Education Technology COMMUNICATION AND INTERACTION

COMMUNICATION AND INTERACTION

CONTENT

v     Introduction

v     Meaning

v     Definition

v     Characteristics of Communication

v     Components or Elements of Communication

v     Principles of Communication

v     Types of Communication

v     Communication Cycle

v     Factors affecting Communication

v     Techniques of good communication

v     Interaction Analysis

v     FIACS and Its advantages

v     Reciprocal Category System (RCS)

v     Equivalents Talk Category (ETC)

Introduction

            In teaching-learning process communication plays an effective and essential role. In many ways, teaching is communicating and in this sense good teachers are always good communicators. It is also equally true for the learners. The process of communication involves a two-way interaction between the teacher and the taught. The process of interpersonal communication is both an art and a science. It is an art which involves skills, techniques and has its roots in psychology. It is a science for it involves the use of audio-visual materials.

Meaning

            Etymologically communication has been derived from the Greek word ‘communis’ meaning ‘to make common’. Thus when something is communicated it becomes common knowledge of communicators and receivers. Communication refers to the transmission of thoughts, information and commands by employing the sensory channels. Communication is also considered to be a process of exchange i.e give and take information by message or otherwise. Communication is a process of sharing or exchanging experiences, information, ideas, opinions, sentiments, thoughts and feelings etc, between the source of communication and the receiver through some mutually agreeable or known media (verbal or non-verbal)

Definition

            Edger Dale, “Communication is defined as the sharing of ideas and feelings in a mood of mutuality”.

            James Carey, “Communication as a symbolic process whereby reality is produced, maintained, repaired and transformed”.

            Keith Davis, “Communication is the process of passing information and understanding from one person to another”.

D.E. McFarland, “Communication may be broadly defined as the process of meaningful interaction among human beings, more specifically it is the process by which meanings are perceived and understandings are reached among human beings”..

CHARACTERISTICS OF COMMUNICATION

v     It involves at least two persons

v     In it message is a must

v     It is written, oral or gestural

v     It is a two way process

v     Its primary purpose is to motivate a response

v     It flows up and down and also from side to side

v     It is an integral part of the process of exchange

1. It involves at least two persons

            It involves at least two persons, a sender and a receiver. The sender is called communicator and the receiver of the message is known as communicate. A person who speaks, writes or issues some instructions is the sender and the person for whom the communication is meant or who receives the message is the receiver or communicate.

2. In it message is a must

            A message is the subject matter of communication i.e the contents of the letter or speech, order, instructions or the suggestions. A communication must convey some message.

3. It is written, oral or gestural

            Communication is generally understood as spoken or written words. It includes everything that may be used to convey meaning from one person to another ie movement of lips, or the wink of an eye or the wave of hands may  convey more meaning.

4. It is a two way process

            It involves both information and understanding. Communication is not complete unless the receiver has understood the message properly and his reaction or response is known to the sender.

5. Its primary purpose is to motivate a response

            The primary purpose of communication is to motivate a response or influence human behaviour.

6. It flows up and down and also from side to side

            Communication flows downward from a superior to subordinates and upward from subordinate to a superior. It also flows between two or more persons operating at the same level of authority.

7. It is an integral part of the process of exchange

            It refers to the exchange of ideas, feelings, emotions and knowledge and informations between two or more persons.

Components or Elements of Communication

1.	Communication context	- Overall environment existing i) Physical (the classroom and surroundings) ii) Social (the relationship between teacher and learner) iii) Psychological (formal / informal) iv) Temporal (time and period)
2.	Communicator / Source	A person or an event which provides verbal or nonverbal cues to which some one can respond when the source is a person, he is called a sender (teacher)
3.	Receiver	A person who receives and interprets the message (student)
4.	Message	A set of verbal or nonverbal symbols, gestures, cues, movements, figures or words sent by the source.
5.	Symbol	A symbol is something that denotes an idea / thing / fact etc. They can be verbal or non-verbal (e.q, words are symbols –speech)
6.	Channel	It is the means through which message is conveyed. The channels are sense of perception which include sight, hearing, touch, taste and smell.
7.	Encoding	It is the process of using symbols  to send the message.
8.	Decoding	It is the process involves understanding and interpretation of the message sent.
9.	Feed back	It is the response the receiver gives to the sender as a result of sender’s message.

