Flander's Interaction Analysis Categories System (FIACS)

TOPIC: FLANDER’S INTERACTION ANALYSIS

REPORTER: DIANE L. MENDEZ

DEFINITION OF INTERACTION ANALYSIS FIAC TABLE

It is a process of encoding and decoding the study pattern of teaching and learning process of classroom.

CHARACTERISTICS ANALYSIS

OF

Categories

Categories

Category

Areas

Type

No.

INTERACTION

Indirect influence

1. The classroom verbal interaction can be made more effective. 2. The teacher can increase student participation in his teaching. 3. The direct behavior of teacher may be shifted to indirect behavior, which is more suitable in democratic way of life. 4. The tape recorder and videotape can be used for recording the classroom events. The trainee can encode and decode his own behavior. 5. This technique can also be combined with other feedback device such as microteaching and simulated teaching. TECHNIQUES

1

Accepts feeling. Feeling maybe positive or negative.

2

Praises or encourages. Positive reinforcement.

3

Accepts or uses ideas of pupils. Clarifying or building or developing ideas suggested by a pupil.

4

Asks questions. The intent that a pupil will answer.

5

Lecturing. Giving facts or opinion about content or expression of own ideas.

6

Giving directions. The students are expected to comply.

7

Criticizing or justifying authority. When the teacher asks the pupils not to interrupt with foolish questions.

8

Pupil-talk response. Teacher asks question, student gives answer to the question.

9

Pupil-talk Initiation. Expressing own ideas, freedom to develop opinions and a line of thought like asking thoughtful questions

10

Silence or confusion. Communication cannot be understood by the observer.

Teacher Talk

Direct

THE FOUR IMPORTANT INTERACTION ANALYSIS

Response

Initiation

OF

1. Flander's Interaction Analysis Categories (FIAC) 2. Reciprocal Category System (RCS) 3. Equivalent Talk Categories (ETC) 4. Verbal Interaction Category System (VICS) FLANDER’S INTERACTION ANALYSIS Response

It is used to determine whether a teacher is indirect or direct in his approach to motivation and control in the classroom. It is the most suitable and widely used technique in the field of research all over the world.

Pupil talk

Direct

Initiation

FLANDER’S INTERACTION CATEGORY SYSTEM (FIAC/FIACS)

ANALYSIS

It was developed by Ned Flander to study what is happening in a classroom when a teacher teaches. It was developed at the University of Minnesota, U.S.A. between 1955 and 1960 It is classified as Total Verbal Behavior into three (3) major categories.

Silence

Activity

TOPIC: FLANDER’S INTERACTION ANALYSIS

REPORTER: DIANE L. MENDEZ

PROCEDURE OF FLANDER’S INTERACTION ANALYSIS

ii.

Indirect Teacher Talk Ratio (ITT)

There are two processes of interaction analysis:

ITT =

a) Encoding process - is used for recording classroom events and preparing observation matrix by encoding the numbers of ten category system. - it has three steps: (1) Memorize the code number, (2) Place of sitting, and (3) Recording the category number. b) Decoding process - is process interpreting observation matrix.

iii.

ITT =

{ { { { {

st

pair

rd

pair

th

pair

th

pair

th

pair

PT =

of v.

vi.

2

3

4

5

6

I III

I

7

8

9

10

I I

I I 0

0

0

1

5

1

0

I 1

1

1

TOTAL 0 0 0 1 5 1 0 1 1 1 10(N)

(3) Interpretation of Interaction Matrix i.

Teacher Talk Ratio / Percentage of Teacher Talk (TT) TT =

x 100

𝑇𝑜𝑡𝑎𝑙 𝑜𝑓 𝐶𝑎𝑡𝑒𝑔𝑜𝑟𝑦 10 𝑁

x 100

Indirect and Direct Ratio (I/D) 𝑇𝑜𝑡𝑎𝑙 𝑜𝑓 𝐶𝑎𝑡𝑒𝑔𝑜𝑟𝑖𝑒𝑠 1 𝑡𝑜 4

= 𝑇𝑜𝑡𝑎𝑙 𝑜𝑓 𝐶𝑎𝑡𝑒𝑔𝑜𝑟𝑖𝑒𝑠 5 𝑡𝑜 7 x 100

1. It is an effective tool /instrument to measure the social-emotional climate in the classroom. 2. It is also used for in-service teachers. 3. It provides feedback to the pupil-teachers. 4. It is an objective and reliable method for observation of classroom teaching. 5. It is mostly teacher talk oriented. 6. It is used to compare the behavior of teachers at different age levels, gender, subject etc. 7. It is much useful in team teaching and microteaching. LIMITATIONS OF FLANDER’S INTERACTION ANALYSIS CATEGORIES 1.

2. 3. 4.

𝑇𝑜𝑡𝑎𝑙 𝑜𝑓 𝐶𝑎𝑡𝑒𝑔𝑜𝑟𝑖𝑒𝑠 1 𝑡𝑜 7 𝑁

𝑇𝑜𝑡𝑎𝑙 𝑜𝑓 𝐶𝑎𝑡𝑒𝑔𝑜𝑟𝑖𝑒𝑠 8 𝑎𝑛𝑑 9 𝑁

ADVANTAGES OF FLANDER’S INTERACTION ANALYSIS CATEGORIES

(2) Tabulating the matrix / Interaction Matrix Table 1

x 100

Silence or Confusion Ratio (SC)

𝐼 𝐷

(1) Sequence of pair: (row, column): (10,5), (5,9), (9,6), (6,5), (5,5), (5,5), (5,5), (5,4), (4,8), (8,10)

1 2 3 4 5 6 7 8 9 10 TOTAL

𝑇𝑜𝑡𝑎𝑙 𝑜𝑓 𝐶𝑎𝑡𝑒𝑔𝑜𝑟𝑖𝑒𝑠 4 𝑡𝑜 7 𝑁

Pupil’s Talk Ratio/Percentage of Pupil Talk (PT)

iv.

SC =

}1 }3 }5 }7 }9

x 100

Direct Teacher Talk Ratio (DTT)

Steps: 10 5 2nd pair 9 4th pair 6 5 th 6 pair 5 5 th 8 pair 5 4 10th pair 8 10

𝑇𝑜𝑡𝑎𝑙 𝑜𝑓 𝐶𝑎𝑡𝑒𝑔𝑜𝑟𝑖𝑒𝑠 1 𝑡𝑜 4 𝑁

x 100

5.

It consumes much time in preparing 10 x 10 matrix without which, interpretation is not possible. Less attention has been paid towards pupil-talk. The observers have to be trained in order to code correctly. Classroom interaction of pupil-pupil type is not considered here. The system of coding and decoding procedure very difficult and expensive.