TOPIC: FLANDERS 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

Accepts feeling.
Feeling maybe
positive or
negative.

Praises or
encourages.
Positive
reinforcement.

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

Asks questions.
The intent that a
pupil will answer.

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

Giving
directions. The
students are
expected to
comply.

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

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

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)
FLANDERS 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

FLANDERS
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: FLANDERS INTERACTION ANALYSIS

REPORTER: DIANE L. MENDEZ

PROCEDURE OF FLANDERS 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.

I
III

10

I
I

I
I
0

I
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

10

x 100

Indirect and Direct Ratio (I/D)

1 4

= 5 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 FLANDERS INTERACTION
ANALYSIS CATEGORIES
1.

2.
3.
4.

1 7

8 9

ADVANTAGES OF FLANDERS INTERACTION

ANALYSIS CATEGORIES

(2) Tabulating the matrix / Interaction Matrix Table

1

x 100

Silence or Confusion Ratio (SC)

(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

4 7

Pupils 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

1 4

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.