Classroom interaction analysis techniques for classroom teachers ...

Redesigning Pedagogy 2011 8the students’ answers. Spots on Line (category) 4, 5, 8 and 9, the teacher asks questions every onceawhile during lecturing and the students always provides short answers, sometimes the students alsoinitiate talks when teacher gives statements.10Category98765432100 30 60 90 12 15 18 210 24 27 30 33Time(S)Fig. 1 Simulated scatter chart of teaching event on the timelineBesides the scatter chart, the comparison of students’ talk with teacher’s talk during the classcan also be visualized with curve chart. The chart tells us when, and then what event, trigger more(or less) verbal participation of students which represents more (or less) student involvement inclass. For instance, Figure Fig.2 shows the accumulation percentage of teacher’s talk and students’talk during the class. The curvature of both curves in the chart shows the increasing pattern ofteacher’s talk and students’ talk. When the students’ talk increases greatly in a very short time span,the teaching events happened before the time span can be viewed as the inspiring stimulation. Whilethe teacher’s talk increases greatly, the chances for students’ expressions are reduced accordingly,which predicts a pattern of less interactions between the teacher and the students.80.0%70.0%60.0%Teacher talkStudent talk50.0%40.0%30.0%20.0%10.0%0.0%0 50 100 150 200 250 300 350Time(S)Fig. 2 Simulated curve chart of teacher talk and student talk percentage