PRINCIPLES OF COMMUNICATION

            Communication as a two way channel requires certain basic principles to be observed for its effective outcomes.

1. Principles of readiness and motivation

            The communicator as well as the receiver both should be ready and remain motivated throughout the process of communication. Lack of interest, enthusiasm on the part of either of them or both may affect adversely the process and products of communication.

2. Principle of Competency

            The communicator and receiver both should be quite competent and efficient in terms of communicating and receiving the desired information or message. There is a great need of the development of required communication skills so that the task of communication in terms of transmission and receiving may be performed by them as effectively as possible.

3. Principle of sharing and interaction

            Communication is always a two way process. Its success lies in allowing as much as sharing of the ideas and mutual interaction between the source of communication (teacher) and receiver (students) as possible.

4. Principles of the suitability of the communication contents

            What is to be communicated in a communication process should be quite appropriate and  suitable on the parts of both the communicator and receiver. The communicated material should be suitable enough for being grasped and responded by the receiver.

5. Principle of appropriate media and channel

            The effectiveness of the process of communication will lie in the appropriateness, quality and strength of the communication media and channel. Therefore it is quite worthwhile to make use of the verbal or nonverbal or both means and media for the efficient and effective flow of communication between the source and receiver.

6. Principle of appropriate feedback

            The communication enjoys its effective flow it continues to receive the desired feedback from the receiver and vice versa. In the classroom, if a teacher gets desired feedback from his students in term of the quality of the effectiveness of his teaching efforts, it will definitely boost up his morale and give desired direction to his further efforts in the two-way communication process.

7. Principle of facilitators and barriers of communication

            There are many intervening variables lying in between the source and receiver of communication. The way, positive or negative, favourably or adversely these variables affect the functioning of the source (teacher) and received (students) becomes an important decisive factor for the success or failure of the process of communication. Therefore, it should be always arrived that the learning situations and environment should be so arranged as to eliminate barriers of communication as much as possible for getting effectiveness in the process of communication.

TYPES OF COMMUNICATION

1. One to one communication

            This type of communication takes place between two individuals. Most of our day-to-day conversation and communication in an informal or formal way. Eg. Between wife and husband, lover and beloved, shopkeeper and customer and between any two relatives, friends, colleagues and even two strategies.

2. Small Group Communication

            This type of communication takes place occurs in formal as well as informal ways among the members of a small group (more than two). Example. Communication among the members of a family, students of a section / class, passengers of a bus / train.

3. Large Group or Public communication

            This type of communication involves a large number of people on individual or group basis. Ex. Communication carried out during morning assembly hall, public functions organized for honouring the individuals, places of worships, addresses by  leaders in political gatherings etc.

4. Organizational or Institutional communication

            This type of communication is carried out within the four walls of the various organizations or institutions like factory / industrial establishments, government offices, army, hospitals. This type of communication is quite formal, systematic, planned and organized.

5. Mass Communication

            This type of communication is quite wide and extensive. It is carried out through different types of mechanical means, appliances and mass media like radio, TV, video, cinema, films, books and literature, newspapers and magazines, E-mail, internet communication and conferencing etc,. Here we don’t have any direct face to face natural communication between the sender or receiver yet it is the only way to reach the masses with the meaningful message full of information and education with utmost economy and effectiveness. The masses after receiving the message, information or instruction can send their responses to the source through their writing or may show the impact of the message through their actions and behaviours.

Types of Communication

            There are two modes of communication used in teaching process.

1. Oral Communication (Speaking and Listening Channels)

            The oral communication is largely oral or verbal interaction in classroom teaching. It is based upon audio lingual method. The teacher has to speak something orally the students have to listen the oral communications. It requires content first and expression on the part of teacher and the students listen the expression first than the theme or content.

