flander’s interaction analysis

Flander’s interaction analysisFlander’s interaction analysis

PRESENTED BY:Sukhwinder Singh Cheema, Assistant ProfessorDepartment of Economics and Education TechnologyDoraha College Of Education, Doraha

Dimension of interactionDimension of interaction

According to Daniel G. Bobrow, there are According to Daniel G. Bobrow, there are three dimensions of interaction.three dimensions of interaction.

1.communication1.communication2. Coordination2. Coordination3. Integration3. Integration

Interaction Analysis:

Interaction analysis is a processs of encoding and decoding the study pattern of teaching and learning process of classroom.

A typical system for interaction analysis will usually include

1. A set of categories, each defined clearly2. A procedure for observation and a set of

ground rules3. Steps for tabulating data in order to

arrange a display4. 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 Basic theoretical assumptions of interaction analysisanalysis

☺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 1.Accepts feeling 2.Praises or encourages 3.Accepts or uses ideas of pupils 4.Asks questions 5.Lecturing 6.Giving directions 7.Criticising or justifying authorityPupil talk 8. Pupil-talk response 9. Pupil-talk initiationSilence 10. Silence or confusion

CategCateg

AreasAreas

Cat.Cat.

TypeType

Cat. Cat.

No.No. ActivityActivity

Teacher Teacher TalkTalk

IndirectIndirect

influenceinfluence

ResponseResponse

11 Accepts feelingAccepts feeling

22 Praises or encouragesPraises or encourages

33 Accepts or uses ideas of Accepts or uses ideas of pupilspupils

44 Asks questionsAsks questions

directdirect InitiationInitiation

55 Lecturing:Lecturing:

66 Giving directionsGiving directions

77 Criticising or justifying Criticising or justifying authorityauthority

Pupil talkPupil talk DirectDirect ResponseResponse 88 Pupil-talk responsePupil-talk response

InitiationInitiation 99 Pupil-talk InitiationPupil-talk Initiation

SilenceSilence 1010 Silence or confusionSilence or confusion

1. Accepts feeling1. Accepts feeling

Accepts and clarifies an attitude or the feeling Accepts and clarifies an attitude or the feeling tone of a pupil in a non-threatening manner. tone of a pupil in a non-threatening manner. Feeling may be positive or negative. Feeling may be positive or negative. Predicting and recalling feelings are included. Predicting and recalling feelings are included.

2. Praises or encourages 2. Praises or encourages

Praises or encourages pupil action or behavior. Praises or encourages pupil action or behavior. Jokes that release tension, but not at the Jokes that release tension, but not at the expense of another individual; nodding head, expense of another individual; nodding head, or saying “Um hm?” or “go on” and included. or saying “Um hm?” or “go on” and included.

3. Accepts or uses ideas of pupils: 3. Accepts or uses ideas of pupils: Clarifying or building or developing ideas Clarifying or building or developing ideas

suggested by a pupil. Teacher extensions of suggested by a pupil. Teacher extensions of pupil ideas are included but as the teacher pupil ideas are included but as the teacher brings more of his own ideas into play, shift to brings more of his own ideas into play, shift to category five. category five.

4. Asks questions: 4. Asks questions:

Asking question about content to procedure, Asking question about content to procedure, based on teacher ideas, with the intent that a based on teacher ideas, with the intent that a pupil will answer. pupil will answer.

5. Lecturing: 5. Lecturing:

Giving facts or opinions about content or Giving facts or opinions about content or procedures; expressing his own ideas, giving procedures; expressing his own ideas, giving his own explanation, or citing an authority his own explanation, or citing an authority other than a pupil. other than a pupil.

6. Giving directions 6. Giving directions

Directions, commands or orders to which a Directions, commands or orders to which a pupil is expected to comply . pupil is expected to comply .

7. Criticising or justifying authority7. Criticising or justifying authority

Statements intended to change pupil behavior Statements intended to change pupil behavior from non-acceptable to acceptable pattern; from non-acceptable to acceptable pattern; bawling someone out; stating why the teacher bawling someone out; stating why the teacher is doing what he is during; extreme self-is doing what he is during; extreme self-reliance. reliance.

