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INDIRECT INFLUENCE of ENGLISH TEACHERS

in TEACHING LEARNING PROCESS at SECONDARY

LEVEL of EDUCATION

Classroom Observation

Use: To fill in on a visit to a classroom observation, then analyse in order to explore the

indirect influence of the teachers in the secondary level teaching-learning process in the

subject of English, to know about positive and negative reinforcement in the class and to

analyze the student participation level in the classes.

RESEARCH INSTRUMENT

This instrument was developed by Flanders (1970) and has been used extensively in various

studies regarding classroom interaction. The items in the Flanders Interaction Analysis were

converted in an observation sheet called a coding chart as illustrated by Gay (2000).

FLANDERS INTERACTIONANALYSISSYSTEM

Teacher/Student/Other Behaviors Observed Tallies Anecdotal Notes

TeacherTalk

IndirectIn

fluences

1. Accepts Feeling: Accepting and clarifying the feeling tone ofstudents in a nonthreatening manner. Feelings may be positive or

negative. Predicting or recalling feelings is included.

2. Praises or Encourages: Praising or encouraging student action orbehavior. Jokes that release tension, but not at the expense

ofanother individual; nodding head, saying "um hm?" or "go on"

are included.

3. Accepts or Uses ideas: Clarifying, building, or developing ideassuggested by a student. As more of the teachers own ideas come

into play, shift to Category 5.

4. Asks Questions: Asking a question about content or procedurewith the intent that a student answer.

DirectInfluences 5. Asks Questions: Asking a question about content or procedure

with the intent that a student answer.

6. Gives Directions: Giving directions, commands, or orders withwhich a student is expected to comply.

7. Criticizes or Justifies Authority: Making statements intended tochange student behavior from unacceptable to acceptable pattern;

bawling out someone; stating why the teacher is doing what he/she

is doing; extreme self-reference.

Student

Talk

8. Responds: Talk by students in response to teacher. Teacherinitiates the contact or solicits student statement.

9. Initiates: Talk by students, which they initiate. If "calling on"students is only to indicate who may talk next, observer must

decide whether student wanted to talk. If so, use this category.

Silence 10.Silence or Confusion: Pauses, short periods of silence, and

periods of confusion in which communication cannot be

understood by the observer.

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Summary of categories for Flanders Interaction Analysis as adapted by S.J. Matthews, June 1995. Original source: Hopkins,W.S., & Moore, K.D. (1993). Clinical supervision: A practical guide to student teacher supervision . Madison, WI: Brown& Benchmark Publishers.

OBSERVAT

IONA

LS

HEET

5 10 15 20 25

1

2

3

4

5

6

7

8

910

Name of Teacher : Class :

PROCEDURE

1. In each class period of 45 minutes, 13.50 minutes (810 seconds) were used asobservation period.

2. 13.50 minutes (810 seconds) were divided in to nine time units.3. One time unit was 1.30 minute (90 seconds).4. One observation sheet was used for each observation session of 90 seconds.5. Each observation session constituted 30 observation periods.6. Each observation period was of 3 seconds duration.7. The teachers behaviour in each observation period of 3 seconds was observed,

classified and recorded in the relevant block of the observation sheet until thetermination of observation session of 90 seconds.

8. A stopwatch was used together with an ordinary watch.9. Total time for observation in a single classroom comprised 13.50 minutes (810

seconds).