            As shown in the below diagram the oral communication takes place between teacher as student with the help of speaking and listening operations.

2. Written Communication Strategy

            While the oral communication strategy does not ensure about the solution of the problem written communication ensures about the correct solution of the problem. It is based upon the cognitive code of method of teaching. An integration between teacher and students takes place through reading and writing activities. In writing, content comes first than expression and sequence is reverse in reading activities. Generally, communications are performed with the help of four activities: speaking and listening, writing and reading.

COMMUNICATION PROCESS / CYCLE

            Communication as a two way process involving interaction between the two or more persons (on giving and receiving ends).

There are six main components / elements are involved in any process of communication namely;

1. The source of communication or sender of the message.
2. Contents of communication or message.
3. Media or channel of communication.
4. The Receiver of the communication
5. Response material or feedback
6. Facilitators or barriers of communication

1. The source of communication (The communicator)

            The process of communication essentially starts with a source of communication. There must be somebody to initiate the process of communication. This source whether in the form of some object / event or person must be in a position to transmit information’s, ideas, thoughts, opinions and feelings etc. The source of communication person or object is generally named as ‘sender’ in the language of communication technology. In the teaching-learning process given inside the classroom, the teacher is to be regarded as the source of communication or sender of the message.

2. Contents of Communication or message

            What is intended to be communicated or transmitted by the source of communication that is sender from his own stock of knowledge, information, thoughts, opinions and feelings etc., to the other persons / persons (receivers) is known as the contents of communication. These contents may be well organized and structured or unstructured and unstructured.

3. Media and Channel of communication

            What one wishes to communicate to others is always communicated with the help of some or the other appropriate media or channel. The media is general takes the two distinctive forms – verbal and non-verbal. In any communication process the sender and receiver both are forced to make use of that media / channel of communication which is mutually acceptable as well as effective.

4. The Receiver of Communication

            Receiver is the persons who remains at the receiving end of the communication. He is to receive the encoded intended message of the source of communication, decode it for its proper interpretation and must reach or produce a desired response (feedback) to the source of communication.

5. Response material / Feedback

            The response material or feedback may be defined as the reaction or response signals in the encoded form transmitted back by the receiver, to the communicated message after its proper decoding, interpretation and understanding in order to maintain the flow of communication between him and the sender. The effectiveness in the flow of communication is dependent much upon the quality and effectiveness of the contents of the response. It is through feedback that one may evaluate the outcomes of his communication.

6. Facilitators or Barriers of Communication

            The quality and effectiveness of the process of communication is affected favourably or adversely through the presence of some or the other intervening variables lying between the source of communication and the receiver. These variables, according to their nature helping or obstructing the path communication, may be termed as facilitators or barriers of communication. Whereas the presence of congenial, physical, and psychological environmental conditions and facilities available for effective communication may facilitate and help in providing desirable effectiveness to the communication system.

FACTORS AFFECTING COMMUNICATION

v     Factors Related to Sender

(i)     The sender’s perception of the receiver (2) The sender’s concept of the environment (3) The sender’s self-concept, self-knowledge etc. (4) The audiences perception of sender (5) The psychological readiness of sender (6) Personal factors like age, interest, health, skills etc.

v     Factors Related to Learner

(i) Intelligence (2) Gender and age (3) Needs and motivation (4) Attitudes, beliefs and values (5) Concentration and interest (6) Self-esteem (7) Perception of learner about the sender

v     Factors Related to Atmosphere

(i) Openness and supportiveness (ii) Empathic and sympathetic (iii) Devoid of noise (iv) Positiveness (v) Climate conducive to communication

v     Factors Related to Messages

(A) Verbal

(i) Simple, easy to understand words (ii) Accuracy and precision in use of words (iii) Simplicity and clarity (iv) Imagination and Originality

(B) Non verbal

(i) Style and posture (ii) Language – speech delivery, intonation (iii) Gestures and body movements (iv) Facial expressions and emotions (v) Clothing and presentation

BARRIERS OF COMMUNICATION

(A) Internal Barriers of Communication      

The roots of such barriers lie in the sender and receiver of the message. These can be named as under;

1. Poor physical health or illness.
2. Poor background in terms of previous learning and general knowledge about the subject of communication.
3. Poor mental health and improper psychological make up like affected with prejudices, in attention, feeling or insecurity, anxiety depression and  districts etc.,
4. Handicapped understands the symbolic expression, verbalism and graphical representation etc.