8. 8. Pupil-talk response Pupil-talk response Talk by pupils in response to teacher. Teacher Talk by pupils in response to teacher. Teacher

initiates the contact or solicits pupil statement initiates the contact or solicits pupil statement or structures the situation. Freedom to express or structures the situation. Freedom to express own ideas is limited. own ideas is limited.

10. Silence or confusion: 10. Silence or confusion:

Talk by pupils, which they initiate. Expressing Talk by pupils, which they initiate. Expressing own ideas; initiating a new topic; freedom to own ideas; initiating a new topic; freedom to develop opinions and a line of thought, kike develop opinions and a line of thought, kike asking thoughtful questions; going beyond the asking thoughtful questions; going beyond the existing structure. existing structure.

Pauses, short periods of confusion in which Pauses, short periods of confusion in which communication cannot be understood by the communication cannot be understood by the observer. observer.

9. 9. Pupil-talk Initiation: Pupil-talk Initiation:

Procedure of Flander’s Interaction Analysis:Procedure of Flander’s Interaction Analysis:

There are two process of interaction anaylsis. of interaction anaylsis. Encoding process Decoding process The encoding process is used for recording The encoding process is used for recording

classroom events and preparing observation classroom events and preparing observation matrix by encoding the numbers of ten matrix by encoding the numbers of ten category system. category system.

The decoding is process of interpreting The decoding is process of interpreting observation matrix.observation matrix.

Encoding Process:

Encoding Process has three steps: Memorize the code number: The first step in the process of encoding is to

memorize the code Numbers, in relation to key phrase of words, which are indicated in capital in ten-category system.

Place of sitting:

An observer sits on the last bench of the classroom and observes the teacher when he is teaching.

Recording the category number:

At an interval of every three seconds he writes down that category number which best represents or communication event just completed

For instanceFor instance

when teacher is lecturing the observer puts 5.when teacher is lecturing the observer puts 5. when he asks question he puts 4.when he asks question he puts 4. when student replies he put 8.when student replies he put 8. when teacher praises he puts 2.when teacher praises he puts 2. when teacher asks to sit down he puts 6.when teacher asks to sit down he puts 6. when again the teacher starts lecturing he when again the teacher starts lecturing he

puts5.puts5. The procedure of recording events goes on at The procedure of recording events goes on at

the rate of 20 to 25 observations in per minute.the rate of 20 to 25 observations in per minute.

Ground rules to be observed in encoding process:Rule 1: When it is not certain in which of two

or more categories a statement belongs, choose the category that is numerically farthest from the category 5. For e.g., if an observer is not sure whether it is 2 or 3 then choose 2. If in doubt between 5 and 7, he chooses 7.

Rule2: If the primary tone of the teacher’s behavior has

been consistently direct or consistently indirect, do not shift into an opposite classification unless a clear indication of shift is given by the teacher. This rule is often called the rule of the biased, unbiased observer or Not to shift into opposite classification

Rule3:An observer must not concern with his own biases or with the teacher’s intent.

i.e. If a teacher attempts to be clever and pupils see his statements as criticism of pupils;

The observer sues category 7, rather than category 2.

This rule has particular value when applied to the problem of helping teachers to gain insight by their own behavior, e.g., ‘I was trying to praise them’ I wanted them to answer that question’.

Rule 4:Rule 4: If more than one category occurs If more than one category occurs during the three seconds interval, then all during the three seconds interval, then all category used in that interval are recorded. If category used in that interval are recorded. If no change occurs within three seconds, then no change occurs within three seconds, then repeat category number.repeat category number.

Decoding process:Decoding process:

After encoding the classroom events into ten-category After encoding the classroom events into ten-category system 10x10 matrix table is prepared for decoding system 10x10 matrix table is prepared for decoding the classroom verbal behavior. The generalized the classroom verbal behavior. The generalized sequence of the pupil-teacher interaction can be sequence of the pupil-teacher interaction can be estimated in this matrix table. It indicates, what form estimated in this matrix table. It indicates, what form a pair of categories. The first number in the pair a pair of categories. The first number in the pair indicates the row and the second number shows the indicates the row and the second number shows the column for example (10-6) pair would be shown by a column for example (10-6) pair would be shown by a tally in the cell formed by row 10 and column 6. tally in the cell formed by row 10 and column 6. For For exampleexample the observer has written down the code the observer has written down the code numbers beginning with 6 as follows: numbers beginning with 6 as follows: 6,10,5,1,4,8,8,2,3,6,4,8,9,7.6,10,5,1,4,8,8,2,3,6,4,8,9,7.

