CLASSROOM COMMUNICATION AND
COMMUNICATIVE SKILLS FOR TEACHERS AND STUDENTS
“The better the classroom
interaction the better would be the teaching learning”.
Teaching is an interaction
process between a teacher and taught. But have you ever observed a class when
the teaching a going on? In most of our classrooms excessive verbalism goes on
in the name of good teaching. Throughout the class time/period (generally 45
minutes period) the teacher goes on explaining ideas, concepts etc or simply
lectures about various things. The students are merely expected to listen
passively speaking in the class by the students is generally considered to be
an indecent behavior. Only occasionally a few students will be given a chance
to answer to questions posed by teacher. Suppose they don’t answer, teacher
once again repeats her explanation with redoubled energy. This kind of teaching
is called “Direct Teaching”.
Many researchers have been conducted to find
out the effectiveness of direct teaching and it was found that it is not at all
an effective one. The reason being here the students remain as passive
listeners instead of being active participants in the teaching-learning
process. Educational psychology tell us that the students learn only when they
actively participate in the teaching-learning process. So there is a need for
interaction method or ‘Indirect Teaching’ where in the teacher frequently
invites suggestions, ideas concepts etc. from the students and uses these ideas
for his/her teaching instead of one way lecture, the teaching-learning proceeds
as a friendly conversation and discussion between the students and the teacher.
In other words we can say that there is a constant interaction between the
teacher and the students.
For example observe a
science class where the principle of Archimedes is being introduced.
Teacher: Good
morning students
Pupils: Good
morning teacher
Teacher: Sit
down
Has anyone drawn water from the
well, using a bucket.
Pupil: Yes
Sir, I have drawn water from the well when I went to my Grandma’s house.
Teacher: Is
it, have you noticed any change in the weight of the bucket when it is inside
the water and when it is out of the water?
Pupil: Thinks
for few seconds
When the bucket is inside the water
it seems to be light. But when the bucket comes out of water, it is heavy.
Teacher: Very
Good. You are right when the bucket is inside the water it seems to loss some
weight. This is called apparent loss of weight.
By the way have you all experienced
this apparent loss of weight of the bucket while drawing water from the well?
Pupils: Yes
Sir, we have experienced it.
Teacher: Very
Good. Now we are going to study a principle relating to this apparent loss of
weight in water and other liquids. (……. the lesson continues like this) Here
the lesson is found to be interesting.
Here you might have
noticed that this lesson proceeds as an interaction between the teacher and
pupil. This kind of teaching is called as “Indirect
Teaching”.
Can you call this as an
example for good classroom interaction/effective teaching? Considerable amount
of research has taken place in the field of teacher education to identify the
factors that contribute to effective teaching through scientific studies, which
forms an important part of “Educational Technology”. In fact what constitutes
effective teaching itself is a big question, quite a large number of variables
are involved in teaching.
Presage variables: Those
already present when classroom learning commences the characteristics of
teachers and learners.
Process variables: Those
that describe the actual behavior in classroom. (Ex: methods of teaching the
types of learning experiences we provide to pupils, teaching aids we use, the
nature of the subject we teach the way we talk and the manner in which our pupils
react to it and so on)
Context variables: Description
of the classroom environment
Product variables: Learning
out comes acquisition of skills, knowledge, attitudes.
These distinctions are not
arbitrary but rather reflect how the variable operate each capable of
influencing the others. For Example: If the child bright and extrovert (presage
variable) he/she may respond readily in class (process variables). If the
teacher confuses the child (process) he/she may score low in test on that
content part (Product variable).
The
following diagram illustrates the way in which these sets of variables are
related.
Some researchers made a
distinction between teacher behavior and teaching behavior. Teaching behavior
refers to how the teacher conducts himself in the classrooms. Is he
authoritarian or democratic what kind of relationship maintains with his pupils
in the classroom? Does he encourage them or does he kill all the enthusiasm or
initiative. Thus teaching behavior determines what is called the classroom
climate.
Barker (1982) says that teacher initiates 55.2% to 80.7% of all the message in the classroom.
According to Nuthall and Snook (1973)
in a classroom ‘individual work’ accounts to 22 to 45% of class time and
extended discourse accounts for 18 to 22% of class time. (Teacher talking in
class performing demonstration, exhibiting materials etc.) and Interactive
discourse accounts 34 to 53% of class (here teacher and students are talking
with each other).
The investigator studied.
i.