(B) External Barriers of Communication

            The roots of these barriers lie in the environmental conditions prevailing at the time of communication. These conditions can be named as under

1. Noise and other similar distractors (indiscipline, improper physical facilities)
2. Polluted environment
3. Invisibility
4. Environmental and physical discomfort
5. Improper functioning of the communication channels involving audio-visual materials and equipment.
6. The non-cooperative or unhealthy rivalries and competitions among the participants in the process of communication.
7. Lack of proper motivation, incentives, zeal and enthusiasm needed to remain active on the part of the sender and receivers in the process of communication.

ACHIEVING EFFECTIVENESS IN THE CLASSROOM COMMUNICATION

            Effective communication is the essential requirement for having an effective interaction or getting maximum advantages from the process of communication. The nature and working of communication components are bring efficiency.

1. Source of Communication

            Effectiveness of a communication very much depends upon the strengths and qualities of the source of communication. The personality characteristics, his potential in terms of the content of communication and its presentation count very much for the effectiveness of a person as a communicator. The teachers, lawyers, political and religious leaders, writers, actors, artists or any one who wants to communicate his feelings, thoughts and ideas thus always try to imbibe all the essential virtues and qualities of an effective communicator.

2. Communication Material

            The effectiveness and success of the communication process in any classroom situation very much depends upon the quality and nature of the communication material. If the content and message has some attraction, force and value to the receiver, it will surely catch his attention and make him quite attentive and active participant in the communication process.

3. Communication Media or Channel

            Communication media or channel just lie in between the source and the receiver like a bridge or connecting link. What the source of communication says or shows to the receivers, it can be done only with the help of some or the other verbal or non-verbal communication channel. The effectiveness and strength of the communication flow between the communicator and receiver will surely depend upon the nature and quality of the verbal and non-verbal means, media and channels employed in the process of communication.

4. Receiver of the communication

            Where the initiator or source of communication is the communicator, the receiver lies on the other end for actualizing the process of communication. Actually what is dome through communication is always intended for the benefit of the receiver. That is why it can only be carried out effectively with his active involvement and cooperation. In case he is not interested or not capable of receiving and understanding the meaning of the message or does not respond in a proper way for maintaining the flow of communication, the communication will turn into one sided affair and thus lose its purpose and significance. In this way the actual key of effective classroom communication lies with the receiver.

INTERACTION ANALYSIS – FLANDER’S INTERACTION ANALYSIS CATEGORY SYSTEM (FIACS) AND ITS ADVANTAGES

INTRODUCTION

            The teacher exhibits various types of beahviours and various types of interactions take place in the class. The behaviour pattern of the teachers acts as the basis of the behaviour pattern of the pupils. The teacher’s behaviour makes an effort to create some sort of environment called “classroom climate”. Only the teachers can create the learning environment in the class. Teacher behaviours may be dominative and integrative. Dominative behaviours are those when the teacher speaks himself. The pupil’s freedom is restricted by the teacher when he orders. When the teacher grants permission to the pupils to speak, ask questions, accepts pupil’s ideas or encourages activeness in their class, it is known as integrative behaiovuar. The interaction between the teacher and the pupils is known as teaching. The analysis of the behaviours of the teachers is made by interaction analysis methods.

MEANING OF INTERACTION ANALYSIS

            According to Ober, “systematic observation represents a useful means of identifying, classifying, studying and measuring specific variables as they interact with in the instructional learning situation”. Hence, interaction analysis method is research oriented. It is the scientific and sequential study of all the events in the class-room. The subject matter is not measured in it. Only the interactions between the teacher and the pupils and amongst the peoples are studied.    