Decoding process:The proportion of teacher talk, pupil

talk, and silence or confusionThe ratio between indirect influence

and direct influenceThe ratio between positive

reinforcement and negative reinforcement

Student’s participation ratioSteady state cellContent cross cellConstructive integration cells and

vicious cells

1010 5 5 99 66 55 55 55 55 44 88 1010 11 33 66 88 99 44 11 5 5 77 22 1010

Tabulating a matrix Tabulating a matrix 1 2 3 4 5 6 7 8 9 10

1

2 I IIII II IIIIIIII II

3 IIII

4 II II II IIIIIIII

5 II IIIIII IIIII IIIII IIIIIIIIII

IIIIIIIIII

IIIIII II

6 II IIIIIIII IIIIIIIIII II

7 IIIIIIIIII

IIII

II IIIIII

8 II IIII

9 IIIIII IIII I II IIIII IIIII IIIIIIIIII IIIII IIIII

IIIII IIIII IIIIIIIIII IIIII IIIII

IIIIII

10 II I IIIIIIII

Total 10 2 11 23 12 4 1 48 6

%age

Interpreting the matrix:

1 2 3 4 5 6 7 8 9 10 Total

1

2 1 22 11 44 11 9

3 22 2

4 11 11 11 44 7

5 11 33 1515 33 11 23

6 11 44 55 2 12

7 11 33 4

8 11 22 3

9 77 33 22 1 11 3131 33 48

10 2 1 44 7

Total 0 10 2 11 23 12 4 1 48 6 117

%age 0 9 2 9 20 10 3 1 41 5

INTERPRETATIONINTERPRETATION

TOTAL TEACHER BEHAVIOUR (TTB)TOTAL TEACHER BEHAVIOUR (TTB)

OROR

TEACHER TALK(TT): It represent the TEACHER TALK(TT): It represent the performance of a teacher in term sof action performance of a teacher in term sof action reflecting the tendency of teacher talk. It can reflecting the tendency of teacher talk. It can be concluded as below:be concluded as below:

Total of categories 1 to 7Total of categories 1 to 7

TT= x100TT= x100

NN

Teacher indirect Influence/ TalkTeacher indirect Influence/ Talk(ITT)/ Area A(ITT)/ Area A

It represents the performance of the teacher in It represents the performance of the teacher in terms of his action encouraging and supporting terms of his action encouraging and supporting student’s participation:student’s participation:


ITT= x100ITT= x100

NN

Direct Teacher Influence/ Talk Direct Teacher Influence/ Talk (DTT)/ Area B(DTT)/ Area B

It represents the performance of the teacher in It represents the performance of the teacher in terms of his action. There is restriction on terms of his action. There is restriction on student’s participation:student’s participation:


DTT= x100DTT= x100

NN

Pupil Talk (PT)/ Area CPupil Talk (PT)/ Area C

It concerns pupils’ verbal activities in response It concerns pupils’ verbal activities in response to the teacher:to the teacher:


DTT= x100DTT= x100

NN

Silence or confusion (SC)/ Area DSilence or confusion (SC)/ Area D

It represent silence during teaching which may It represent silence during teaching which may be due to confusion or any other reasonbe due to confusion or any other reason

Total of category 10Total of category 10

SC= x100SC= x100

NN

Indirect to Direct Teacher Talk Indirect to Direct Teacher Talk Ratio(ID Ration)Ratio(ID Ration)

It represent the proportion of indirect to direct It represent the proportion of indirect to direct influence:influence:

Total of categories 1to 4Total of categories 1to 4

I/D= x100I/D= x100


Pure Indirect to Pure Direct Pure Indirect to Pure Direct Influence Ratio(ID Ration)Influence Ratio(ID Ration)

It represent the proportion of pure indirect to It represent the proportion of pure indirect to pure direct influence:pure direct influence:

Total of categories 1,2 to 3Total of categories 1,2 to 3

I/D= x100I/D= x100


Pupil initiation Ratio(PIR)Pupil initiation Ratio(PIR)

