Flanders'Interaction Analysis Categories(FIAC) on the web-site for teachers and learners of English as a secondary language from a German point of view
<Click here and you will always get back to the table of contents>
Table of Contents
Flanders'Interaction Analysis Categories(FIAC) HOMEback to the homepagePAGE back to the previous page back to
Teaching language
go on to
Inventory list of impulses by Winnefeld
go on to the next page


Flanders' Interaction Analysis Categories (FIAC)
 
  • Accepts feeling: accepts and clarifies the feeling tone of the students in a non-threatening manner. Feelings may be positive or negative. Predicting and recalling feelings are included
  •  

    Indirect Influence

  • Praises or encourages: praises or encourages student action or behaviour. Jokes that release tension, not at the expense of another individual, nodding head or saying 'uh huh?' or 'go on' are included
  • Accepts or uses ideas of student: clarifying, building, or developing ideas or suggestions by a student. As teacher brings more of his own ideas into play, shift to category five.
  •  

    Teacher Talk 

    Direct Influence

  • Asks questions: asking a question about content or procedure with the intent that a student may answer
  • Lectures: giving facts or opinions about content or procedures; expressing his own ideas; asking rhetorical questions
  • Gives directions: directions, commands, or orders with which a student is expected to comply.
  • Criticises or justifies authority: statements, intended to change student behaviour from non-acceptable to acceptable pattern, bawling someone out; stating why the teacher is doing what he is doing, extreme self-reference.
  • Student talk-responses: talk by students in response to teacher. Teacher initiates the contact or solicits student statement.
  • Student Talk
  • Student talk-initiation: talk by students which they initiate. If 'calling on' student is only to indicate who may talk next, observer must decide whether student wanted to talk. If he did, use this category
  • Silence or confusion: pauses, short periods of silence and periods of confusion in which communication cannot be understood by the observer.
  • Please try to classify the utterances of the English lesson tape script by simply using the numbers of FIAC

     

    What do you think about these statements?

    'Pupils learn more when they are listening than when they are talking.'

    'Pupils should only speak when they are spoken to.'

    The best role for a teacher is that of a benevolent dictator.'

    'The teacher has a job to do and pupils must accept this.'

    'Pupils will take advantage of you if you don't keep your distance.'

    'Not all science can be made interesting all of the time.'

    'Some children don't need motivating.'


    <Click here and you will always get back to the table of contents>
    Table of Contents
    Flanders'Interaction Analysis Categories(FIAC) HOMEback to the homepagePAGE back to the previous page back to
    Teaching language
    go on to
    Inventory list of impulses by Winnefeld
    go on to the next page