FLANDER’S INTERACTION CATEGORY SYSTEM

Objectives

1. To identify teacher’s behaviour in the class through interaction analysis.
2. To collect the objective data and systematic record of the teacher behaviour by this method.
3. To formulate remedial strategies with reference to the teaching methods.

Assumptions

1. In the learning process the class-room environment is the most important.
2. Teacher’s behaviour influences teaching.
3. Democratic behaviour in the class-room is highly appreciated.
4. The classroom behaviour can be changed by using feedback.
5. The observation of the teacher’s class-room behaviour is possible objectively.
6. The mutual relationship between the pupil and the teacher carries much importance in the learning process.
7. Verbal behaviour can be observed more reliably than the non-verbal behaviour.

MEANING

            The interaction category system developed by Flander is easier as compared to the other systems (Reciprocal Category System – RCS, Equivalent Talk Category – ETC). In order to classify the verbal behaviours of the pupils and the teachers, interaction analysis functions as an observational tool. It has been developed to record the verbal communication. It does not include the non-verbal behaviours.

           

Flander has divided the class-room behaviour of the pupils and the teachers in ten categories.

1. Teacher Talk – 7 categories
2. Pupil Talk – 2 categories
3. Silence / confusion – 1 category

Thus, the first seven categories include teacher talk. Next two categories include pupil –talk. The last tenth category includes the small spans of silence, noice and confusion. The first 7 categories or teacher talk has been bifurcated into (a) direct talk and (b) indirect talk.

Teacher’s Talk

A. Indirect Talk                                                                                  B. Direct Talk

1. Accepting Feeling                                                                             5. Lecturing

2. Praise or Encouragement                                                                  6. Giving Directions

3. Accepting and using ideas                                                                 7. Criticizing

4. Asking Questions

                                                           

Pupil Talk

8. Responding to Teacher                                             9. Pupil talk initiation         

10. Silence or Confusion

           

The main objective of this method is to analyze the teacher’s effect. Out of 7 categories of the teacher talk component the first four categories represent the indirect effect. Indirect behaviour of the teachers encourages the freedom of working and involvement of the pupils. Next 5^th and 6^th categories represent the direct effect. Direct behaviour of the teachers stresses upon his active control. It controls the pupils behaviour by encouraging the activities of the teachers. In the 8^th and 9^th category, the nature of the freedom has been described. Only two categories assigned to the pupil talk leaves behind many information’s unclassified. The objective of the 10^th category is to record the silence or confusion. Silence exceeding two minutes are not record in this category.

MEANING OF VARIOUS CATEGORIES

A. Teacher’s Indirect Influence

            In this method of analysis, the first four categories include those activities of the teachers which influence the pupils indirectly.

Category 1. Accepting Feelings

            In this category the feelings of the pupils are accepted by the teacher. He feels himself that the pupils should not be punished for exhibiting his feelings.

Category 2. Praise of Encouragement

            The teacher uses the words ‘good’ better’ ‘correct’ etc. while appreciating the activities of the pupils. He encourages them by saying ‘carry on’ ‘move ahead’, ‘yes tell more’ etc. It also includes joking but not too much.

Category 3. Accepting or using Ideas

            In this category, the pupil's ideas and not his feelings are accepted. If a pupil passes on some suggestion, then the teacher may repeat it in nut shell in his own style or words.

Category 4. Asking Questions

            This category includes asking questions only. There must be an answer to each question. Sometimes teacher asks the question but he carries on his lecture without receiving any answer. Such questions are not included in this category.

B. TEACHER'S DIRECT INFLUENCE

Category 5. Lecture

            It is a sort of verbal interaction used to impart the information’s or awareness regarding ideas. When a teacher explains something, consults something or provides information’s, this category is used.

Category 6. Giving Directions

            Whatever a teacher asks the pupils to do in the class is called 'giving directions'.

Category 7. Criticizing

When the teacher asks the pupils not to interrupt with foolish questions, then this behaviour is included in this category. Teachers 'what' and 'why' also come under this category.

C. PUPIL TALK

Category 8. Pupil-Talk Response

            It includes the pupil's talk in response to teachers talk. The initiates communication or contact but the pupils are not given too much freedom.

