Sujetos

Flander’s Interaction Analysis
Reference: Educational Techonology Blog(2011)
Available on:
anandkab.blogspot.mx/2011/03/flanders-interaction-analysis.html

Introduction:
The systematic observation is a set of procedures. It uses a system of categories to encode and quantifies classroom behavior of teacher and students. The systematic observation represents a useful means ofidentifying, studying, classifying and measuring specific variables as they interact within instructional learning situation. The purpose of developing the observational system is that a teacher can be trained to use them for analyzing classroom behavior and for planning and studying his own teaching activities. Since 1960, the efforts have been made in this direction to develop the systems of observation.The works of with all (1949), Flanders and Amidon (1960), Medley and Mitzel (1948) and Galloway (1968) have developed system of observation for studying the classroom teaching activities.
Interaction analysis:
Interaction analysis is a process of encoding and decoding the study pattern of teaching and learning. In the coding process, categories of classifying statements are established, acode symbol is assigned to each category and a trained observer records by jotting down code symbols. In the decoding step, a trained analyst interprets the display of coded data and reconstructs the original events on the basis of the encoded data even though he may not have been present when the data were collected. Although there are many systems for coding spontaneous verbal communication inclassroom, a typical system for interaction analysis will usually include,

•a set of categories, each defined clearly,

• a procedure for observation and a set of ground rules which govern the coding process,

• steps for tabulating data in order to arrange a display, and suggestions which can be followed in some of the more common applications.


Dimension of Interaction:
According toDaniel G. Bobrow, the three dimension of interaction are
1Communication
2.Coordination
3. Integration
1. Communication:
The first dimension of interaction is communication. For communication to exist between 2 agents there must be some common ground of mutual understanding. Where does this come from and how does it develop? What techniques are used by people and systems to build and extend thisbase for communication? Communication between a particular pair of agents might not always be easy or even possible. In such cases, communication can be facilitated by interposing a mediating agent.

2. Coordination:
The second dimension of interaction is coordination. With multiple agents with multiple active goals, progress requires agent to share resources and work towards some common goals.Various organizational structures, for example, based on market and business hierarchies have been used in the resource allocation process. But resources are not the only thing that must be shared. For independent agents to work together, they must be able to predict other’s behavior, but not necessarily in great detail. Joint commitments to future action are a useful way of organizing thisinformation.
Meaning of classroom interaction analysis:
Classroom interaction analysis refers to a technique consisting of objective and systematic observation of the classroom events for the study of the teacher’s classroom behavior and the process of interaction going inside the classroom.
Thakur’s view: According to Dr.S.K. Thakur, classroom interaction analysis may be defined as” an instrumentwhich is designed to record categories of verbal interaction during, or from, recorded teaching learning sessions. It is a technique for capturing qualitative and quantitative dimensions of teacher’s verbal behavior in the classroom.”
Ruhela’s view: Dr. Satya Pal Ruhela, in his book ‘Educational Technology’ writes that class interaction analysis may be conveniently divided into two parts:...