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The Basic Theoretical Assumptions of Interaction Analysis

Classroom communication and interaction between teachers and students is vital for effective instruction and learning. Interaction Analysis is a systematic observation technique that categorizes and quantifies the verbal and non-verbal behavior of teachers and students in the classroom. It is used to provide teachers with feedback to improve their instructional practices and create a more positive classroom environment that supports learning. The underlying assumptions of Interaction Analysis are that the teacher exerts significant influence over students through their verbal and non-verbal communication, and that modifying a teacher's classroom behaviors through feedback using this technique can improve the social-emotional climate of the classroom.

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191 views2 pages

The Basic Theoretical Assumptions of Interaction Analysis

Classroom communication and interaction between teachers and students is vital for effective instruction and learning. Interaction Analysis is a systematic observation technique that categorizes and quantifies the verbal and non-verbal behavior of teachers and students in the classroom. It is used to provide teachers with feedback to improve their instructional practices and create a more positive classroom environment that supports learning. The underlying assumptions of Interaction Analysis are that the teacher exerts significant influence over students through their verbal and non-verbal communication, and that modifying a teacher's classroom behaviors through feedback using this technique can improve the social-emotional climate of the classroom.

Uploaded by

rica villanueva
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© © All Rights Reserved
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Classroom communication is a vital ingredient in the instructional and learning process in the school

environment. It is as necessary as food is a prerequisite for healthy growth. The quality and quantity of
teacher-student interaction is a critical dimension of effective classroom teaching. The term ‘interaction’
implies an action – reaction or a mutual or reciprocal influence which may be between individuals, e.g.
pupil – pupil; teacher-pupil in classroom setting or between materials and individuals or gr oups. An
interaction is usually inferred from the behaviour of persons in the environment being studied. This
behaviour maybe verbal or non-verbal and can be classified as being predominantly cognitive, affective
or controlling in nature.
Interaction Analysis (IA) is an analytical observation scheme that gives an insight into what a teacher
does while teaching. It is a systematic observation that represents a useful means of identifying,
studying, classifying and measuring specific variables as the teacher and his/her students interact within
instructional learning situation. It uses a system of categories to encode and quantify classroom
behaviour of teacher and students.. The purpose of developing the observational system is that a
teacher can be trained to use it for analyzing classroom behaviour; for planning, and studying his/her
teaching activities in order to create more effective classroom learning. Interaction Analysis as an
observational system captures the verbal behaviour of teachers and pupils th at is directly related to the
social-emotional climate of the classroom.
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, a c ode symbol is assigned
to each category and 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 data were
collected. Interaction Analysis is used as a technique capturing qualitative and quantitative dimensions
of teacher’s verbal behaviour in the classroom.

1.1.The Basic Theoretical Assumptions of Interaction Analysis


The various theoretical assumptions, which are basic to every idea of interaction analysis, are as
follows:
• In a normal classroom situation, it is verbal communication, which is predominant.
• Even though the use of spoken language might resort to non-verbal gestures in classroom, verbal
behaviour can be observed with higher reliability than most non-verbal behaviour and also it can
reasonably serve as an adequate sample of the total behaviour in classroom.
• We can normally assume that verbal statements of a teacher are consistent with his non -verbal
gestures and, in fact, his total behaviour.
• The teacher exerts a great deal of influence on the pupils. Pupil’s behaviour is affected to great extent
by this type of teacher behaviour exhibited.
• The relation between students and teacher is a crucial factor in the teaching p rocess and must be
considered an important aspect of methodology.
• It has been established that social climate is related to productivity and to the quality of interpersonal
relations. It has been proved that democratic atmosphere tends to keep work of a relatively high level
even in the absence of the teacher.
• Children tend to be conscious of a warm acceptance of the teacher and to express greatest fondness
for the democratic teacher.
• The role of classroom climate is crucial for the learning process.
• The teacher-classroom verbal behavior can be observed objectively by the use of observational
technique designed to ‘catch’ the natural modes of behaviour, which will also permit the process of
measurement with a minimum disturbance of normal activities of the group of individuals.
• Modification of teacher classroom behaviour through feedback is possible, though how much can
change occur and more knowledge relating to the permanence of these changes will require further
research.
• Teacher influence is expressed primarily through verbal statements. Non –verbal acts of influence do
occur, but are not recorded through interaction analysis. The reasonableness of this assumption rests
upon the assertion that the quality of the non-verbal acts is similar to the verbal acts; to assess verbal
influence, therefore it is adequately a simple of all influences. ( Niki,2011)

Conclusion
It has been found that Interaction Analysis has a lot to offer in the reform our educational system is
yearning for. As a system for analyzing verbal behaviour in the classroom, it offers teachers, future
teachers and supervisors a tool that can provide objective data about teaching behaviour relevant for
instructional improvement. On the other hand, laying a sound basis for scientific, critical and reflective
thinking in the education given to our children in schools. An unsatisfactory state of affairs in our present
educational system is the type of behaviour teachers exhibit within the classroom that significantly exerts
great deal of influence on pupils’ behaviour. Therefore, the call for the adoption of FIAC as an effective
tool to measure the social emotional climate in the classroom is underscored in this paper.
However, there is a research need for the testing of the hypothetical s ample in this review in a live
classroom lesson in order to determine the congruence between a theoretical and practical context of
FIAC as veritable tool for establishing social climate and interpersonal relations.

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