Teacher-Pupil interaction
ii.
Pupil-Pupil interaction
iii.
Interaction with various materials and
the focus mainly on
a. Cognitive
elements (intellectual components)
b. Affective
elements (emotion etc.)
c. Psychomotor
elements (postures gestures movements)
d. Activity
e. Content
f. Physical
environment
g. Sociological
structure (role, sex, race etc.)
Teacher behavior:
The teacher behavior thus
includes verbal behavior (speaking, asking question lecturing, explaining,
guiding, demonstrating etc.) Non-verbal behavior (his movements in the class,
gestures that he uses at different occasions) Both these types of behaviors
make the students achieve the desired learning experiences.
Nergency and Carner regarded “teacher behavior as a function of the
characteristics of the teacher, his environment and the task in which he is
engaged”. According to Ryans
“teacher behavior is defined as the behavior or activities which are concerned
with the guidance or direction of the teacher”.
Thus we can make a study
of classroom-climate in general and the teaching behavior of any particular
teacher through what is called interaction analysis. Interaction analysis is an
observation technique which can be used to obtain a fairly reliable record of
spontaneous verbal statements.
Objectives of classroom
interactions:
The
fundamental objectives of classroom interactions are
1.
To observe the teaching behavior of the
teacher objectively.
2.
To plan strategies in order to remedy
his behavior so as make it suitable for the teaching-learning situation.
3.
To identify the drawbacks of the
teaching-learning programme and then to suggest remedial measures.
Interaction Analysis:
v In
short interaction analysis is a technique of studying teachers verbal behavior.
v The
term interaction analysis is a label that refers to any technique for studying
the chain of classroom events in such a way that each event is to taken in to
account.
v Interaction
analysis is a process of encoding and decoding a pattern of interaction between
a communicator and the receiver. Encoding helps in recording the events in a
meaningful way and decoding is used to arrange the data in an useful way and
then analyzing it in order to study patterns of teaching and learning.
Any system of interaction analysis
include:
a. A
set of categories each defined clearly
b. A
procedure for observation and a set of ground rules for coding.
c. Steps
for tabulating the data in order to arrange a display which aids in describing
the original events and
d. Suggestions
which can be followed in some more common application
Methods of Interaction Analysis:
According to Richard L. Obere et al (1971)
observational systems may be classified into two basic kinds. Sign and
Category.
Sign
system:
a) In
sign system a list of behaviors are given. The behaviors are marked only once
during the observational period even if the behavior occurs number of time.
b) In
this system, observation are made to check the occurrence of any behavior
during a period of time.
Category system: According
to this system, teacher behavior is divided into various units. Each behavior
unit is classified into categories. The category system differs from sign
system in the sense that the sequence of occurrence of behavior and the
frequency of the occurrence are noted here.
Basic theoretical assumptions of
interaction analysis:
The various theoretical
assumptions, which are basic to very idea of interaction analysis are as
follows.
v The
role of the classroom climate is crucial for the learning process (Perkins 1956)
v Teacher’s
classroom behavior in particular exerts a crucial influence on the pupil.
v Children
tend to be conscious of a warm acceptance by the teacher and to express
greatest fondness for the democratic teacher (Parkins 1950)
v The
teacher exerts a great deal of influence on the pupils. Pupils behavior is
affected to great extent by this type of teacher behavior exhibited (Anderson and Other 1946)
v The
relation between students and teacher is a crucial factor in the teaching
process and must be considered an important aspect of methodology (Haggerty 1932)
v It
has been established that social climate is related to productivity and to the
quality of interpersonal relation. It has been proved that democratic
atmosphere tends to keep work of a relatively high level even in the absence of
the teacher (Lewin and others 1959)
FLANDER SYSTEM OF INTERACION
ANALYSIS
During the year 1959 a
category system of interaction analysis was developed by Ned A Flanders and other at the University of Minnesota. Of all the
techniques of interaction analysis (OSCAR observation schedule and Flander’s
interaction category system). Flander’s system is easy to handle and can be
used as a feedback technique in teacher training. Flanders system is an
observation tool used to classify the verbal behavior of teacher and pupils as
they interact in the classroom.
Flander’s interaction
analysis category system (FIACS) is an observational technique designed to
observe code decode and analyse teachers verbal behavior in the classroom.
Assumptions stated by Flander:
·
In anormal classroom situation it is
verbal communication which is predominant.
·
The classroom verbal behavior of the
teachers and students can be observed with higher reliability.
