The Instructional Process: A Review of Flanders’ Interaction Analysis in a Classroom Setting

Veronica Odiri Amatari

doi:doi:10.11648/j.ijsedu.20150305.11

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The Instructional Process: A Review of Flanders’ Interaction Analysis in a Classroom Setting

Veronica Odiri Amatari

Received: 22 May 2015 Accepted: 25 July 2015 Published: 19 August 2015

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Abstract

Interaction Analysis is a technique for capturing quantitative and qualitative dimensions of teacher verbal behaviour in the classroom. As an observational system, it captures the verbal behaviour of teachers and students that is directly related to the social – emotional climate of the classroom. It was developed by Ned Flanders out of Social Psychological Theory and was designed to test the effect of social emotional climate on students’ attitudes and learning. The theoretical assumptions of Interaction Analysis (IA) are that in a normal classroom situation, verbal communication is predominant; the teacher exerts a great deal of influence on the student and the student’s behaviour is affected to a great extent by this type of teacher behaviour exhibited. Flanders’ ten category system that attempts to categorize all the verbal behaviour to be found in the classroom is explored in this paper. The objective is the advocacy for the adoption of FIAC in the instructional process in our public schools, since the quantity and quality of teacher – student interaction is a critical dimension of effective classroom teaching and enhanced learning.

DOI	10.11648/j.ijsedu.20150305.11
Published in	International Journal of Secondary Education (Volume 3, Issue 5, October 2015)
Page(s)	43-49
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Interaction Analysis, Teacher Talk, Pupil Talk, Indirect Influence, Direct Influence

References

[1]	Amidon, E.J. & Flanders, N.A. (1963). Interaction Analysis as a feedback system. Interaction Analysis Theory, Research and Application. E.J. Amidon and J.B. Hough. Eds. Philadelphia: Addisn-Wesly publishing company. Inc. Chapter 1: 121 – 140.
[2]	Amidon, E.J. & Hunter, E. (1966). Verbal Interaction in the classroom: The verbal interaction category system. Interaction Analysis Theory, Research and Application. E.J. Amidon and J.B. Hough (Eds.) Philadelphia: Addison – Wesley Publishing Company. Inc. Chapter 2: 141 – 149.
[3]	Federal Republic of Nigeria (FRN). (2013). National Policy on Education (6th edition) Abuja: NERDC Press
[4]	Gay, L.R.(2000). Competencies for Analysis and Application (5TH ed) Educational Research Florida International University. Pp 448-457
[5]	Hafix, M.M; Naseerud din, M & Ishitiaq, H. (2008).Teacher-student verbal interaction patterns at the tertiary level of education. Contemporary Issues in Education Research 1, 1: pp 45-50
[6]	Inamullah, M. (2005). Patterns of classroom interaction at different educational levels in the light of Flanders’ interaction analysis. PhD. Thesis Retrieved Sept.26, 2012, from http://eprintshec.goal.pk
[7]	Jasraj, Kaur. (2013). Flanders interaction analysis category system (FIAC). Distance Education PUP
[8]	Newman, M. (2001). PEPBL Methodology, Working Paper 6: Flanders Interaction Analysis.
[9]	Niki,F.R. (2011). Flanders Interaction Analysis. Retrieved April 23, 2015, from http://www.slideshare.net/selvabarady/flanders-interaction-analysis
[10]	Tisher, R.P. (2007) Classroom Interaction Analysis: the new religion. Journal Research in Science Education 2: 35 – 49.

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Veronica Odiri Amatari. (2015). The Instructional Process: A Review of Flanders’ Interaction Analysis in a Classroom Setting. International Journal of Secondary Education, 3(5), 43-49. https://doi.org/10.11648/j.ijsedu.20150305.11

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ACS Style

Veronica Odiri Amatari. The Instructional Process: A Review of Flanders’ Interaction Analysis in a Classroom Setting. Int. J. Second. Educ. 2015, 3(5), 43-49. doi: 10.11648/j.ijsedu.20150305.11

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AMA Style

Veronica Odiri Amatari. The Instructional Process: A Review of Flanders’ Interaction Analysis in a Classroom Setting. Int J Second Educ. 2015;3(5):43-49. doi: 10.11648/j.ijsedu.20150305.11

