Classroom interaction analysis techniques for classroom teachers ...

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5. LecturingRedesigning Pedagogy 2011 5Teacher gives facts or opinions about content or procedures; expresses his ideas, asksrhetorical questions.6. Giving DirectionsTeacher gives directions, commands, or orders to which a student is expect to comply.7. Criticizing or Justifying AuthorityTeacher gives statements which intended to change student behaviour from non –acceptableto acceptable pattern, states teacher authority and so forth.Student response:8. Student Talk – ResponseStudents talk in response to teacher. Teacher initiates the contact or solicits studentstatement.9. Student Talk – InitiationStudents initiate the talk, including the response to teacher’s statements which indicates thestudent is willing to talk.Silent moments:10. Silence or ConfusionPauses, short periods of silence and periods of confusion in which communication cannot beunderstood by the observer.Table T1. Categories for FIASTeacher Talk Indirect Influence 1. Accept FeelingStudent TalkDirect Influence2. Praises or Encourages3. Accepts or Use Ideas of Students4. Asks questions5. Lecturing6. Giving Directions7. Criticizing or Justifying Authority8. Student talk—Response9. Student talk –Initiation10.Silence or Confusion
Redesigning Pedagogy 2011 6During the class time, trained observer identifies and records the events in class into the aboveten categories. In the original design (Flanders, 1970), the observer should records the verbal eventoccurred into category numbers every three seconds. However, it was reported less applicable totrain a suitable observer. Therefore, in classroom practices, the interval may vary according to theexperience of the observer.Matrix AnalysisAfter classroom observation, a series of numbers are produced as the written record whichpreserves the original sequence of events. The number sequence of FIAS is arranged into pairs andtabulated into a matrix format to facilitate calculation, whereas the outcomes can also be visualizedto explain the results more directly. By highlighting the sequence of verbal behaviours in class,FIAS also provides teachers their unique teaching styles from analyzing their verbal reactions tostudents’ speech. It is teacher’s indirect or direct influence which may encourage the interaction inclass or, on the contrary, reduce students’ involvements in class.We explain the matrix analysis of FIAS through simulated data of classroom observationwhich lasts 350 seconds of teaching time. The simulated matrix is showed in table T2. In the table,rows are previous events (categories), while columns are following events. Areas of the matrixindicate different aspects of a teaching procedure.• [Total] The cells in the total row show the percent time the teacher talk, the student talk and thetime in silence. They showed the extent of teacher-student interaction and the efficiency of aclass.• [Row 6-7, Column 6-7] indicates the continued use of directions and criticism, which impliesdiscipline problems in the class.• [Row 1-3, Column1-3] indicates the continued use of acceptance and praise, which shows anencouraging teaching style.• [Row 8-9, Column8-9] indicates sustained students participation, which is supposed to be afrequently event in a class with more interactions.
Page 2 and 3: Redesigning Pedagogy 2011 1BEYOND R
Page 4 and 5: Redesigning Pedagogy 2011 3Beyond R
Page 8 and 9: Redesigning Pedagogy 2011 7• [Row
Page 10 and 11: Social Network Analysis(SNA)Redesig
Page 12 and 13: Redesigning Pedagogy 2011 11We beli
Page 14 and 15: Redesigning Pedagogy 2011 13nodes.
Page 16 and 17: Redesigning Pedagogy 2011 15systema
Page 18 and 19: AppendixRedesigning Pedagogy 2011 1

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