Open AccessA Study of Class Interaction Analysis Using Flanders's FIAC
Author(s) -
Mukesh Sharma,
Nilabh Tiwari
Publication year - 2021
Publication title -
international journal of scientific research in science, engineering and technology
Language(s) - English
Resource type - Journals
eISSN - 2395-1990
pISSN - 2394-4099
DOI - 10.32628/ijsrset218432
Subject(s) - consistency (knowledge bases) , observational study , class (philosophy) , psychology , qualitative analysis , mathematics education , nonverbal communication , classroom climate , interpersonal interaction , qualitative research , process (computing) , social psychology , developmental psychology , computer science , statistics , sociology , mathematics , social science , artificial intelligence , operating system
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. Interaction Analysis is a tool used in the classroom to capture quantitative and qualitative aspects of verbal instructor behaviour. It captures the verbal behaviour of teachers and students as an observational device that is directly linked to the social-emotional environment of the classroom. Interaction Analysis (IA) theoretical assumptions are that verbal contact is prevalent in a typical classroom situation; the teacher exerts a great deal of control on the student and the behavior of the student is influenced to a great extent by this form of teacher behavior seen. The ten-category structure of Flanders, which aims to categories all the verbal actions to be found in this paper. The aim is to promote the implementation of FIAC in the educational process in schools, as the quantity and consistency of teacher-student interaction is a vital element of effective teaching and improved learning in the classroom.