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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.

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.

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.