Category 9. Pupil-Talk initiation

            The pupil initiates the talk and presents his ideas. He starts new subject. He is free to develop his attitude.

Category 10. Silence or Confusion

            Silence or confusion of short spans when no communication is understandable falls under this category.

PROCEDURE OF OBSERVATION

            The use of this method needs special training and practice. The observer sits in the class as such a place from where he can have a view of all the participants and can hear their voices clearly. The activities of pupils and teachers are noted under the ten categories which are in reference after the span of every three seconds. After the expiry of every three seconds, the observer decides to which category the behaviour of the pupils and the teachers belong. The serial number of that category is recorded on the data sheet by the observer. Hence, 20 observations are recorded in every minute. When the observation is over, the observer shifts to some other room and prepares the details on the basis of those serial numbers of the categories. In this observation process, the writing of serial numbers of the categories is known as encoding. Writing details of behaviour on the basis of these categories is known as decoding. The observers should remember the serial numbers of these categories.

GROUND RULES FOR RECORDING/ENCODING

            The task of observation, recoding on encoding is quite complex and needs sufficient training and practice and care on the part of the observer. For maintaining objectivity and reliability of the process there are certain ground rules which have to be kept in mind by a observer. These are as follows.

Rule 1. When not certain to which two or more categories a statement belongs, choose the category that is numerically farthest from category 5. E.g for choosing between 3 and 4 choose 3 and for 8 and 9, choose 9.

Rule 2. If the trend of the teacher's talk is continuously direct or indirect, then the observer should not make any change in the category unless a clear indication form the teacher's side is received.

Rule 3. The observer should not involve his personal view-point.

Rule 4. If more than one categories occurs during the three seconds interval, then all the categories should be recorded. If after three seconds, no category changes, then the same serial number should be repeated in the next three seconds.

Rule 5. If the time period of silence exceeds three seconds, it should be recorded under category number 10.

Rule 6. A teacher's joke which is made at the expense of children is recorded as 7.

Rule 7. When all the pupils respond to a very small question collectively, then the serial number of category 8 is recorded.

CONSTRUCATION OF INTEACTION MATRIX

           

After recording or encoding the classroom events into ten categories, the next task is concerned with the construction of an interaction or observation matrix table. The category number of the record sheet are tabulated in the matrix table. Each number is entered in the form of sequence pairs being used twice, firstly as the first number and secondly as second number. The rows of the matrix represent the first number in the pair and the columns the second. The each pair of numbers overlaps with the previous pair and such overlapping pairs of observation are entered in appropriate cells of the matrix. E.g. Suppose that an observer has recorded the category numbers as 5,4,3,10,6,2,6,1,8,2. Let us add 10 in the beginning and 10 at the end of this series and try to form pairs. The result may be presented as:

Original series                           Series of pairing                                    Pairing

5                                              10                                            10

4                                              5                                              5

3                                              4                                              4

10                                            3                                              3

6                                              10                                            10

2                                              6                                              6         

6                                              2                                              2

1                                              6                                              6

8                                              1                                              1

2                                              8                                              8

                                                            2                                              2

                                                            10                                            10

            The pairs may be now entered in the matrix table.

INTERACTION MATRIX TABLE

Category	1	2	3	4	5	6	7	8	9	10	Total
1								/			1
2						/				/	2
3										/	1
4			/								1
5				/							1
6	/	/									2
7											0
8		/									1
9											0
10					/	/					2
Total	1	2	1	1	1	2	0	1	0	2	11

The first sequence pair (10, 5) has been tallied in the cell located at the intersection of 10^th row and 5^th column. The next pair 5,4) is being tallied in the cell located at the intersection of 5^th row and 4^th column. In the similar way, all the remaining pairs have been tallied in their respective cells as shown in matrix table. For exercising a check in the construction of the matrix, it is to be noted that the total number of observations 'n' will always be tabulated by N-1 tallies in the matrix. In the present example there were 12 category numbers (including the extra 10) that has produced a total of 11 tallies in the matrix.

