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EDU 5046: CLASSROOM INTERACTION Lecture 6: Classroom Interaction Analysis Learning Outcomes: At the end of this lesson, students are able to:

1. Describe the findings of past studies regarding classroom interaction, 2. Explain the important aspects in conducting systematic classroom studies, and 3. Describe classroom interaction analysis based on Flanderss interaction analysis categories

(FIAC). CLASSROOM INTERACTION ANALYSIS

History of classroom researches/studies: 20-39s: teacher effectiveness

Anderson: dominant behaviours & teachers integration in classroom

39-48s: emergence of systematic analysis by Anderson, Lewis, Lippitt & White 49-60s: verbal interaction in classroom

Withall, Bales, & Flanders Withal: The social and emotional climate

60s onwards: wider scope Age based goups, subjects, and types of school Field: evaluation, curriculum & teacher effectiveness

EXAMPLES OF RESEARCH FINDINGS

Anderson & Brewer (1946): Dominative & Integrative Characteristics of a Teacher Dominative

Determines students behaviour/activities in the classroom.

Refuses to accept students suggestions/opinions.

Often shouts at students and reprimands/rebukes

Gives warnings frequently

Fails to facilitate students

Integrative Always considers students suggestions.

Accepts different opinions from students.

Guides students in their tasks.

Takes part in classroom activities with the students.

Sympathizes students problems.

Gives permission or motivates them to try.

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Hamachek (1974):

An effective teacher possesses humanitarian elements, likes to prank, fair, warm and good natured.

Hamid Mahmood (1990):

Characteristics of a teacher who can teach effectively: patient, loving, likes his/her students,

appreciates and praises sincerely, positive and not arrogant and does not criticize with no reason.

A SYSTEMATIC STUDY OF A CLASSROOM SHOULD CONSIDER THE FOLLOWING ASPECTS:

Focus of the study (teacher-student/student-student) Data recording method (direct, recording, film, video) Aspects of interaction that are being studied (cognitive, affective & psychomotor), either by

activities, content, social structure or physical environment. Training for observers/raters Observation methods (time sampling or behaviour sampling)

(A) Time sampling

Unit sampling recording data at one given time Example: Flanders (1965) used a 3-seconds unit (recording every 3 seconds)

Advantages: can record numerous changing behaviors, even though repetitive

Disadvantages: may miss some behaviors

Static sampling 10 or 30 seconds each minute

Only records what happens in that time frame

Disadvantages: loss of information, inconsistent/inaccurate behaviour, unless observation is made for a very long period.

Natural sampling No time limit, recording of whats happening, change codes according to the events.

(B) Behaviour sampling

Only records the desired behaviours. Disadvantages: bias

NED FLANDERSS INTERACTION ANALYSIS CATEGORIES (FIAC)

The Flanders system evolved from the systematic approach to the analysis of verbal classroom interaction developed by Withall and Bales.

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Flanders divides IAC into 10 categories (direct classroom recordings), using 3 seconds unit time sampling.

Based on the notion of teacher directness or indirectness which is closely related to Andersons

dominative/integrative concept and Lewin, Lippitt and Whites authoritarian and democratic roles among teachers.

Flanderss system contains 3 main sections:

Teacher talk Student talk Silence

Emphasis: freedom and control given by teachers to students

SUMMARY ON FLANDERSS STUDY

In the teaching & learning process, teachers often use 2/3 of the overall time (teaching) to talk.

Teachers direct talk affects students in the delivery of instructions, criticism, etc.

Flanders places the main responsibility of determining the classroom interaction pattern in the hands of the teacher.

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