Classroom climate classroom interaction analysis.ppt

Classroom climate classroom interaction analysis

1. CLASSROOM CLIMATE
CLASSROOM INTERACTION
ANALYSIS

2. CLASSROOM CLIMATE OVERVIEWS
•DEFINITION
•FACTORS
•SIGNIFICANCE
•TYPES
•FLANDERS ANALYSIS
•PRE-SERVICE AND IN-SERVICE
•QUALITIES OF GOOD TEACHER

3. DEFINITION CLASSROOM CLIMATE
•The generalized attitudes towards the teacher and the class that
the students share in common in spite of individual differences.
•The development of these attitudes is an outgrowth of classroom
social interactions
•This word climate is merely a shortened reference to those
qualities that consistently predominate in most teacher-student
contacts between students in the presence or absence of the
teacher.

4. FACTORS AFFECTING CLASSROOM CLIMATE
•The climate of a class can be referred to as a way of life.
•When a group of people meet for an hour or more in a day in the same place
and for some general purpose they will come to know,
What to expect from each other,
What statement will be appreciated or disregarded,
What sort of norm will be respected, and
What sort of ideas will be rejected?
Teaching is a personal intervention and every teacher has his pattern.

5. SIGNIFICANCE OF CONDUCTIVE CLASSROOM CLIMATE
•Student motivation andactive learningare the two main components of
engaged learning.
•Active learning does not imply physical movement, but rather the active
engagement of a student’s mind in the learning process.
•A positive classroom environmenthelps improve attention, reduce anxiety,
and support emotional and behavioral regulation of students. When
educators foster a positive learning culture; learners are more likely to acquire
higher motivation which leads to wonderful learning outcomes.
•Student motivation and self-efficacy are positively affected by a supportive
classroom climate.

6. TYPES OF CLASSROOM CLIMATE
•Classroom or learning climate refers to the
Intellectual
Social
Emotional
Physical environments.

7. FACTORS INFLUENCING CLASSROOM CLIMATE
The classroom climate is a compilation of factors includingsocial interactions between students and
teachers, behavioral and academic expectations, as well as the physical environment of the
classroom.

8. MANAGEMENT OF CLASSROOM CLIMATE

9. FLANDERS INTERACTION ANALYSIS
•Ned. A. Flanders developed a system of interaction analysis to
study what is happening in a classroom when a teacher teaches. It
is known as Flanders Interaction Analysis Categories System
(FIACS)
•Flanders and others developed this system at the University of
Minnesota, USA. Between 1955 and 1960.
•Flanders classified total verbal behavior into 10 categories.Verbal
behaviour comprises teacher talk, student talk, and silence or
confusion.

12. IAISSEZ-FAIRE AND DEMOCRATIC PATTERN
•The teacher accepts the students' impulses and actions and is less likely to monitor their behavior.
•The teacher strives not to hurt the students' feelings and has difficulty saying no or enforcing rules.

14. PROFESSIONAL COMPETENCIES OF A MATHEMATICS
TEACHER
•Teacher shouldclearly know the aim and objectives of mathematics. Thus, a
required teaching-learning situation can be created. He should teach the
students through effective teaching methods like -Analysis, synthesis,
methods, inductive-deductive methods, laboratory methods, and project and
problem-solving methods
•Teachers’ professional competence—their professional knowledge, skills,
beliefs, and motivation—is a critical predictor of teachers’ professionalwell-
beingand success.
•Four groupings of these competencies can help organize and simply for
teachers what they need to master to maximize their performance:classroom
management, instructional delivery, formative assessment, and personal
competencies.

15. PRE-SERVICE
The teacher needs professional training to understand the psychology
of learners, methods of teaching, classroom management, evaluation
techniques, and maintenance of records.
•Certificate course
•Diploma course
•Degree course
•Post-Graduate degree

16. IN-SERVICE EDUCATION
In-service education is a must for all teachers at all levels. A teacher
should be exposed to the latest developments in their own subject
areas, as well as new trends in the techniques of teaching,
evaluation, and communication technology.
•Academic staff colleges
•University Department of Education.

17. TEACHER AS A PROFESSION
•‘Teach’ in most formal and informal situations
•‘Lecture’ instead of teaching in college and university
•‘Educate’ development of knowledge and skills.
•‘Train’ gives somebody the instruction practice to learn
•‘Coach’ describes non-formal teaching, either an academic subject or sport.
•‘Instruct’ To teach people a skill or to show how to do something practical.

18. QUALITIES OF A GOOD TEACHER
•Sound, clear and adequate knowledge of the subject
•Ability to communicate his ideas through very simple, yet appropriate words.
•Commitment,
To act with a sense of responsibility.
To value propriety
To respect decorum
To act honestly and fairly at all times.
To work hard and unselfishly.
•Faith in principles of secularism, democracy, and human rights.

19. THANK YOU