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@article{10.11648/j.ijsedu.20150305.11,
  author = {Veronica Odiri Amatari},
  title = {The Instructional Process: A Review of Flanders’ Interaction Analysis in a Classroom Setting},
  journal = {International Journal of Secondary Education},
  volume = {3},
  number = {5},
  pages = {43-49},
  doi = {10.11648/j.ijsedu.20150305.11},
  url = {https://doi.org/10.11648/j.ijsedu.20150305.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20150305.11},
  abstract = {Interaction Analysis is a technique for capturing quantitative and qualitative dimensions of teacher verbal behaviour in the classroom. As an observational system, it captures the verbal behaviour of teachers and students that is directly related to the social – emotional climate of the classroom. It was developed by Ned Flanders out of Social Psychological Theory and was designed to test the effect of social emotional climate on students’ attitudes and learning. The theoretical assumptions of Interaction Analysis (IA) are that in a normal classroom situation, verbal communication is predominant; the teacher exerts a great deal of influence on the student and the student’s behaviour is affected to a great extent by this type of teacher behaviour exhibited. Flanders’ ten category system that attempts to categorize all the verbal behaviour to be found in the classroom is explored in this paper. The objective is the advocacy for the adoption of FIAC in the instructional process in our public schools, since the quantity and quality of teacher – student interaction is a critical dimension of effective classroom teaching and enhanced learning.},
 year = {2015}
}

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TY  - JOUR
T1  - The Instructional Process: A Review of Flanders’ Interaction Analysis in a Classroom Setting
AU  - Veronica Odiri Amatari
Y1  - 2015/08/19
PY  - 2015
N1  - https://doi.org/10.11648/j.ijsedu.20150305.11
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Author Information

Veronica Odiri Amatari

Department of Educational Foundations, Faculty of Education Niger Delta University, Wilberforce Island, Amassoma, Bayelsa State, Nigeria

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APA Style

Veronica Odiri Amatari. (2015). The Instructional Process: A Review of Flanders’ Interaction Analysis in a Classroom Setting. International Journal of Secondary Education, 3(5), 43-49. https://doi.org/10.11648/j.ijsedu.20150305.11

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ACS Style

Veronica Odiri Amatari. The Instructional Process: A Review of Flanders’ Interaction Analysis in a Classroom Setting. Int. J. Second. Educ. 2015, 3(5), 43-49. doi: 10.11648/j.ijsedu.20150305.11

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AMA Style

Veronica Odiri Amatari. The Instructional Process: A Review of Flanders’ Interaction Analysis in a Classroom Setting. Int J Second Educ. 2015;3(5):43-49. doi: 10.11648/j.ijsedu.20150305.11

Copy | Download

@article{10.11648/j.ijsedu.20150305.11,
  author = {Veronica Odiri Amatari},
  title = {The Instructional Process: A Review of Flanders’ Interaction Analysis in a Classroom Setting},
  journal = {International Journal of Secondary Education},
  volume = {3},
  number = {5},
  pages = {43-49},
  doi = {10.11648/j.ijsedu.20150305.11},
  url = {https://doi.org/10.11648/j.ijsedu.20150305.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20150305.11},
  abstract = {Interaction Analysis is a technique for capturing quantitative and qualitative dimensions of teacher verbal behaviour in the classroom. As an observational system, it captures the verbal behaviour of teachers and students that is directly related to the social – emotional climate of the classroom. It was developed by Ned Flanders out of Social Psychological Theory and was designed to test the effect of social emotional climate on students’ attitudes and learning. The theoretical assumptions of Interaction Analysis (IA) are that in a normal classroom situation, verbal communication is predominant; the teacher exerts a great deal of influence on the student and the student’s behaviour is affected to a great extent by this type of teacher behaviour exhibited. Flanders’ ten category system that attempts to categorize all the verbal behaviour to be found in the classroom is explored in this paper. The objective is the advocacy for the adoption of FIAC in the instructional process in our public schools, since the quantity and quality of teacher – student interaction is a critical dimension of effective classroom teaching and enhanced learning.},
 year = {2015}
}

Copy | Download

TY  - JOUR
T1  - The Instructional Process: A Review of Flanders’ Interaction Analysis in a Classroom Setting
AU  - Veronica Odiri Amatari
Y1  - 2015/08/19
PY  - 2015
N1  - https://doi.org/10.11648/j.ijsedu.20150305.11
DO  - 10.11648/j.ijsedu.20150305.11
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 43
EP  - 49
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20150305.11
AB  - Interaction Analysis is a technique for capturing quantitative and qualitative dimensions of teacher verbal behaviour in the classroom. As an observational system, it captures the verbal behaviour of teachers and students that is directly related to the social – emotional climate of the classroom. It was developed by Ned Flanders out of Social Psychological Theory and was designed to test the effect of social emotional climate on students’ attitudes and learning. The theoretical assumptions of Interaction Analysis (IA) are that in a normal classroom situation, verbal communication is predominant; the teacher exerts a great deal of influence on the student and the student’s behaviour is affected to a great extent by this type of teacher behaviour exhibited. Flanders’ ten category system that attempts to categorize all the verbal behaviour to be found in the classroom is explored in this paper. The objective is the advocacy for the adoption of FIAC in the instructional process in our public schools, since the quantity and quality of teacher – student interaction is a critical dimension of effective classroom teaching and enhanced learning.
VL  - 3
IS  - 5
ER  -

Copy | Download