Flander's Interaction Analysis System
The much-discussed and useful system of observation and analysis of teaching behavior is Nad A., developed by Flander (1963). This system falls under the social interaction model of teaching.
This method was created by Flander to research the "teacher effect" and student performance. This technique is especially used for verbal behavior and classroom communication. Verbal behavior prevails over non-verbal behavior between teachers and students. Flander's assumption is that the verbal behavior of the classroom represents the entire classroom behavior.
In this, Flander has divided the behavior of teachers and students during classroom teaching into ten categories. During teaching, after every three seconds, the observer determines to what category the teaching behavior occurring at that time belongs. The ten categories of teaching behavior given by Flander have been presented in the table. Of these,'seven' were teacher talks, 'two' were student talks, and one
It is related to silence or chaos. N. A. In this technique, Flander classified all the verbal behaviors occurring in the classroom.
tried to do. All actions are divided into three parts:
(1) Teacher Talk; (2) Pupil Talk;
(3) silence or confusion.
Self remains more active. When in practice, teachers give more, and I remain more active. The direct and indirect benefits of the teacher are also divided into categories.
(a) Direct Teacher Behavior: Here all the responses and actions of the teacher are included that directly control the behavior of the students, such as giving, giving instructions, criticizing, and showing authority. Under direct behavior, the teacher dominates the classroom in the teaching process. 'Direct behavior' can be divided into the following categories, according to Slander: -
1. Lecturing, 2. Giving Direction; 3. Criticizing and Justifying Authority
(a) Indirect Teacher Behaviour: In 'indirect behavior', the teacher indirectly carries forward the process of learning in the classroom. In this, all these responses of the teacher are made, which indirectly encourage the losers to respond to the behavior, like (1) accepting the feelings of the students, (ii) praising, (iii) using the ideas of the students in your lecture, (iv) asking questions, etc.
(2) Pupil-Talk-
Kanchan is divided into two parts. First, when the student responds to the teacher's questions and instructions, it is called a "pupil talk response."Second, when the student himself asks the teacher questions or asks for clarification, all these behaviors are included in the student's utterance, 'Pupil Talk Initiation'. Here, the student has tried to respond to the teacher's presentations, performs non-verbal work as per the instructions given by the teacher, and is eager to ask questions himself.
(3) Silence or Confusion
Sometimes such a situation arises during teaching when there is no verbal interaction between the teacher and the student in the class or many students are ready to utter verbal words simultaneously, and the teacher or inspector is not able to take this decision. One is unable to determine which of the two, the teacher or the learner, is actually giving the initiation or response.
Encoding Process: The observer sits at a place where he can observe the discussion going on in the class.
I can hear and see the participants. Each one lasts for three seconds. Determines which of these categories the behavior that occurred during that period belonged to. It marks the serial number of that category on the data sheet. Along with this, he is from 2. It also keeps observing the behavior that occurs in the next three seconds. Performs 20 to 25 inspections in one minute. The inspector marks them on the chart. While marking, he only writes the serial numbers of the categories of behavior in columns from top to bottom. In this system, special attention is paid to the speed of grade marking. A lesson is observed for at least twenty minutes. Four hundred occurrences of categories can be recorded in this period. The name of the teacher and other introductory things are written on the graph sheet. Category-8 The emphasis is placed on the accuracy of the marking.
Before starting the'marking process', the inspector has to make some basic preparations. They should have good knowledge of each category of behavior and should also remember which behavior falls into which category and what its serial number is. The practice of recording verbal behavior in the classroom should first be done under the guidance of an experienced observer. Before starting, the trainee should assess the reliability of his observations. This encoding process is called 'encoding' in the language of Palander.
Usefulness of land interaction analysis
(Advantages/Utilities of Flander's Interaction Analysis) 3. This doubt also has to be fulfilled.
can be obtained.
2. Gives pages to the law.
3. It is a method to measure the socio-emotional environment in
(Is.
4. It is also beneficial for in-service teachers.
5. Know the difference between them by making a matrix on the basis of age, gender and subject matter.
can be done.
It is an objective method of classroom teaching.
7. It helps in simulated, simulated teaching and micro teaching.
6. In this method, more emphasis is given on teacher talk.
9. This method is an analytical method to know every work happening in the classroom.
10. Teachers who observe teachers can use this method.
11. It is helpful in developing the desired pattern of teacher influence.
Precautions regarding the use of interaction analysis
(Precautions related to the Use of Interaction Analysis) Following are the precautions related to the use of interaction analysis--
(1) Data related to interaction analysis should be collected only by those observers who are well acquainted with its methodology and shortcomings. (ii) A list of things to be found out through inspection of classroom interaction matrix should be prepared before starting the inspection.
(iii) Qualitative statement regarding teaching behaviour, effect-
Cause) should be given only after getting information about the relationships, not otherwise.
(iv) Scoring of classroom interaction observations provides credibility to the observers.
This should be done after assessment.
(v) Any conclusion regarding the teaching behavior of a teacher can be made only on the basis of one lesson.
It would be unfair to remove it on the basis of inspection. A for reliable conclusions
Must inspect the party more than.
(vi) Use of more than one inspector in inspecting the lesson increases the intensity of interaction.
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