It represent the pupil talk judged by the observer It represent the pupil talk judged by the observer to be an act of initiation:to be an act of initiation:

Total of category9Total of category9

PIR= x100PIR= x100


Teacher Response Ratio(TRR)Teacher Response Ratio(TRR)

It represent an index of teacher’s tendency to It represent an index of teacher’s tendency to react to the ideas and feeling of students:react to the ideas and feeling of students:

Total of categories 1,2 and 3Total of categories 1,2 and 3

TRR= x100TRR= x100

Total of categories 1,2,3,6 to 7Total of categories 1,2,3,6 to 7

Content Cross Ratio(CCR)Content Cross Ratio(CCR)

It represents the proportion of class room It represents the proportion of class room activities related to the teacher’s questions and activities related to the teacher’s questions and lecturing with total contents:lecturing with total contents:

Total of category 4 and 5Total of category 4 and 5

CCR= x100CCR= x100

NN

Steady State Ratio (SSR)Steady State Ratio (SSR)

It represents the teacher’s tendency to sustain a It represents the teacher’s tendency to sustain a particular type of classroom communication in particular type of classroom communication in the same state for a period longer than three the same state for a period longer than three seconds:seconds:

Total frequencies of Steady State CellTotal frequencies of Steady State Cell

SSR= x100SSR= x100

NN

Pupil Steady State Ratio (PSSR)Pupil Steady State Ratio (PSSR)

It represents the tendency of pupil talk in the same It represents the tendency of pupil talk in the same state for a period longer than three seconds: state for a period longer than three seconds:

(8,8) +(9,9)(8,8) +(9,9)

PSSR= x100PSSR= x100

(8+9)(8+9)

Instantaneous Teacher Response Instantaneous Teacher Response Ratio (TRR-89)/ Area GRatio (TRR-89)/ Area G

It represents the teacher’s tendency to praise or It represents the teacher’s tendency to praise or integrate pupil Ideas into the class discussion integrate pupil Ideas into the class discussion when pupils stop talking:when pupils stop talking:

(8,1) +(8,2)+(8,3)+ (9,1) +(9,2)+(9,3)(8,1) +(8,2)+(8,3)+ (9,1) +(9,2)+(9,3)

TRR-89= x100TRR-89= x100

(8,1) +(8,2)+(8,3)+(8,6)+(8,7)+(8,1) +(8,2)+(8,3)+(8,6)+(8,7)+

(9,1) +(9,2)+(9,3)+ (9+6)+(9,7)(9,1) +(9,2)+(9,3)+ (9+6)+(9,7)

Instantaneous Teacher Question Instantaneous Teacher Question Ratio (TQR-89)Ratio (TQR-89)

It is an Index of teacher’s tendency to respond to It is an Index of teacher’s tendency to respond to pupil talk with question based on his own Ideas pupil talk with question based on his own Ideas compared to his tendency to lecture :compared to his tendency to lecture :

(8,4)+ (9,4)(8,4)+ (9,4)

TQR-89= x100TQR-89= x100

(8,4) +(8,5)+ (9+4)+(9,5)(8,4) +(8,5)+ (9+4)+(9,5)

Vicious Circle Ratio (VC)/Area FVicious Circle Ratio (VC)/Area F

It indicate teacher’s restrictive behaviour involving It indicate teacher’s restrictive behaviour involving direction and self-justification, which is sensitive direction and self-justification, which is sensitive to difficulties faced by the teacher when the to difficulties faced by the teacher when the students are not complying satisfactorily :students are not complying satisfactorily :

(6,6)+ (6,7)+(7,6)+(7,7)(6,6)+ (6,7)+(7,6)+(7,7)

VC = x100VC = x100

NN

Advantages of FIACDr. M.B. Buch says, it is “ a bold step in

the right direction to improve the quality of education.”

• Feedback to the teacher• Observation technique for classroom

behaviour• Useful for theory of teaching• Effective diagnostic tool to measure the

social-emotional climate in the classroom

Precautions in use of Flanders Precautions in use of Flanders Interaction analysis:Interaction analysis:

The classroom encoding work should be done by an observer, The classroom encoding work should be done by an observer, who is familiar with entire process and knows its limitations.who is familiar with entire process and knows its limitations.

