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Flanders

The Flanders Interaction Analysis System provides teachers with two key abilities: (1) the ability to analyze verbal classroom interactions and climate, and (2) the ability to understand the communication strategies used in the classroom. It does this through a systematic observation method that involves tallying different types of teacher and student talk, including lectures, questions, praise, acceptance of ideas and feelings, criticism, and student initiation and response.

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Muhamad Galih Sumajaya
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655 views1 page

Flanders

The Flanders Interaction Analysis System provides teachers with two key abilities: (1) the ability to analyze verbal classroom interactions and climate, and (2) the ability to understand the communication strategies used in the classroom. It does this through a systematic observation method that involves tallying different types of teacher and student talk, including lectures, questions, praise, acceptance of ideas and feelings, criticism, and student initiation and response.

Uploaded by

Muhamad Galih Sumajaya
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Flanders Interaction Analysis System

Provides the consulting teacher (1) the ability to draw conclusions about the
verbal classroom climate and (2) the ability to make inferences about the commu-
nication strategies fostered in the classroom.

Teacher/Student/Other Behaviors Observed Tallies Anecdotal Notes


1. Accepts Feeling: Accepting and clarifying the feeling tone of
students in a nonthreatening manner. Feelings may be positive or
negative. Predicting or recalling feelings is included.
Indirect Influence

2. Praises or Encourages: Praising or encouraging student action


or behavior. Jokes that release tension, but not at the expense of
another individual; nodding head, saying "um hm?" or "go on" are
included.

3. Accepts or Uses ideas: Clarifying, building, or developing


ideas suggested by a student. As more of the teacher’s own ideas
come into play, shift to Category 5.
Teacher Talk

4. Asks Questions: Asking a question about content or procedure


with the intent that a student answer.

5. Lectures: Giving facts or opinions about content or proce-


dures; expressing the teacher’s own ideas, asking rhetorical ques-
Direct Influence

tions.

6. Gives Directions: Giving directions, commands, or orders with


which a student is expected to comply.

7. Criticizes or Justifies Authority: Making statements intended


to change student behavior from unacceptable to acceptable pat-
tern; bawling out someone; stating why the teacher is doing what
he/she is doing; extreme self-reference.

8. Responds: Talk by students in response to teacher. Teacher


initiates the contact or solicits
Student Talk

student statement.

9. Initiates: Talk by students, which they initiate. If "calling


on" students is only to indicate who may talk next, observer must
decide whether student wanted to talk. If so, use this category.

10. Silence or Confusion: Pauses, short periods of silence, and pe-


riods of confusion in which communication cannot be understood by
Silence

the observer.

Summary of categories for Flanders Interaction Analysis as adapted by S.J. Matthews, June
1995. Original source: Hopkins, W.S., & Moore, K.D. (1993). Clinical supervision: A practical
guide to student teacher supervision. Madison, WI: Brown & Benchmark Publishers.

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