·
In the classroom, non verbal behavior
also occurs but that cannot be measured very accurately.
·
Teacher’s classroom behavior highly
influences the learners behavior.
·
Teachers classroom behavior can be
modified through feedback.
Flander interaction technique
consists of ten categories of there seven deal with teacher talk while two deal
with student talk last category measures silence or confusion.
Teachers
talk – 7 categories -
1 to 7
Pupils
talk – 2 categories -
8 and 9
Silence
or confusion in class – 1 category -
10th category
a) Teacher’s talk: This
includes teachers verbal behavior in the classroom. This is subdivided in to
two indirect influence and direct influence. The first four categories are
under indirect influence and next three categories are under direct influence.
a)
Pupil’s
talk: This includes student’s responses (as a result of)
to teacher’s talk in classroom. This is divided into two categories.
b)
Silence
or confusion: If there is no behavior and if the class
is totally silent or noise exists pupil are in confused state. Then we call it
as silent or confused stage. Ex: Teachers or students non-verbal behaviors
drawing on black board by teacher, note talking by students, assignments,
preparing models, doing practicals, unsteady behavior of pupils etc.
FIACS categories:
1.
Accepts
feelings in a non threatening manner. Feelings may be
positive or negative.
2.
Praise
or encourage students action or behavior. Responses such
as nodding head saying um, better, good, go on, carry on proceed, further are
included.
3.
Accepts
or uses ideas of pupils: Developing, building clarifying
ideas suggested by pupils. Teacher extensions of pupil ideas are also included,
but as the teacher brings more of his own ideas into play, shift to category
five.
4.
Asks
questions: Asking a question about content or
procedures, based on teachers ideas with the intent that a pupil will answer.
5.
Lecturing:
Giving
his own explanation, expressing facts or opinion about content or putting his
own ideas citing an authority other than a pupil.
6.
Giving
directions: Directions commands imitation or orders
to which a pupil is expected to comply.
7.
Criticizing
or justifying authority: Statements intended to change pupil
behavior from non-acceptable to acceptable pattern pointing someone out stating
why the teacher is doing what he is doing extreme self-reference.
8.
Pupil’s
talk response: Talk by pupils in response to teachers
initiates the contacts or solicits pupils statement or structures the
situation. Freedom to express own ideas is limited.
9.
Pupil’s
talk initiation: Talk by pupils which they initiate,
expressing own ideas, initiating a new topic, freedom to develop opinions and
line of thought like asking thoughtful questions going beyond the existing
structure.
10.
Silence
or confusion (or pauses): Short periods of silence and
periods of confusion in which communication cannot be understood by the
observer.
Procedure of observation:
Coding
and decoding are the two phases in FIACS. The coding is used for recording
classroom events and preparing observation matrix by encoding the numbers of
ten category system. The decoding process of interpreting observation matrix.
A. Encoding Process:
The first step in the
process of encoding is to memorize the code numbers of the categories. The
observer sits in one corner of classroom and observes the communication taking
place in the classroom. Roughly about every three seconds, he notes down the
category number of the communication he has observed in his data sheet. In this
way every minute 20 to 25 observations are recorded. While doing so he has to
follow certain ground rules. Some of these are listed below.
Rules:
v In
this process if the observer is in doubt as to the category number as event
belongs to he should choose the category that is numerically farther from
category 5 (but categories 10).
v Suppose
more than one type of communication occurs during a 3 second period. In that
case, all the relevant category numbers should be used. It follow that if no
change in the pattern of communication also occurs. The particular category
number should be repeated.
v The
code numbers are to be written top to bottom so that the original sequence of
events is preserved.