It is an exploratory device therefore value judgments about It is an exploratory device therefore value judgments about good and bad teaching behaviors are to be avoided. This good and bad teaching behaviors are to be avoided. This technique is not an evaluator device of classroom teaching.technique is not an evaluator device of classroom teaching.

The questions regarding classroom teaching can only be The questions regarding classroom teaching can only be answered by inspecting the matrix table. The observer cannot answered by inspecting the matrix table. The observer cannot answer the question relating to teacher behavior.answer the question relating to teacher behavior.

A comparison between the two matrices can be reliability A comparison between the two matrices can be reliability terms of behavior ratios, interaction variables and percentage terms of behavior ratios, interaction variables and percentage of frequencies in each category and calls frequency but value of frequencies in each category and calls frequency but value judgment is not possible.judgment is not possible.

The accuracy of the observation depends upon the reliability The accuracy of the observation depends upon the reliability of the observer. The classroom recording should be done after of the observer. The classroom recording should be done after estimating the reliability of observers.estimating the reliability of observers.

At least two observers should encode the classroom interaction At least two observers should encode the classroom interaction for analyzing teaching and teacher behavior. for analyzing teaching and teacher behavior.

Limitations of Flanders interaction Limitations of Flanders interaction analysis analysis

1. The system does not describe the totality of the classroom activity. Some 1. The system does not describe the totality of the classroom activity. Some behavior is always over looked and who is to say that the unrecorded aspects of the behavior is always over looked and who is to say that the unrecorded aspects of the teaching act are more important than those recorded. teaching act are more important than those recorded.

2. Efforts to describe teaching are often interpreted as evaluation of the teaching 2. Efforts to describe teaching are often interpreted as evaluation of the teaching act and of the teacher. While descriptions may be used as a basis of evaluation, act and of the teacher. While descriptions may be used as a basis of evaluation, judgment can be made only after additional value assumptions are identified and judgment can be made only after additional value assumptions are identified and applied to the data. applied to the data.

3. The system of interaction analysis is content-free. It is concerned primarily, 3. The system of interaction analysis is content-free. It is concerned primarily, with social skills of classroom management as expressed through verbal with social skills of classroom management as expressed through verbal communication. communication.

4. It is costly and cumbersome and requires some form of automation in 4. It is costly and cumbersome and requires some form of automation in collecting and analyzing the raw data. It is not a finished research tool. collecting and analyzing the raw data. It is not a finished research tool.

5. Much of the inferential power of this system of interaction analysis comes 5. Much of the inferential power of this system of interaction analysis comes from tabulating the data as sequence pairs in a 10 x 10 matrix. This is a time from tabulating the data as sequence pairs in a 10 x 10 matrix. This is a time consuming process. consuming process.

6. Once the high cost of tedious tabulation (electric computers) is under control 6. Once the high cost of tedious tabulation (electric computers) is under control but the problem of training reliable observers and maintaining their reliability will but the problem of training reliable observers and maintaining their reliability will still remain. still remain.

7. Its potential as a research tool for a wide application to problems is to be 7. Its potential as a research tool for a wide application to problems is to be explored. explored.

The system devotes little attention to student talk and focuses a great deal of The system devotes little attention to student talk and focuses a great deal of attention on direct/ indirect nature of Teachers performance. It is considered a great attention on direct/ indirect nature of Teachers performance. It is considered a great drawback of Flanders system.drawback of Flanders system.

References:References:

Sampath K., Panneerselvam A. & Santhanam Sampath K., Panneerselvam A. & Santhanam S. (2007),S. (2007),Introduction to Educational Introduction to Educational Technology, Technology, Sterling Publishers Private Sterling Publishers Private Limited, New Delhi (pp 53-64).Limited, New Delhi (pp 53-64).

Dr. Y.K. Singh, Dr. T.K. Sharma& Dr. Brijiesh Dr. Y.K. Singh, Dr. T.K. Sharma& Dr. Brijiesh Upadhaya (2008), Upadhaya (2008), Educational Educational TechnologyTechnology: : Teaching LearningTeaching Learning, A P H Publishing , A P H Publishing Corporation, New Delhi (pp 263-280).Corporation, New Delhi (pp 263-280).