (5-5)+ (4-5)+ (5-4) / N * 100

27.  Vicious cells
Vicious cells ratio
(6-6) + (7-7) + (7-6)+ (7-7) / N * 100
 Constructive integration cells

28. 1 2 3 4 5 6 7 8 9 10
1
2
3
4
5
6
7
8
9
10

29.  Steady state ratio: SSR
SSC (steady state cells) * 100
N
ssc = (1-1) (2-2) (3-3) …..(10-10)

30. 1 2 3 4 5 6 7 8 9 10
1
2
3
4
5
6
7
8
9
10

31.  Helps to understand classroom interaction
 Observation after every three seconds ensured
observer records almost all the behaviour of teacher
and students
 Helps to determine the classroom climate
 Can be used as a mechanism of feedback device for
the modification of teacher behaviour

32.  Used as an observation technique in pre service and
in service teacher education programmes
 system is employed as a researcher tool for analysing
and studying teacher’s behaviour.

33.  system cannot describe classroom activity in its
totality
 More emphasis is laid on teacher behaviour as
compared to student behaviour
 Major focus of the system is on verbal behaviour

34.  Tabulation of data pairs into 10×10 matrix is a time
consuming process
 system is content free ie; the technique provides no
information about the quality of the content.

35.  To improve classroom instructions
 To develop and control the teaching behaviour
 To investigate the classroom interactions

36.  Mangal, s.k., Mangal, U. (2011). Essentials of
educational technology. New Delhi: PHI learning
private limited.
 Sampath, K., Paneerselvam, A., Santhanam, S.
(2007). Introduction to educational technology.
New Delhi: Sterling publishers.
 Lal, M. (2005). Essentials of educational technology.
New Delhi: Anmol publications.