Percentage of Teacher Talk (TT)

            The percentage of the behaviours belonging to the first seven groups can be calculated with regard to the total behaviours occurred in the class.

TT = 1+2+3+4+5+6+7    * 100

                                                                 N

            The tallies of first seven categories are added and divided by the total tallies of the matrices and hence the percentage can be calculated.

Pupil Talk (PT)

PT = 1+0/11*100    = 1/11 *100 = 9.09

If its percentage is to be calculated, multiply it with 100. This type of interpretation of the interaction matrices is known as decoding. It tells us whether the teacher is effective or not.

ADVANTAGES OF FLANDER'S INTEACTION METHOD

v     It is also used for in-service teachers.

v     If an observer is not present in the class, even then a picture of the interaction occurred in the class can be drawn with the help of the matrix.

v     It provides feed back to the pupil-teachers.

v     It is an objective and reliable method for the observation of class-room teaching.

v     It is mostly teacher talk oriented.

v     It is an analytical method to know the classroom activities.

v     It is an effective instrument to measure the social-emotional environment of the class.

v     It helps in analyzing the verbal behaviour of the teacher and classroom interaction.

LIMITATIONS OF FLANDERS SYSTEM OF INTEACTION ANALYSIS

o       It studies and analyses only verbal interactions and neglects nonverbal behaviours.

o       The method is content free and no effort is made to code content aspects.

o       The observers have to be trained in order to code correctly.

o       Less attention has been paid towards pupil-talk.

o       It consumes much time in preparing 10*10 matrix without which interpretation is not possible.

o       Certain activities like demonstrating and experimenting in science, map pointing in Geography, model reading in languages are unrepresented in this system.

o       Classroom interaction of pupil-pupil type is not considered here.

RECIPROCAL CATEGORY SYSTEM (R.C.S)

            In a survey by Amidon and Simon (1965), it was observed that more than 20 systems for classifying verbal classroom interactions are available in educational researchers. Various modifications of Flander’s system have been adopted. The R.C.S is one of them, which was developed by Richard Ober (1967) of the University of Florida. It is an attempt to direct more attention to the variety of student talk that occurs in the classroom.

            The R.C.S derives its name form the reciprocity principle. According to this principle, for every teacher’s verbal behaviour that can either be observed in the classroom or theoretically conceived there exists corresponding student behaviour. In this system, there are nine categories, which can be applied to student talk in a reciprocal way. In addition to these, there is a general category, which concerns itself with silence or confusion. The special feature of this system is that it devotes equal attention to student talk and teacher talk. Observation of classroom verbal interaction with a particular stress on the socio-emotional climate of the classroom is possible. There is also provision for noting the warming and cooling behaviour of students and teacher in addition to the positive and negative reinforcement factors.

Main Features of R.C.S

           

Category number assigned teacher talk	Description of verbal behaviour	Category number assigned to student talk
1	“Warm” (informalise) the Climate: Tends to open up and eliminate the tension of the situation; persists or encourages the action, behaviour, comments, ideas and or contribution or another, accepts and clarifies the feeling tone of another in a friendly manner. (Feeling may be positive or negative, predicating or recalling the feeling of another are included.)	11
2	Acceptance: Accepts the action behaviour, comments, ideas, and or contributions of another, positive reinforcement of these. Amplifies the contributions of another. Asks for classification of, builds on and or develops the action, behaviour of another.	12
3	Elicits: Asks a question or requests information about the comment, subject, or procedure being considered with the intent that another should answer (respond)	13
4	Responds: Gives direct answer or response to questions or requests for information that are initiated by another; includes answer to one’s own question.	14
5	Initiates: Present facts, information and or opinion concerning another, subject or procedure being considered that are self-initiated; express one’s own ideas, lectures.	15
6	Directs: Gives directions, instructions, order and /or assignments to which another is expected to comply	16
7	Corrects: Tells another that answer of behaviour is inappropriate or incorrect.	17
8	Rejects: Rejects ideas, feeling which are not acceptable.	18
9	Cools: (Formalises) the climate makes comments intended to modify the behaviour from an inappropriate to an appropriate pattern, may tend to create a certain amount of tension sometimes exercising authority in order to gain or maintain contact. The situation rejecting or criticizing the opinion or judgement of another.	19
10	Silence or confusion: Pauses, short periods of nonverbal interaction.	20

Implications of R.C.S

Ø      It makes possible organized observation of the socio-emotional aspects of classroom interaction.