Let
us study an episode:
Sample of an episode:
Teacher: Good morning students. May I have your
attention please. -6
1. : During the next 3
seconds talking and noise diminish -10
Teacher: Today
we are going to study Pythagoras theorem -5
I am sure you will find this theorem very
interesting -1
Please draw a triangle having the sides 5cm,
12cm and 13 cm -6
Students draw the triangle, It takes roughly
12 seconds -10, 10, 10
Teacher: Measure
the angle against the 13 cm side -6
Student: Yes
sir, the angle is 900 -8
Teacher: If
an angle is 900 what is it called -4
Ramu: It
is called a right angle -8
Teacher:
Very Good -2
An angle measuring 900 is called a
right angle -3
Gopi: Sir can we call this triangle a
right angled triangle? -9
Teacher: The side opposite the right is called
the hypotenuse -5
Kumar: What are the other sides called sir -9
Teacher: They can be called as the adjacent sides
-5
Now you draw the squares
on the three sides -6
During the next 15
seconds the students draw the squares -10,10
on
the three sides of the triangle -10,10,10
Teacher: What are the areas of the three squares -4
Somu: 25 sqcm, 169 sqcm and 144 sqcm sir -8
Teacher: Very Good
Could you find any
relation between these squares? -4
Silence -10
Kumar: The sum of the squares on the adjacent
sides is equal to the
Square on the hypotenuse -8
Teacher: Very Good you are right -2
Is it true of all right
angled triangles sir -9
Teacher: Yes in any right angled triangle the
square on the hypotenuse
is equal to the sum of the squares on the
other two sides -3
This is Pythogoras
theorm -5
Venu: Sir, Is it important for the
examination -9
Teacher: Sit down don’t ask such silly questions -7
B. Decoding process:
After encoding classroom
events in ten category system, an observation matrix consisting of ten rows and
ten columns is to be prepared (10 x 10 matrix table) for decoding the classroom
verbal behaviors. For constructing observation matrix.
Steps:
1.
One has to make sure that entire series
begins and ends with the same number. The usual practice is to put the number
10, both in the beginning and the end of the series, if that number is not
already found at these positions.
2.
We should take up the numbers in pairs.
3.
The row is to be used for the first
number and the column for the second number in each pair.
4.
At the intersection of row and column a
tally mark is to be marked in the cell. Each pair should overlap with the next.
5.
Similarly all the numbers are grouped in
pairs and indicated by tally marks in the 10 x 10 matrix.
6.
The tally marks are added and the
numbers are given in the concerned cell.
7.
If the entries have been made correctly.
There would be (n-1) tallies for the ‘n’ observations that have been made.
8.
Further the sum of the column entries
would be the same as that of the row entries.
Adopting
the above procedure in the example cited above
Tabulating the code numbers in a
matrix.
The
code numbers are:- 6, 10, 5, 1, 6, 10, 10, 10, 6, 8, 4, 8, 2, 3, 9, 2, 3, 5, 9,
5, 6, 10, 10, 10, 10, 10, 4, 8, 2, 4, 10, 8, 2, 9, 3, 5, 9, 7 (39 entries)
Note: The
series has not started with same number. So add 10 at the beginning and at the
end (step5)
10,
6, 10, 5, 1, 6, 10, 10, 10, 10, 6, 8, 4, 8, 2, 3, 9, 2, 3, 5, 9, 5, 6, 10, 10,
10, 10, 10, 4, 8, 2, 4, 10, 8, 2, 9, 3, 5, 9, 7, 10.
1
|
2
|
3
|
4
|
5
|
6
|
7
|
8
|
9
|
10
|
Total
|
|
1
|
1
|
||||||||||
2
|
11
|
1
|
1
|
4
|
|||||||
3
|
11
|
1
|
3
|
||||||||
4
|
11
|
1
|
3
|
||||||||
5
|
11
|
4
|
|||||||||
6
|
1
|
111
|
4
|
||||||||
7
|
1
|
1
|
|||||||||
8
|
111
|
1
|
4
|
||||||||
9
|
1
|
1
|
1
|
1
|
4
|
||||||
10
|
1
|
11
|
11111
|
10
|
|||||||
Total
|
1
|
4
|
3
|
3
|
4
|
4
|
1
|
4
|
4
|
10
|
Interpretation of interaction
Matrix:
There
are two broad aspects of analysis of the matrix.
1.
Methods
of Interaction categories:
It is the simplest way
of interpreting the interaction data. In this the total of each column and the
percentage of each column is calculated. It helps in ascertaining the relative
importance of each category.
Percentage of categories:
Columns
|
1st
|
2nd
|
3rd
|
4th
|
5th
|
6th
|
7th
|
8th
|
9th
|
10th
|
Total
|
%
|
100%
|
2.
Method
of Area of Interaction:
Flander divided the
tabulated matrix in to 10 areas namely A, B, C, D, E, F, G, H, I, J which helps
in making an interpretation of the matrix in terms of areas.
