FLANDERS’ SYSTEM OF INTERACTION ANALYSIS

SUBMITTED TO SUBMITTED BY

MS. SUSHILA SHARMA JYOTI

(TEACHING ASSITANT) 14060284

THIS SYSTEM OF INTERACTION ANALYSIS WAS DEVELOPED BY Ned, A. FLANDERS IN THE YEAR 1959.

IT IS BASICALLY A CATEGORY TYPE SYSTEM INVOLVING CATEGORIZATION OF ALL THE SETS OF POSSIBLE VERBAL BEHAVIOUR OF A TEACHER IN THE CLASS-ROOM WHILE INTERACTING WITH HIS STUDENTS.

INTERACTION ANALYSIS CATEGORIES

THERE ARE TEN CATEGORIES OF VERBAL BEHAVIOUR IN THE SYSTEM.

THESE ARE DIVIDED INTO THREE MAJOR SECTIONS:

A. TEACHER TALK

B. STUDENT TALK

C. SILENCE OR CONFUSION

FLANDERS’ INTERACTION ANALYSIS

CATEGORIES

A. TEACHER TALK INDIRECT INFLUENCE

1. ACCEPTS FEELINGS

2. PRAISES OR ENCOURAGES

3. ACCEPTS PUPIL IDEAS

4. ASK QUESTIONS

DIRECT INFLUENCE

5. LECTURING

6. GIVING DIRECTIONS

7. CRITICISING OR JUSTIFYING AUTHORITY

B. PUPIL TALK 8. PUPIL TALK RESPONSE

9. PUPIL TALK INITIATION

C. SILENCE OR CONFUSION10. SILENCE OR CONFUSION

HOW TO USE FLANDERS’ INTERACTION

ANALYSIS

1. OBSERVATION OR RECORDING OF CLASS ROOM EVENTS

2. CONSTRUCTION OF INTERACTION MATRIX

3. INTERPRETATION OF INTERACTION MATRIX

CERTAIN GROUND RULES

RULE 1:

WHEN NOT CERTAIN TO WHICH TWO OR MORE CATEGORIES A STATEMENT BELONGES, CHOOSE THE CATEGORY THAT IS NUMERICALLY FARTHEST FROM CATEGORY 5 e.g. FOR CHOOSING BETWEEN 3 AND 4, CHOOSE 3 AND FOR 8 AND 9, CHOOSE 9.

RULE 2:

IF THE PRIMARY TONE OF TEACHER’S BEHAVIOUR HAS BEEN CONSISTENTLY INDIRECT, DO NOT SHIFT INTO THE OPPOSITE CLASSIFICATION UNLESS A CLEAR INDICATION OF SHIFT IS GIVEN BY THE TEACHER

RULE 3:

THE OBSERVER MUST NOT BE CONCERNED WITH HIS OWN BIASES OR TEACHER’S INTENT.

RULE 4:

IF MORE THAN ONE CATEGORIES OCCURS DURING THE THREE SECONDS INTERVAL, THEN ALL CATEGORIES USED IN THAT INTERVAL ARE RECORDED.IF NO CHANGE OCCURS WITHIN THREE SECONDS, REPEAT THAT CATEGORY NUMBER.

RULE 5:

FOR SILENCE LONGER THAN THREE SECONDS, RECORD 10 FOR EVERY THREE SECONDS.

RULE 6:

A TEACHER’S JOKE WHICH IS MADE AT THE EXPENSE OF CHILDREN IS RECORDED AS 7.

RULE 7:

IF A STUDENT GIVES A SPECIFIC PREDICTABLE ANSWER TO A NARROW QUESTION, IT IS RECORDED AS 8.

CONSTRUCTION OF INTERACTION

MATRIX

THE MATRIX TABLE CONSISTS OF 10 ROWS AND 10 COLUMNS.THE

CATEGORY NUMBER OF THE RECORD SHEET ARE TABULATED IN THE

MATRIX TABLE.EACH NUMBER IS ENTERED IN THE FORM OF SEQUENCE PAIRS , BEING USED TWICE, FIRSTLY AS THE FIRST NUMBER AND

SECONDLY AS SECOND NUMBER. THE ROWS OF THE MATRIX REPRESENT

THE FIRST NUMBER IN THE PAIR AND COLUMNS, THE SECOND.

EXAMPLE:

SUPPOSE THAT THE CATEGORY NUMBERS AS 5,4,3,10,6,2,6,1,8,2. LET US

ADD 10 IN THE BEGINNING AND 10 AT THE END OF THIS SEREIES AND TRY

TO FORM PAIRS.

ORIGINAL SERIES SERIES FOR PAIRING PAIRING

5 10 10

4 5 5

3 4 4

10 3 3

6 10 10

2 6 6

6 2 2

1 6 6

8 1 1

2 8 8

2 2

10 10

INTERPRETATION OF INTERACTION

MATRIX

QUANTITATIVE ANALYSIS OF TEACHER BEHAVIOUR:

INTERPRETATION REGARDING QUANTITATIVE ASPECTS MAY BE BASED ON

THE FOLLOWING:-

1.INTERPRETATION CATEGORIES

2.AREAS OF INTERACTION

3.BEHAVIOUR RATIOS

4.INTERACTION VARIABLES

METHOD BASED ON BEHAVIOUR

RATIOS

TEACHER TALK RATIO (T T) –TEACHER TALK RATIO REPRESENTS THE PERFORMANCE OF A TEACHER IN THE CLASS ROOM

TT= 1+2+3+4+5+6+7/ N 100

INDIRECT TEACHER TALK RATIO (I T T) THIS RATIO REPRESENTS THE PERFORMANCE OF A TEACHER IN TERMS OF

THE ACTION ENCOURAGING AND SUPPORTING PUPIL PARTICIPATION

ITT = (1+2+3+4/N) 100

DIRECT TEACHER TALK RATIO (DTT)THIS RATIO REPRESENTS THE PERFORMANCE OF A TEACHER IN TERMS OF THE ACTION OF THE ACTIONS RESTRICTING STUDENTS PARTICIPATION

DTT = (5+6+7/N) 100

PUPIL TALK RATIO (PT) PUPIL TALK REFERS TO THE VERBAL ACTIVITIES OF THE PUPILS IN RESPONSE TO THE TEACHER

PT = (8+9/N) 100

SILENCE OR CONFUSION RATIO (SC)

SC = (10/N) 100

THANK YOU