Flanders developed a system of interaction analysis to study what is happening in the classroom when a teacher teaches. In flanders interaction category systemThe teacher influences the students; Students also interact with the teacher. Flanders has classified total verbal behavior into 10 categories which makes learning more entertaining and enjoyable. Download PDF in Hindi English for Flander System Child Development and Pedagogy (CDP) Study Notes for UGC NET, CTET, HTET, KVS and other exams. Here, to make it more useful we are providing you category-wise information The Flanders Interaction Category System.
flanders interaction category system
Flander conceived of this method in 1959, designed to improve teacher effectiveness and student well-being. This method is especially used for verbal behavior and classroom communication. Communication between student and teacher is usually verbal rather than non-verbal. Flander believed that the verbal behavior of the class reflected the behavior of the general class. Verbal behavior can be analyzed with great accuracy.
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Flander thought of this method in 1959 and designed this method for teacher effectiveness and student welfare. This method is especially used for verbal behavior and classroom communication. Communication between student and teacher is usually verbal rather than non-verbal. Flander believed that classroom verbal behavior reflected general class behavior. Verbal behavior can be analyzed with great accuracy.
With this method, any activity occurring in 3 seconds or less can be systematically analyzed. It is a factual and scientific method of analysis. The main importance of this method is initiation and reaction between two or more individuals.
With this method, any activity occurring in 3 seconds or less can be systematically analyzed. It is a factual and scientific method of analysis. The main importance of this method is initiation and reaction between two or more persons.
Various Categories
Flanders divided classroom behavior between students and teachers into ten categories. The division is as follows
(A) Teacher Talk – 7 Categories
(B) Student Talk-2 Categories
(c) Silence or confusion -1 category
Flanders has divided classroom behavior between students and teacher into ten categories. The division is as follows
(a) Teacher interaction – 7 categories
(b) Student interaction-2 categories
(c) Silence or confusion -1 category
The first seven categories have also been divided into two parts. The first part is direct talk and the second is indirect talk.
The first seven categories are also divided into two parts. The first part is direct conversation and the second is indirect conversation.
Meaning of Various Categories
(A) indirect effect -The teacher indirectly influences the students through this method in the following first four categories:
indirect effect – The teacher indirectly influences the students through this method in the first four categories.
Category 1: Acknowledging Feelings – In this category the teacher accepts the feelings of the students. Students in this category have the right to display their emotions
Category- 1: accepting feelings – In this category, the teacher accepts the feelings of the students. Students in this category have the right to display their emotions.
Category 2: Praise or Encouragement – Teachers praise students’ activities by saying “good”, “excellent” and encourage them to explain or “say more”, “explain more”, “elaborate more”, etc.
Category 2: praise or encourage – The teacher praises students’ activities by calling them ‘good’, ‘excellent’ and encourages them to explain or by encouraging them to “say more”, “explain more”, “elaborate further” etc.
Category 3: Accepting or using ideas – In this category the teacher accepts the ideas of the students. He explains their suggestions or ideas in his own words or style
Category 3: accepting or using ideas – In this category the teacher accepts the ideas of the students. He explains his suggestions or ideas in his own words or style
Category 4: Asking Questions – This category only includes asking questions. After asking a question the teacher must get an answer
Category 4: Asking Questions- This category includes only asking questions. After asking questions, the teacher must necessarily obtain answers
(b) Direct influence or direct teacher behavior direct influence or direct teacher behavior
Category 5: Lecture – This is a type of verbal conversation, and this category is used to convey information or make someone aware of some opinion or when the teacher is trying to explain something, or discuss something
Category 5: Lecture – This is a type of oral conversation, and this category is used when someone is giving some opinion or when the teacher is trying to explain something, or to discuss about something.
Category 6: Giving directions -Instructing children to do something in the class is called giving instructions like “All students will stand in front” or “Work while sitting”.