Ø      It assists the teacher in planning strategies by providing a set of organizing patterns of instructions.

Ø      It provides a method of collecting objective feedback on actual instructional segments.

Ø      It leads to sensible jedgements based on qualified analyzed data related to teacher and strategies.

Ø      It encourages the development of teacher made observation systems.

Ø      After understanding this system, teacher (pre and in-service) can  apply this in practical ways and subsequently improve his instructional strategy.

Ø      It is a means for developing awareness of socio-emotional climate of the classroom.

Limitations of R.C.S

·        Continued study points to the fact that R.C.S. is not evaluative. In fact, without prior planning by the teacher of a set of learning objectives and prior selection of strategies, the ability of the teacher to make sensible judgements based on R.C.S information is doubtful.

·        It does not describe the totality of the classroom activity. It overlooks quality of verbal information and reacting behaviours.

EQUIVALENT TALK CATEGORY SYSTEM (E.T.C)

            Another important development of interaction analysis procedure is observed in the form of Equivalent Talk Category (ETC) System. It is an outgrowth of the extensive work with the Reciprocal Category System (R.C.S). This system was developed by Ernest L.Bentley and Edith Millar in Atlanta (1970).

Main Features of E.T.C

            The main features of E.T.C system are that it is designed to classify classroom verbal interaction and places particular emphasis on the quality of verbal actions and reading behaviour. It makes possible the systematic observation of the functions. For example, Presenting, Questioning, Responding, Reacting and Structuring that directly affect the level of cognitive interaction in the classroom. There are 10 categories in the E.T.C. but as a mater of fact they are twenty because of equivalence factor and may be used in classifying either teacher or student talk.

Teacher Code	Category	Student Code
1	Present Information: Unsolicited information – lecture, explanation related to lesson, demonstration; important comments; rhetorical questions	11
2	Question – Restricted Thinking: Call for responses that result from restricted thinking – Factual knowledge or simple recall; an accepted or pre-determined correct answer; facts previously learned or easy to produce; lower levels of cognition.	12
3	Question – Expanded Thinking: Call for responses that result from expanded thinking, open-ended responses; generation and generalizations; solutions generated by application of rules or procedures; answers of higher levels of cognition.	13
4	Respond – Restricted Thinking: Result from restricted thinking – factual knowledge; an accepted or pre-determined correct answer; facts previously learned or easy to produce; lower level of participation.	14
5	Respond - Expanded Thinking: Result from expanded thinking-open ended responses; generations and application of principles, concepts and generalizations; solutions generated by application of rules or procedures; answers to how, why, what do you think?; higher levels of cognition.	15
6	React – Maintain Level of Participation: Verbal behaviour that maintains current level of thinking; invitation to continue thinking, amplify, clarify or summarize ideas at the same or a lower level of cognition.	16
7	React- Extended Level of Participation: Verbal behaviour that extends current levels of thinking-request for further information; generation of data or principles or reconsideration of ideas requiring increased complexity of thinking; obvious utilization of information supplied by another, where level of cognitive participation is raised.	17
8	React – Terminate Level of Participation: Verbal behaviour that brings current topic or thought to a close termination of responses through comment or intervention; indication that thought sequence is ended; change or introduction of new topic; summation or relationship building activity when new learning is related to old.	18
9	Structure – Learning Activities: Comments that organize learning activities – comments, directions, assignments.	19
10	Structure – Pause – Silence: Absence of verbalizations utilized to promote the sequence planned.	20

Limitations of E.T.C

            The system of E.T.C presents no standard and passes no judgement. It simply makes possible the classification of verbal behaviours so that teaching strategies may be studied in terms of performance as well as theory.