Flander’s Areas of Interaction:
Area
|
Category
|
Calculation
|
A
|
Teacher
talk Indirect influence.
|
Adding
the categories from 1 to 4 i.e.
|
B
|
Teacher
talk direct influence
|
Adding
the % of categories in 5,6,7, i.e.
|
C
|
Pupil
talk.
|
Adding
the percentage of categories 8 and 9
|
D
|
Silence/Confusion.
|
Percentage
of category 10 in relation to total tallies.
|
E
|
Index
of teacher dealing with students on affective plan.
|
Percentage
of tallies on a block of nine cells of 1,2 and 3 categories (1, 1) (1, 2) (1,
3) (2, 1) (2, 2) (2, 3) (3, 1) (3, 2) (3, 3)
|
F
|
Sensitive
to difficulties that the teacher may face with regard to direction and
criticism in the dealing with the students.
|
Percentage
of tallies in a block of 4 cells of 6 and 7 categories (6, 6), (6, 7) (7, 6)
and (7, 7)
|
G
|
Teachers
responding to termination of pupil talk with indirect influence.
|
Percentage
of tallies in a block of 6 cells i.e. (8, 1) (8, 2) (8, 3) (9, 1) (9, 2) and
(9, 3).
|
H
|
Teacher
responding to termination of pupil talk with direct influence.
|
Percentage
of tallies in a block of 4 cells i.e. (8, 6) (8, 7) (9, 6) and (9, 7)
|
I
|
Type
of statements that trigger student’s participation.
|
Represents
a block of four cells (4, 8), (4, 9),
(5, 8) and (5, 9)
|
J
|
Sustained
pupil initiation or response one followed by the other.
|
Percentage
of tallies of four cells (8, 8), (8, 9), (9, 8) and (9, 9)
|
Note:
1.
Comparison can be made by contrasting
the proportion of G and H (G/H) with the proportion of A and B (A/B). If these
two proportions are quite different it may be interpreted and ‘Flexible teacher
influence’.
2.
A High loading on (4, 8) and (4, 9)
indicates students active response to teachers questions.
3.
A high loading on (5, 8) and (5, 9)
indicates classroom drill practiced by the teacher.
4.
The study of area G with E and H with F
may help in studying for how long indirect or direct influence following pupil
talk was sustained.
5.
An above average frequency in area C but
not in area J indicates short answer usually in response to teacher
stimulation.
3.
Methods
based on Behavior Ratios:
Different procedures are
used to calculate behavior ratios. But for the present the method calls for
converting all column/row totals to percentage.
Table Flander Behavior Ratios:
Table showing content cross cells:
Table showing constructive integration cells and
vicious cell [Reveal teachers attention to problems of classroom management and
control]
4.
Methods
of Interaction variables: These variable have been used by
Flander himself for extracting factors for classroom interaction which provide
a deeper insight into the nature of classroom communication.
Qualitative Analysis of Teacher
Behavior:
The
methods used are
-
Method of clockwise flow diagram.
-
Method of box flow diagram
-
Methods of interaction models of
critical teaching behavior.
Merits of FIACS:
v AS
Dr. M.B. Buch says it is bold step
in right direction to improve the quality of education.
v Can
be used as a major tool in in-service and pre-service education programmes.
v Can
be used as an effective feedback bevice for the modification of teacher
behavior.
v It
is an effective tools to measure the Socio-emotional climate in the classroom.
v It
adds and supplements to teacher education techniques like micro-teaching and
team-teaching.
v So
dependable that a person not in observation class can get a mental picture of
classroom.
v Different
matrices can be used to compare the behavior of teachers at different age
levels, sex subject matter etc.
v The
students can practice ad learn new teaching behavior and thereby overcome the
limitations of traditional teaching practice.
v It
is an effective tool in analyzing the verbal behavior of teacher.
v It
is an objective and reliable method for observation of classroom teaching.
v Being
a potential tool of feedback it helps in acquiring the desirable pattern of
teaching.
Drawbacks of FIACS:
v FIACS
studies only partial behavior of the teacher i.e. verbal interactions and
overlooks non-verbal behaviors.
v It
is content free (Just as microteaching).
v Equating
silence with confusion is not appropriate.
v Costly
affair/not economical of time and energy as the system of coding and decoding
is laborious, time consuming and expensive.
v Pupil-Pupil
interaction is not considered here.
v Out
of ten categories only two categories are allotted to students i.e. student
talk is given less importance.
v Some
practical activities like doing experiments in science, map pointing in
geography are not represented in this
system.
v It
doesn’t provide scope for value judgment and grading of lessons as good or bad.
v Observe
needs proper training to code correctly.