Category 6: Giving directions – Giving instructions to children to do something in class such as “All students will stand in front” or “Sit and do work”.
Category 7: Criticizing and Justifying Authority – Used when the teacher criticizes a student for inappropriate behavior and says, “I don’t like it” or “I will throw you out of the class”, “Shut up”, “Out Get out” etc.
Category 7 : Criticism and justification Authority – This is used when the teacher criticizes students for inappropriate behavior, and says, “I don’t like it” or “I’ll throw you out of the class,” “Shut up.” , “Go out” etc.
(c) students’ conversation -It is divided into two groups. The first is Student Talk Response and the second is Student Talk Conversation.
Student Interaction- It is divided into two groups. The first student interaction is response and the second student interaction is conversation.
Category 8: Responses to student talk – When the teacher asks the students questions then the students answer the questions orally and follow the instructions then all these responses come under this type of category.
Category 8, Student conversational responses- When the teacher asks questions to the students, students answer the questions and follow the instructions in a verbal manner, then all these responses come under this type of category.
Category 9: Student Initiation– In this, students initiate the discussion, and are eager to ask questions and say something. This type of reaction is included in this category. Expression of ideas by students is included in this category.
Category 9, Student initiation – Students initiate the discussion, and are eager to ask questions and say something. This category includes this kind of reaction. Expression of ideas by students is included in this category
Category 10: Silence or Confusion – Student’s silence in the class or being in a state of confusion comes in this category.
Category 10 : silence or confusion – Student’s silence or confusion in the class comes under this category.
Advantages of Flander’s Interaction Analysis
(1) With this method, information about the conversation of the entire class can be obtained with the help of metrics even without any sender.
Through this method, even without a sender, information about the entire class interaction can be obtained with the help of metrics.
(2) This method provides appropriate feedback to teachers and student teachers.
This method provides appropriate feedback to teachers and trainee teachers.
(3) It is an effective way to estimate the social and emotional atmosphere of the classroom.
This is an effective way to gauge the social and emotional atmosphere of the classroom.
(4) This is a useful method for in-service teachers also.
This is also a useful method for in-service teachers.
(5) By developing metrics, differences based on age, gender and subject matter can be found.
By developing metrics, differences based on age, gender and subject can be found.
(6) It is a factual method of classroom teaching.
It is a factual method of classroom teaching.
(7) In this method the teacher gives more emphasis on discussion.
In this method the teacher gives more emphasis on discussion.
(8) It is an analytical method to know about each and every activity in the classroom.
It is an analytical method to know about each activity in the classroom
Limitations of Flander’s Interaction Analysis
(1) In this method complete description of all activities cannot be obtained and some behaviors cannot be classified and observed.
In this method, complete description of all activities cannot be obtained and some behaviors cannot be classified and may be unobserved.
(2) This method is related to social skills of class system etc.
This method is related to social skills like classroom arrangement etc.
(3) It is an expensive method, and it is not always possible to use it.
This is an expensive method, and it is not always possible to use it.
(4) It is not a complete research method in itself.
It is not a complete research method in itself.
(5) Sometimes the class becomes boring because data and statistics have to be collected.
Sometimes class becomes boring because it involves collecting data.
(6) In this method, there are 7 categories of teacher talk and only 2 categories of student talk. Therefore very little attention is paid to student dialogue.
In this method, there are 7 categories of teacher interactions and only 2 for student interactions. Therefore very little attention is paid to student interaction.
(7) Training loyal teachers is also a problem. This method cannot be used due to shortage of such teachers.
Training loyal teachers is also a problem. Due to shortage of such teachers, this method cannot be used.
FLANDERS INTERACTION CATEGORY SYSTEM (FIACS) PDF Notes
Candidates preparing for teaching exams can easily access the Flanders Interaction Categories System (FIACS) Notes PDF file from the link given below. They can refer to the PDF as reference during preparation and most importantly during revision.
Download the Flanders Interaction Category System Notes PDF
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